Building a compact within your district

1
Building a compact within your district

• New York State Association of Small City School
  Districts
• 2008

2
Hopefully I have a unique perspective

• Two years looking at the research on leadership
  and organizational development
• Twenty-three years as a superintendent
• Eighteen in a small city

3
My basic premises

• Leaders need to see organizational behavior
  through multiple frames in order to make sense of
  reality, and to have multiple leadership
  strategies at their disposal.
• Success in public education is related to the
  degree that stakeholders embrace the moral
  purpose of schools.
• Significant change requires purposeful
  relationships.
• Such relationships are built on trust.
• Trust is the sum of competence and character.
• Character is reflected in our ability to make and
  keep promises.

4
What does the literature tell us about how
organizations function?

• Bolman and Deal4 Frameworks of Leadership
• FullanChange Theory
• Golemanleadership styles
• Coveyboth Stephen and Stephen M.R. and Bryk and
  Schneiderrelational trust
• Marzannothe power of a purposeful community

5
The unique aspects of a human service organization

• Virtually all human service organizations are not
  for profit.
• People who choose to work in this environment
  have opted not to enter highly competitive
  careers that focus on significant personal
  financial gain
• People in human service organizations tend to
  have higher needs for affirmation and support

6
My first question.

• Why are so many leaders clueless regarding what
  is going on in their organization?
• Or why did the Secretary of Defense think the
  insurgency in Iraq was a bunch of dead enders?

7
Bolman and Deals 4 Frameworks and a bunch of
dead enders
8
My next question

• Do some styles of leadership work better than
  others?

9
Golemans six leadership styles

• Coercive-compliancedo what I tell you
• Authoritative-mobilizes toward a goalcome with
  me!
• Affiliative-harmony emotional bondspeople
  first
• Democratic-consensus and participationwhat do
  you think?
• Pacesetting-high standardsdo as I do
• Coaching-develops peopletry this

10
Of the styles

• 2 of the 6 negatively affect climate and thus
  performance.
• One fosters resistance
• One fosters burnout
• Situational leadership suggests that each of the
  frames aligns with a specific leadership style

11
Bolman and Deals 4 Frameworks and Golemans six
leadership styles
12
My conclusionHuman service organizations
requires attention to all four frameworks and use
of all four leadership styles

• Especially when engaging in the change process

13
andas we talk of issues associated with

• Reform
• Improvement
• Restructuring
• all are forms of change.

14
What does it say when I say you need to change?

• To staff
• I do not like something about youthe way you
  look, act, talk, think, perform.
• What you are doing now, is not good enough.
• You are inadequate.
• You are not competent.
• Dont they think we know what we are doing?

• To the community
• What we have been doing with your kids hasnt
  worked
• You have been paying for the wrong thing
• We have been wasting your money
• The way your were educated is inadequate

15
Two kinds of change

• First order changechange which is an extension
  of current practice
• Second order changechange that requires a
  rethinking of basic assumptions and or a
  reordering of beliefs.

16
In order for schools to begin to approach 2nd
order change

• There must be a moral purpose guiding the change
• There must be a high level of relational trust
• There must be execution excellence
• And all of this must transcend the school house
  and extend into the community

17
If you can establish these elements

• You have a chance to move out of survival mode
• To engage in organizational creation
• And to practice
• Governance and leadership legacy

18
What do we mean by moral purpose?

• The sense of purpose that binds us together
• A sense of being part of something bigger than
  ourselves
• Which bricklayer would you rather hire?

19
Moral Purpose
20
What does it say when I say you need to change?

• To staff
• I do not like something about youthe way you
  look, act, talk, think, perform.
• What you are doing now, is not good enough.
• You are inadequate.
• You are not competent.
• Dont they think we know what we are doing?

• To the community
• What we have been doing with your kids hasnt
  worked
• You have been paying for the wrong thing
• We have been wasting your money
• The way your were educated is inadequate

21
What is the moral imperative of school leadership?

• To our staff
• What we do matters deeply in the lives of
  children and society
• We can NOT send children out unprepared
• What we do in the classroom must reflect the very
  best in practice.
• What are the ramifications of less than best
  practice?
• Do you want to be part of something bigger than
  yourself?
• We really cant leave any child behind!

• To our community
• We want to provide the best possible educational
  experience for all of your children
• The world requires a more sophisticated graduate
  There is no place for the uneducated in the
  global economy
• Just like medicine our practice should be
  improving as we learn more about the brain and
  how children learn
• We really cant leave any child behind!

22
The impact of Moral Purpose

• To staff
• I do not like something about youthe way you
  look, act, talk, think, perform.
• What you are doing now, is not good enough.
• You are inadequate.
• You are not competent.
• Dont they think we know what we are doing?

• To our staff
• What we do matters deeply in the lives of
  children and society
• We can NOT send children out unprepared
• What we do in the classroom must reflect the very
  best in practice.
• What are the ramifications of less than best
  practice?
• Do you want to be part of something bigger than
  yourself?
• We really cant leave any child behind!

23
And in the community

• To the community
• What we have been doing with your kids hasnt
  worked
• You have been paying for the wrong thing
• We have been wasting your money
• The way your were educated is inadequate

• To our community
• We want to provide the best possible educational
  experience for all of your children
• The world requires a more sophisticated graduate
  There is no place for the uneducated in the
  global economy
• Just like medicine our practice should be
  improving as we learn more about the brain and
  how children learn
• We really cant leave any child behind!

24
I do not think we emphasize our moral purpose
enough.

• And Jamies old employers certainly do emphasize
  theirs.

25
Its all about relationships

• If I ask you to change, and expect you to do it
• We need to have some kind of relationship and
• It has to be dependent on some level of trust.
• Trust is the keystone to all relationships.

26
Trust exists on multiple levels

• Competence. Do I know what I am doing?
• You can not lead if you can not manage.
• Competence is capability and results
• It is demonstrated every day by execution
• Character. Can you believe I am doing this for
  the right reasons?
• Character is integrity and intent.

27
One never takes trust for granted

• An effective leader is constantly engaged in
  relationship building
• Constantly engaged in building moral purpose
• Constantly linking relationships with moral
  purpose.
• Constantly demonstrating competence through
  execution excellence.

28
By definition

• One is in the survival mode when there are
  serious unresolved issues of trust

29
How do Boards of Education and Senior Executive
Leadership

• Build Trust
• Inspire Trust
• Nurture Trust
• Maintain Trust

• Self trust
• Relational trust
• Organizational trust
• Community trust
• Social trust

30
The link to community is all about trust

• The is no change without relationships.
• There are no relationships without trust.

31
Trust
32
Behaviors that

• Build Trust
• Establishing dignity as a core value
• Treating people with kindness and courtesy
• Loyalty to the absent
• Transparency AND confidentiality
• Accepting, even welcoming dissent
• Acting in the common interest
• Apologizing
• Making and keeping promises

• Compromise Trust
• Stripping people of their dignity
• Acting unkindly
• Gossiptalking behind peoples backs
• Undue secrecy
• Acting in self interest
• Labeling people as enemies
• us vs. them mentality
• Denying mistakes
• Breaking promises

33
More than any single behavior, trust is
established by

• Doing what it was you said you were going to do
• Making
• and keeping
• PROMISES

34
What are the essential promises you are willing
to make to

• Each other
• Your staff
• Your community

35
Be careful

• We must not promise what we ought not, lest we be
  called on to perform what we cannot.  Abraham
  Lincoln

36
Think it through

• Those that are most slow in making a promise are
  the most faithful in the performance of it. 
  Jean Jacques Rousseau

37
Follow with commitment

• Unless commitment is made, there are only
  promises and hopes but no plans.  Peter F.
  Drucker

38
And execution

• It is an immutable law in business that words are
  words, explanations are explanations, promises
  are promises but only performance is reality. 
  Harold Geneen

39
Therefore

• As a taxpayer, what promise are you willing to
  make to me
• As a parent
• As a teacher
• As a student
• What will you promise me?

40
The four promises every school board ought to be
able to make to its community

• A promise about safety
• A promise about instruction
• A promise about stewardship
• A promise about how we treat each other

41
Safety involves

• Security against outside threat
• Safe and orderly environment

42
Instruction

• Highly competent staff
• Tried and true methods
• Appropriate program
• Never giving up on children

43
Stewardship

• Good solid business practices
• Maintenance of investments
• Prudence in expenditures

44
How we treat each other

• Polite, open interaction
• Transparency
• Listen
• Inclusive
• Create a culture where the inherent dignity of
  each individual is valued

45
Think about making the four promises

• The benefits of the conversation
• The chance to engage the community and staff
• And most importantly,
• The moral compass you provide for yourself

46
In the endas leaders we are one of three stages

• Survival, where trust and competence is not
  firmly established
• Creation, where we can engage in 1st order change
  and establish the vision
• Legacy, where the organization achieves moral
  purpose

47
The legacy leader

• Is known for the leaders she has helped develop
• Has light footprints
• Takes the lead in tough issues, lets others forge
  forward in easier issues
• Sees herself as a servant to the moral purpose of
  the school
• When making and keeping promises, It is not the
  oath that makes us believe the man, but the man
  the oath.  Aeschylus

48
For further information

• My conceptual framework is base on the work of
  several scholars
• There is high quality training that essentially
  implements this scholarship
• Franklin Covey implements the work of Stephen
  Covey
• Gary McGuey does foundational work in building
  capacity for inspiration among teachers
• Links follow for both.

49
The Challenge of Greatness

• 4 Disciplines of Execution - Click Here
• The xQ (Execution Quotient survey) - Click Here

• The Four Imperatives of Leadership - Click Here
• Leading at the Speed of Trust - Click Here
• Leadership Modular Series - Click Here

The 7 Habits of Highly Effective People Click
Here Short video link Click Here
Click Here for more information regarding the
Organizational Greatness process

FranklinCovey Client Partner Bret Davis Cell
610-213-4791 Office 610-630-5634 Fax
610-630-5635 bret.davis_at_franklincovey.com
We help Education Organizations build the culture
that produces great results
50
The Inspirational Teacher workshop www.theinspira
tionalteacher.com garymcguey_at_theinspirationalteac
her.com
Leadership is communicating to people their worth
and potential so clearly that they come to see it
in themselves. This is the objective of the
Inspirational Teacher process. By modeling
principles, respecting, listening and building
relationships, we challenge students to aspire
to and attain higher expectations, thereby
developing future leaders.
51
My Info

• Dr. Stephen Uebbing
• Warner School of Education
• University of Rochester
• Box 270425
• Dewey Hall
• Rochester, NY 14627
• E mail suebbing_at_warner.rochester.edu
• Or sju4_at_yahoo.com
• Telephone[phone]