McREL

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McRELsBalanced Leadership Framework School
Leadership That WorksbyBrian A. McNulty
Ph.D.Mid-continent Research for Education and
Learning

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Activity 1

• Thinking about change. . .
• and leadership

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Lets think for a minute about thetraits and
qualitieswe associate with leadership
Activity 1
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What pictures do you have in your mind that
correspond to these traits?Can you think ofany
movie imagesfor leaders?
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Think about a great boss you have had who dealt
successfully with major organizational change

• What one word best describes a great bosss
  action?

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Changing environments . . .

• lack of clarity
• increased stress
• ambiguity
• heightened need for trust

require new expectations for leaders.
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Operational Definitions

• Effective leaders influence individuals and
  organizations. At the individual level, leaders
  support learning that leads to individual and
  organizational goals. At the organizational
  level, leaders develop a shared vision and broad
  goals. Leaders accept responsibility for
  achieving results
• and create the necessary environments that
  contribute to individual and organizational
  success.

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Operational Definitions

• Leadership is a shared responsibility for
  achieving collective/organizational goals
  regardless of positional or organizational
  authority acknowledging that increasing levels
  of positional authority yield greater impact in
  an organization. Leadership is accomplishing
  together what individuals cannot accomplish
  alone.

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Operational Definitions

• Distributed leadership implies shared
  responsibility and mutual accountability toward a
  common goal or goals for the good of an
  organization. Distributed leadership is not a
  program or a model. It is a condition that
  can be enabled and sustained through
  organizational authority.

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Rationale Why Distributed Leadership is Important

• Depending on the complexity of an organization,
  and the implications of the changes it is
  attempting to implement, leadership demands more
  than what one person can provide. Distributed
  leadership is important because it creates
  conditions for maximizing the collective
  strengths of all individuals within a coherent,
  adaptive, and sustainable organization as they
  strive to adapt, learn, and grow. It requires
  each person to assume responsibility and take
  action for the good of the whole.

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Elements of Balanced Leadership

• Our framework for connecting a vision of
  leadership with a plan of action includes four
  key components
• purposeful community
• leadership
• research-based improvement focus and
• magnitude of change.

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Background

• Theory based meta-analysis of research
• Classroom Instruction that Works
• A New Era of School Reform (What Works in
  Schools)
• Classroom Strategies for At-Risk Students
• Out of School Time Strategies
• Leadership

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Methodology

• Meta-analysis of the quantitative research on
  leadership practices associated with student
  achievement
• Review synthesis of theoretical research
• Professional wisdom based on more than 100 years
  of experience

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Theoretical Research Base

• Change (Bridges, Rogers, Fullan, Wagner)
• Institutional (Hanson)
• Organizational Learning (Senge, Argyris, Schoen)
• Leadership (Collins, Murphy, Heifetz, Spillane,
  Elmore, Benis, Gardner, Kotter)
• Distributed Leadership (Elmore, Spillane, Block)
• Systems (Wheatley, Rogers, Senge)
• Supervision (Coffman, Buckingham, Clifton)

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Background on McRELs Leadership Study

• 3,000 dissertation citations
• 2,000 other study citations
• 70 studies met our criteria for inclusion
• quantitative data
• achievement as the dependent variable
• standardized scores
• teacher perceptions

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Types of Effect Sizes
Treatment vs. Control Standardized Mean
Difference
As one goes up, the other goes up (or
down). Correlation
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Power and Sample Size
Standardized Mean Difference Sample Size (TC)
.20 380
.30 168
.50 64
.75 30
1.00 18
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Power and Sample Size
Correlation Sample Size
.10 380
.20 100
.30 30
.40 22
.50 14
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Benefit of Meta-Analysis

• The 70 studies included
• 2,894 schools,
• 1.1 million students, and
• 14,000 teachers.
• Initially 80 of these 70 studies found no
  significant relationship to student achievement

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6 Big Findings

1. The effect size of general leadership
2. Specific leadership responsibilities and
   practices with statistically significant effects
   on achievement
3. Strong leaders do not always have a positive
   effect on achievement
4. Two major factors general leadership and change
   leadership
5. Responsibilities with positive correlations to
   leadership of 2nd order change
6. Responsibilities with negative correlations to
   leadership of 2nd order change

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Finding 1The average correlation (r) between
principal leadership behavior school
achievement is .25.

• This means
• a one standard deviation increase in principal
  leadership is associated with a 10 percentile
  point gain in school achievement.

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Difference in Leadership Ability
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Difference in Student Achievement
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Finding 2

• Through the research we identified
• 21 leadership responsibilities and
• 66 leadership practices . . .
• each of which has a statistically significant
  relationship to student achievement.

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Getting to Know the Leadership Practices

• Activity 2
• In triads, consider the overarching leadership
  responsibilities (yellow cards) and match them to
  the corresponding practices (blue cards).
• When you think you are done, compare your answers
  to the handout.
• Take note of the differences in effect sizes.

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Reflection and Debrief

• What surprises? What similarities/ differences do
  you notice between what you thought a leadership
  responsibility referred to and what the practices
  indicate? What effect sizes surprised you?
• New actions? What implications do the leadership
  responsibilities and practices have for your
  practice?
• What questions/concerns? What questions do the
  responsibilities and practices raise for you?

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Responsibilities Avg. r 95 Confidence
Intervals
Responsibilities The extent to which the principal Avg. r N Schools N Studies 95 (CI)
Change Agent Consciously challenges the status quo Is comfortable with leading change initiatives with uncertain outcomes Systematically considers new better ways of doing things. .30 479 7 (.22 to .38)
Flexibility Is comfortable with major changes in how things are done Encourages people to express opinions contrary to those with authority Adapts leadership style to needs of specific situations Can be directive or non-directive as the situation warrants. .22 151 2 (.05 to .37)
Intellectual Stimulation Keeps informed about current research theory regarding effective schooling Continually exposes staff to cutting edge ideas about how to be effective Systematically engages staff in discussions about current research theory Continuously involves the staff in reading articles books about effective practices. .32 321 5 (.22 to .42)
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Responsibilities Avg. r 95 Confidence
Intervals
Responsibilities The extent to which the principal Avg. r N Schools N Studies 95 (CI)
Optimizer Inspires teachers to accomplish things that might seem beyond their grasp Portrays a positive attitude about the ability of the staff to accomplish substantial things Is a driving force behind major initiatives. .20 444 9 (.11 to .29)
Monitors/ Evaluate Monitors evaluates the effectiveness of curriculum, instruction, assessment. .28 1071 30 (.23 to .34)
Ideals/ Beliefs Holds strong professional beliefs about schools, teaching, learning Shares beliefs about schooling, teachers learning with staff and parents Demonstrates behaviors that are consistent with beliefs. .25 526 8 (.17 to .33)
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Responsibilities Avg. r 95 Confidence
Intervals
Responsibilities The extent to which the principal Avg. r N Schools N Studies 95 (CI)
Knowledge of curriculum, instruction, assessment Is knowledgeable about assessment practices Is knowledgeable about instructional practices Provides conceptual guidance for teachers regarding effective classroom practice. .24 327 8 (.13 to .35)
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Responsibilities Avg. r 95 Confidence
Intervals
Responsibilities The extent to which the principal Avg. r N Schools N Studies 95 (CI)
Communi-cation Is easily accessible to teachers Develops effective means for teachers to communicate with one another Maintains open effective lines of communication with staff .23 245 10 (.10 to .35)
Culture Promotes cooperation among staff Promotes a sense of well-being Promotes cohesion among staff Develops shared understanding of purpose Develops a shared vision of what the school could be like. .29 709 13 (.23 to .37)
Input Provides opportunity for input on all important decisions Provides opportunities for staff to be involved in developing school policies Uses a leadership team in decision making. .30 504 13 (.21 to .38)
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Responsibilities Avg. r 95 Confidence
Intervals
Responsibilities The extent to which the principal Avg. r N Schools N Studies 95 (CI)
Order Provides enforces clear structures, rules procedures for students. Provides enforces clear structures, rules procedures for staff. Establishes routines regarding the running of the school that staff understand and follow. .26 456 17 (.17 to .35)
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Responsibilities Avg. r 95 Confidence
Intervals
Responsibilities The extent to which the principal Avg. r N Schools N Studies 95 (CI)
Discipline Protects instructional time from interruptions Protects/shelters teachers from distractions .24 397 10 (.14 to .33)
Resources Ensures that teachers have necessary materials equipment Ensures that teachers have necessary staff development opportunities that directly enhance their teaching. .26 570 17 (.18 to .34)
Curriculum, instruction, assessment Is involved in helping teachers design curricular activities Is involved with teachers to address instructional issues in their classrooms Is involved with teachers to address assessment issues. .16 636 19 (.08 to .24)
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Responsibilities Avg. r 95 Confidence
Intervals
Responsibilities The extent to which the principal Avg. r N Schools N Studies 95 (CI)
Focus Establishes high concrete goals expectations that all students meet them Establishes concrete goals for all curriculum, instruction assessment Establishes concrete goals for the general functioning of the school Continually keeps attention on established goals. .24 1109 30 (.18 to .29)
Visibility Makes systematic frequent visits to classrooms Maintains high visibility around the school Has frequent contact with students. .16 432 11 (.06 to .25)
Outreach Assures that the school is in compliance with district state mandates Advocates on behalf of the school in the community Advocates for the school with parents of the students Ensures that the central office is aware of the schools accomplishments. .28 478 14 (.19 to .35)
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Responsibilities Avg. r 95 Confidence
Intervals
Responsibilities The extent to which the principal Avg. r N Schools N Studies 95 (CI)
Affirmation Systematically fairly recognizes celebrates accomplishments of students Systematically fairly recognizes celebrates accomplishments of teachers Systematically acknowledges failures and celebrates accomplishment of the school. .25 345 7 (.14 to .35)
Relationship Remains aware of personal needs of teachers Maintains personal relationships with teachers Is informed about significant personal issues within lives of staff Acknowledges significant events in the lives of staff. .19 497 12 (.10 to .24)
Contingent rewards Recognizes individuals who excel Uses performance vs. seniority as the primary criterion for reward advancement. Uses hard work results as the basis for reward recognition. .15 420 7 (.05 to .24)
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Responsibilities Avg. r 95 Confidence
Intervals
Responsibilities The extent to which the principal Avg. r N Schools N Studies 95 (CI)
Situational awareness Is aware of informal groups relationships among staff of the school Is aware of issues in the school that have not surfaced but could create discord Can predict what could go wrong from day to day. .33 91 5 (.11 to .51)
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Getting to Know How Responsibilities Work Together

• Activity 3
• Locate the leadership responsibilities/practices
  (Green cards) and handout entitled Interactivity
  Diagram.
• Find the following cards visibility, monitor
  and evaluate, and knowledge of CIA, and place
  these three cards on the corners of the triangle.
• In teams, discuss how and why these
  responsibilities interact.
• In teams, find other groupings that may interact
  together and discuss how and why these
  responsibilities interact.

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Getting to Know How Responsibilities Work
Together

• To guide your teams conversation, consider the
  following sentence stems
• I think these responsibilities interact because.
• Ive seen these responsibilities interact in my
  school/district. Together, they can relate in
  this way
• I wonder

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Finding 3

• The Differential
• Impact of Leadership
• Leadership can have a positive or a negative
  effect.

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Finding 3The differential impact of leadership
Increase in Principal Leadership from 50th P Range of Correlations in Studies in Meta-analysis Increase in Student Achievement Scores from 50th P
84th .50 69th
84th .25 60th
84th -.02 49th
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How do We Explain This Differential Impact of
Leadership?

• Or, what factors mediate leadership behavior?
• Focus of the change
• and
• Magnitude of the change

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The Focus of Change
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Factors Influencing Achievement
School

• Guaranteed and viable curriculum
• Alignment and coherence (OTL)
• Time
• Challenging goals and effective feedback
• Monitoring
• Pressure to achieve
• Parent involvement
• School climate
• Collegiality and professionalism
• Communication and decision making
• Cooperation

Teacher
Instruction Classroom management Curriculum design
Student
Home atmosphere Background knowledge Learned
Intelligence Motivation
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I. School Practices
AVERAGE ES PERCENTILE GAIN
Alignment and Coherence .88 31
Time .39 15
Monitoring .30 12
Pressure to Achieve .27 11
Parental Involvement .26 10
School Climate .22 8
Communication and Decision Making .10 4
Cooperation .06 2
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Nine Categories ofInstructional Strategies
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2. STUDENT FACTORS

• Home atmosphere
• Prior knowledge
• Learned intelligence
• Motivation

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Factors Associated with SES
Factor Correlation PAV
Income .315 9.92
Education
Occupation
Home atmosphere
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Factors Associated with SES
Factor Correlation PAV
Income .315 9.92
Education .185 3.24
Occupation
Home atmosphere
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Factors Associated with SES
Factor Correlation PAV
Income .315 9.92
Education .185 3.24
Occupation .201 4.04
Home atmosphere
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Factors Associated with SES
Factor Correlation PAV
Income .315 9.92
Education .185 3.24
Occupation .201 4.04
Home atmosphere .577 33.29
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The Focus of the Work

• What is the right work?
• Lets look at how the practices play out in
  schools in terms of student achievement.

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Percentile Entering Percentile Leaving
Average School/ Average Teacher 50th 50th
Highly Ineffective School/Highly Ineffective Teacher 50th 3rd
Highly Effective School/ Highly Ineffective Teacher 50th 37th
Highly Ineffective School/ Highly Effective Teacher 50th 63rd
Highly Effective School/ Highly Effective Teacher 50th 96th
Highly Effective School/ Average Teacher 50th 78th
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(No Transcript)
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Questions?
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The Magnitude of Change
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Common labels describing types of change
vs.
vs.
vs.
vs.
Fundamental
Incremental
Technical
Adaptive
Continuous
Discontinuous
First-order
Second-order
McREL uses labels based on the implications of
change.
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Understanding the Magnitude of Change
1st order change

• 2nd order change

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McRELs view of change

• A change is defined by the implications it has
  for the people expected to implement it or those
  who will be impacted by it.

The same change can be perceived differently by
different stakeholders.
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Characteristics of First Order Change

• Consistent with current values, beliefs,
• and practices

• Can be carried out with existing
• knowledge and skills

• Can be implemented by others,
• including outside experts

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Characteristics of Second Order Change

• A break with the past
• Conflicts with prevailing norms, beliefs, and
  behaviors
• Implemented by stakeholders
• Complex
• Requires new knowledge
• and skills

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First- or second-order?
Do stakeholders perceive the change as
an extension of the past?
a break from the past?
consistent with prevailing organizational norms?
inconsistent with prevailing organizational
norms?
congruent with personal values?
incongruent with personal values?
easily learned using existing knowledge
skills?
requiring new knowledge skills?
First-order Implications
Second-order Implications
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Estimating the implications of a change

• Measuring the implications of a change for
  stakeholders requires thoughtful consideration of
  how different individuals and groups will
  perceive and respond to the change.

Picture retrieved October 28, 2004 from,
http//inventors.about.com/library/inventors/blsei
smograph.htm
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The magnitude of change
C H A N G E
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The magnitude of change
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Understanding Magnitude of Change

• To understand the magnitude of a change,
• leaders must be able to compare/contrast the

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Understanding Magnitude of Change

• Key Criteria Key Questions

Problem definition agreement What problem does the change propose to solve? Is there agreement on problem/solution relationship?
Understanding of (in)consistency of values What does the change value?
Understanding of (in)consistency of norms What does the change require relative to our ways of interacting?
Understanding of type of learning required How complex is the (re)learning of knowledge or skills required?
Understanding of urgency and incentives Is there a sense of urgency and incentives to move forward??
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ASSESSING ORGANIZATIONAL CONDITIONS

• ESTIMATING THE MAGNITUDE OF CHANGE

CORE CONTEXT RECEPTIVITY TO CHANGE READINESS
FOR IMPLEMENTATION
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CORE CONTEXT
Conditions Affecting Magnitude of Change Key Questions for Assessing Conditions
Problem Definition Is there agreement among those who will be impacted by the initiative that there really is a problem to solve? Is there agreement about the dimensions of the problem?
Problem Solution Is there agreement among stakeholders that the proposed initiative will solve an agreed upon problem?
Personal Values Is the proposed initiative consistent with the values of individual stakeholders?
Organizational Norms Is the proposed initiative based on the current organizational norms of operation?
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RECEPTIVITY TO CHANGE
Conditions Affecting Magnitude of Change Key Questions for Assessing Conditions
Choice Are there multiple approaches, from which people can choose to implement the proposed initiative?
Responsibility Are the people who are responsible for the implementing the proposed initiative involved in creating it?
Motivation Is there agreement among stakeholders that the current levels of performance are unacceptable or a shared vision of a more attractive future?
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READINESS FOR IMPLEMENTATION
Conditions Affecting Magnitude of Change Key Questions for Assessing Conditions
Knowledge Do the majority of stakeholders have the basic knowledge they need to do what will be asked of them?
Skills Do the majority of stakeholders have the skills required to be successful in the proposed initiative?
Resources Are all of the resources needed available and accessible to those who will be asked to implement the proposed initiative?
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ASSESSING THE MAGNITUDE OF NCLB

• A RETROSPECTIVE EXAMINATION OF THE CORE CONTEXT

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CRITICAL AREAS OF THE CORE CONTEXT
Problem Definition Problem Solution Personal
Values Organizational Norms
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PROBLEM DEFINITION SOLUTION

• In small groups,
• answer the following questions
• What was the problem in education that resulted
  in the NCLBA?
• What were the dimensions of the problem?
• Did the NCLBA solve the problem?

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CORE CONTEXT CONDITIONS FOR NCLBPROBLEM
DEFINITION SOLUTION
Conditions Affecting Magnitude of Change Key Questions for Assessing Conditions


Was there agreement among those who will be
impacted by the initiative that there really is a
problem to solve? Was there agreement about the
dimensions of the problem?
Problem Definition
Was there agreement among stakeholders that the
proposed initiative will solve an agreed upon
problem?
Problem Solution
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PERSONAL VALUES
In small groups, complete the following steps

1. Individually, quick write a list of your personal
   values related to education.
2. As a group, brainstorm a list of values inherent
   in the NCLBA.
3. Do a whip around and discuss the ways in which
   your values are consistent or inconsistent with
   the NCLBA.

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PERSONAL VALUES
What is a value?

• 1 relative worth, utility, or importance²

Example of a personal value about education
Every child can learn.
²Merriam Webster Online. Retrieved October 20,
2004 from, http//www.m-w.com/cgi-bin/dictionary
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PERSONAL VALUES

• In the whole group,
• share responses to the following
• What are the values inherent in the NCLBA?
• What are your values?
• In what ways are your values and the values
  inherent in the NCLBA consistent or inconsistent?

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CORE CONTEXT CONDITIONS FOR NCLBPERSONAL VALUES
Conditions Affecting Magnitude of Change Key Questions for Assessing Conditions

Is NCLB consistent with the values of individual
stakeholders?
Personal Values
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ORGANIZATIONAL NORMS
In small groups, complete the following steps

1. Brainstorm a list of organizational norms or
   existing patterns and rules that are prevalent in
   public schools.
2. Brainstorm a list of organizational norms on
   which the NCLBA is based.
3. In what ways does the NCLBA build on existing
   rules and patterns in public schools?

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ORGANIZATIONAL NORMS
What is a norm?

• 1 a principle of right action binding upon the
  members of a group and serving to guide, control,
  or regulate proper and acceptable behavior¹

Example of an organizational norm prevalent in
education Teaching is an isolated and
autonomous act.
¹Merriam Webster Online. Retrieved October 20,
2004 from, http//www.m-w.com/cgi-bin/dictionary
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ORGANIZATIONAL NORMS

• In the whole group,
• share responses to the following
• What are the prevalent organizational norms in
  public schools?
• On what organizational norms is the NCLBA based?
• In what ways does the NCLBA build on existing
  rules and patterns in public schools?

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CORE CONTEXT CONDITIONS FOR NCLBPERSONAL VALUES
Conditions Affecting Magnitude of Change Key Questions for Assessing Conditions

Is NCLB based on the current organizational norms
of operation?
Organizational Norms
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Understanding Magnitude of Change

• Activity 4
• Locate the handout entitled, Understanding the
  Magnitude of Change Worksheet
• Individually, think about a change your school
  will be facing or one in which your school is
  currently engaged.
• Using the worksheet, write the answers to the
  questions, and determine whether the change has
  1st or 2nd order implications for most
  stakeholders.
• In triads, share your findings and discuss why
  the change has 1st or 2nd order implications for
  most stakeholders.

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SCHOOL LEADERSHIP THAT WORKS UNDERSTANDING
MAGNITUDE OF CHANGE WORKSHEET
KEY CRITERIA Problem definition agreement KEY QUESTIONS What problem does the change propose to solve? Is there agreement on problem-solution relationship? ANSWERS/ 1ST OR 2ND ORDER IMPLICATIONS
Understanding of (in)consistency of values What does the change value?
Understanding of (in)consistency of norms What does the change ask relative to our ways of interacting?
Understanding of type of learning required How complex is the (re)learning, knowledge or skills required?
Understanding of urgency and incentives Is there a sense of urgency and incentives to move forward?
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Finding 4results of a factor analysis

• Two major factors
• General leadership
• Positive and negative correlations with 2nd order
  change
• There were insufficient factor loadings to
  collapse any of the 21 leadership responsibilities

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Leadership for first order change

• All 21 responsibilities are necessary and should
  be considered SOP in a school.
• First order change is a by product of the
  day-to-day operations of the school
• Review of rank order of leadership
  responsibilities and practices

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Leadership for first order ChangeRank ordered
Monitor and evaluate Culture Ideals and Beliefs Knowledge CIA Involvement CIA Focus Order 89) Affirmation and Intel. Stimulation 10) Communication 11) Input 12) Relationships 13) Optimizer 14) Flexibility 15) Resources 16) Contingent rewards 17) Sit. Awareness 18) Outreach 19) Visibility 20) Discipline 21) Change Agent
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Leadership for Second Order Change

• Factor analysis
• Positive and negative correlations

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Finding 5Positive Correlations with 2nd Order
Change (rank ordered)

• Knowledge of curriculum, instruction, and
  assessment
• Optimizer
• Intellectual stimulation
• Change agent
• Monitor and evaluate
• Flexibility
• Ideals and beliefs

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Leadership Responsibilities Positively Associated
with Changes with Second Order Implications
Responsibility Practices
Knowledge of curriculum, instruction, assessment Is knowledgeable about assessment practices Is knowledgeable about instructional practices Provides conceptual guidance for teachers regarding effective classroom practice.
Optimizer Inspires teachers to accomplish things that might seem beyond their grasp Portrays a positive attitude about the ability of the staff to accomplish substantial things Is a driving force behind major initiatives.
94
Leadership Responsibilities Positively Associated
with Changes with Second Order Implications
Responsibilities Practices
Intellectual Stimulation Keeps informed about current research theory regarding effective schooling Continually exposes staff to cutting edge ideas about how to be effective Systematically engages staff in discussions about current research theory Continuously involves the staff in reading articles books about effective practices.
Change Agent Consciously challenges the status quo Is comfortable with leading change initiatives with uncertain outcomes Systematically considers new better ways of doing things.
Monitors/ Evaluate Monitors evaluates the effectiveness of curriculum, instruction, assessment.
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Leadership Responsibilities Positively Associated
with Changes with Second Order Implications
Responsibilities Practices
Flexibility Is comfortable with major changes in how things are done Encourages people to express opinions contrary to those with authority Adapts leadership style to needs of specific situations Can be directive or non-directive as the situation warrants.
Ideals/ Beliefs Holds strong professional beliefs about schools, teaching, learning Shares beliefs about schooling, teachers learning with staff and parents Demonstrates behaviors that are consistent with beliefs.
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Responsibilities Positively Associated with 2nd
Order Change

• Locate the 7 (pink) leadership responsibility
  cards that are positively associated with 2nd
  order change.
• Use the change initiative you identified in the
  Understanding Magnitude of Change activity to
  discuss how the responsibilities help to lead
  change with 2nd order implications.
• Refer to the sentence stems to guide your
  conversation.

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Responsibilities Positively Associated with 2nd
Order Change

• To guide your teams conversation, consider the
  following sentence stems
• I think the 7 responsibilities help to lead
  change with 2nd order implications because . . .
• In my situation, this leadership responsibility
  pick one would help initiate change because . .
  .
• In my leadership practice, I havent considered
  this responsibility pick one because . . .

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Leadership for first order Change(rank ordered)
Monitor and evaluate Culture Ideals and Beliefs Knowledge CIA Involvement CIA Focus Order 89) Affirmation and Intel. Stimulation 10) Communication 11) Input 12) Relationships 13) Optimizer 14) Flexibility 15) Resources 16) Contingent rewards 17) Sit. Awareness 18) Outreach 19) Visibility 20) Discipline 21) Change Agent
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Finding 6Negative Correlations with 2nd Order
Change (rank ordered)

• Culture
• Communication
• Order
• Input

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Leadership Responsibilities/Practices Negatively
Impacted by Changes with Second Order
Implications
Responsibilities Practices
Culture Develops a shared vision of what the school could be like Promotes a sense of well being Promotes cohesion among staff Promotes cooperation among staff Develops an understanding of purpose
Communication Develops effective means for teachers to communicate with one another Is easily accessible to teachers Maintains open and effective lines of communication with staff
101
Leadership Responsibilities/Practices Negatively
Impacted by Changes with Second Order
Implications
Responsibilities Practices
Order Establishes routines for running of the school that staff understand and follow Provides and reinforces clear structure, rules and procedures for staff Provides and reinforces clear structure, rules and procedures for staff
Input Provides opportunities for staff to be involved in developing school policies Provides opportunity for input on all decisions Uses leadership team in decision making
102
Responsibilities Negatively Impacted by 2nd
Order Change

• Locate the 4 (pink) leadership responsibility
  cards that negatively impact 2nd order change.
• Use the change initiative you identified in the
  Understanding Magnitude of Change activity to
  discuss how the responsibilities can be
  negatively impacted by changes with 2nd order
  implications.
• Refer to the sentence stems to guide your
  conversation.

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Responsibilities Negatively Impacted by 2nd
Order Change

• To guide your teams conversation, consider the
  following sentence stems
• I think the 4 responsibilities can be negatively
  impacted by changes with 2nd order implications
  because . . .
• In my situation, these 4 leadership
  responsibilities look like . . .
• In my leadership practice . . .

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Leadership for First Order Change(rank ordered)
Monitor and evaluate Culture Ideals and Beliefs Knowledge CIA Involvement CIA Focus Order 89) Affirmation and Intel. Stimulation 10) Communication 11) Input 12) Relationships 13) Optimizer 14) Flexibility 15) Resources 16) Contingent rewards 17) Sit. Awareness 18) Outreach 19) Visibility 20) Discipline 21) Change Agent
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The magnitude of change Four stages of the
change process
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The Art and Science of Leadership The art of
progress is to preserve order amid change and
preserve change amid order.
Alfred North-Whitehead
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• The Personal Impact of 2nd Order Change
• Its not so much that were afraid of change or
  so in love with the old ways, but its that place
  in between that we fear . . . Its like being
  between trapezes. Its Linus when his blanket is
  in the dryer. Theres nothing to hold on to.

Marilyn Ferguson The Aquarian Conspiracy
108
Leadership Responsibilities Associated with
Purposeful Community

• Culture
• Ideals and Beliefs
• Communication
• Visibility
• Input
• Relationships
• Situational Awareness
• Affirmation

109
Leadership Responsibilities Associated with Focus
on Research-based Practices

• Resources
• Curriculum, Instruction, and Assessment
• Focus
• Outreach
• Order
• Discipline
• Contingent Rewards

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Leadership Responsibilities Associated with
Leading change

• Ideals and Beliefs
• Optimizer
• Flexibility
• Knowledge of Curriculum, Instruction, and
  Assessment
• Intellectual Stimulation
• Change Agent
• Monitor and Evaluate

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Develop a Purposeful Community
112
Definition Purposeful Community
A purposeful community is one with the collective efficacy and capacity to develop and use assets to accomplish purpose and produce outcomes that matter to all community members through agreed upon processes.
113
Develop a Purposeful Community
collective efficacy and capacity develop and use assets accomplish purpose and produce outcomes that matter to all community members through agreed upon processes
114

• Strategies and Tactics
• for Leading Change

115
Distribute Leadership Responsibilities

• Culture
• Order
• Communication
• Input

116
Operational Definitions

• Distributed leadership implies shared
  responsibility and mutual accountability toward a
  common goal or goals for the good of an
  organization. Distributed leadership is not a
  program or a model. It is a condition that
  can be enabled and sustained through
  organizational authority.

117
Rationale Why Distributed Leadership is Important

• Depending on the complexity of an organization,
  and the implications of the changes it is
  attempting to implement, leadership demands more
  than what one person can provide. Distributed
  leadership is important because it creates a
  condition for maximizing the collective strengths
  of all individuals within a coherent, adaptive,
  and sustainable organization as they strive to
  adapt, learn, and grow. It requires each person
  to assume responsibility and take action for the
  good of the whole.

118
Distributed Leadership

• True forms of distributed leadership require
  that
• multiple people work together to complete the
  right work regardless of positional authority,
  and,
• the group is grounded in responsibilities and
  tasks rather than position.

119
Distributed Leadership

• The group capitalizes on individual strengths to
  create a common approach to improvement
• They create an intentional shared responsibility
  towards accomplishing the right work, which in
  turn creates internal accountability
• Over time, they increase their capacity to do the
  right work

120
The Importance and Use of a Balanced Approach
to Leading Change With 1st and 2nd Order
Implications

• Balancing
• Directing and Supporting
• Answers and Questions
• Stability and Instability
• Stepping up and Stepping back
• Within and Between

121
Insanity is doing the same thing you have always
done and expecting different results.
Albert Einstein
122

• Be the change
• you want to see
• in the world

Mahatma Gandhi
123

• Everyone has a dream he can follow or squander.
• It is no failure to fall short of realizing all
  that we might dream.
• The failure is to fall short of dreaming all that
  we might realize.

124
Balanced Leadership

• Development
• Work

125
Other Development

• Online Questionnaire
• Distributed Leadership
• Superintendents
• Teachers
• Leadership Consortia
• Fieldbook
• Administrator standards
• HPHN Study (5th year)

126
McRELs research and ISLLC standards

• The ISLLC standards include
• 44 knowledge statements
• 43 dispositions
• 97 performances
• which can be found in 184 indices
• However, 17 of the practices identified in
  McRELs analysis are not included in the ISLLC
  standards.

127
17 balanced leadership practices not found in
the ISLLC standards
Responsibility Associated Practices
Affirmation The extent to which the principal recognizes and celebrates school accomplishments and acknowledges failures Systematically and fairly acknowledges failures and celebrates accomplishments of the school
Contingent Rewards The extent to which the principal recognizes and rewards individual accomplishments Uses hard work and results as the basis for reward and recognition Uses performance vs. seniority as the primary criterion for reward and advancement
Curriculum, Instruction, Assessment The extent to which the principal is directly involved in the design and implementation of curriculum, instruction, and assessment practices. Is involved with teachers in designing curricular activities and addressing instructional issues in their classrooms Is involved with teachers to address assessment issues
128
17 balanced leadership practices not found in
the ISLLC standards continued
Responsibility Associated Practices
Flexibility The extent to which the principal adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent. Adapts leadership style to needs of specific situations Can be directive or non-directive as the situation warrants
Outreach The extent to which the principal is an advocate or spokesperson for the school to all stakeholders. Interacts with parents in ways that enhance their support for the school Ensures that the central office is aware of the schools accomplishments
Relationships The extent to which the principal demonstrates an awareness of the personal aspects of teachers and staff. Remains aware of the personal needs of teachers and staff Acknowledges significant events in the lives of teachers and staff Maintains personal relationships with teachers and staff Is informed about significant personal issues in the lives of teachers and staff
129
17 balanced leadership practices not found in
the ISLLC standards continued
Responsibility Associated Practices
Situational Awareness The extent to which the principal is aware of the details and undercurrents in the running of the school and uses this information to address current and potential problems. Can predict what can go wrong from day to day
Visibility The extent to which the principal has quality contact and interactions with teachers and students. Makes systematic and frequent visits to the classroom Has frequent contact with students Is highly visible around the school

130
Principal leadership in schools is based on a
balance of emphasis. It is supportive and
facilitative of expertise and initiative
distributed widely across the school. At the
same time it is assertive of the schools
collective vision and goals. It is helpful but
not threatening, directive but not overbearing,
facilitative but not laissez-faire
(p.430) Smylie, M.A. Hart, A. W. School
Leadership for Teacher Learning and Change A
Human and Social Capital Development
Perspective(1999)
131
Leadership

• we should be calling for leadership that will
  challenge us to face problems for which there are
  no painless solutions . . . problems that require
  us to learn in new ways.
• Ronald A. Heifetz

132
For more information

• Visit the McREL Web site
• www.mcrel.org
• Access Balanced Leadership under Whats New
• Visit McRELs online newsroom
• www.mcrel.org/newsroom
• Click on education topics
• Click on leadership

133
At-risk synthesis www.mcrel.org/atrisksynthesis
  A Theory-based Meta-Analysis of Research on
Instruction www.mcrel.org/instructionmetaanalys
is   Classroom Instruction that Works video
www.mcrel.org/video   Out-of-school time
synthesis www.mcrel.org/oststudy   A New Era
of School Reform www.mcrel.org/newera   McREL
Fellows Program www.mcrel.org/fellows
134
Other web resources
Colorado critical friends network
protocols http//www.coloradocfg.org/Summer04/coac
hes_handbook.htm ISLLC Standards and Balanced
Leadership www.mcrel.org/leadershipweneed
135
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• Heifetz, R. (1994). Leadership without easy
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• Hesslebein, F. Johnston, R. (Eds.). (2002). On
  leading change A leader to leader guide. San
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  challenge How to get extraordinary things done
  in organizations. San Francisco Jossey-Bass.
• Marzano, R. J. (2000). A new era of school
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  What works in classroom instruction. Aurora, CO
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  University of Chicago Press.
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  Associates. (1994). Discontinuous change. San
  Francisco Jossey-Bass.
• Nanus, B. (1992). Visionary Leadership. New
  York Jossey-Bass.
• Quinn, R.E. (1996). Deep change Discovering
  the leader within. San Francisco Jossey-
• Bass.
• Rogers, E. (1995). Diffusion of innovations.
  New York The Free Press.
• Senge, P., Cambron-McCabe, N., Lucas, T.,
  Smith, B., Dutton, J., Kleiner, A. (2000).
  Schools that learn A fifth discipline fieldbook
  for educators, parents, and everyone who cares
  about education. New York Currency Doubleday.
• Senge, P.M., (1990). The fifth discipline The
  art practice of the learning organization. New
  York Currency Doubleday.
• Spillane, J., Halverson, R., Diamond, J.
  (2003). Towards a theory of school leadership
  practice Implications of a distributed
  perspective. Journal of curriculum studies.
• Spillane, J., Hallet, T., Diamond, J.
  (2003). Forms of capital and the construction of
  leadership Leadership in urban elementary
  schools. Sociology of Education, 76 (1).
• Spillane, J., Diamond, J., Jita, L. (2003).
  Leading instruction The distribution of
  leadership for instruction. Journal of
  Curriculum studies.
• Spillane, J. Seashore-Louis, K. (2002). The
  practice of school improvement. National
  society The study of education (NSSE) yearbook.
  Chicago University of Chicago.
• Tucker, M.S., Codding, J.B. (2002). The
  principal challenge Leading and managing schools
  in an era of accountability. San Francisco
  Jossey-Bass.
• Wenger, E. (1998). Communities of practice
  Learning, meaning and identity. Cambridge
  Cambridge University Press.
• Wheatley, M.J. (1999). Leadership and the New
  Science Discovering order in a chaotic world.
  San Francisco Berrett-Koehler Publishers, Inc.
• Wheatley, M.J. and Kellner-Rogers, M. (1996) A
  simpler way. San Francisco Berrett-Koehler
  Publishers