A detailed presentation on leadership on many levels of the educational system, from the highest level of superintendent administration all the way down to classroom initiatives. A look into curriculum modification, creation of the optimal learning environment, as well as student-teacher and teacher-teacher interaction.

1. EDUCATIONAL
LEADERSHIP THAT
WORKS

2. Leadership
Purposeful Community
Purposeful Community
FOCUS MAGNITUDE
School practices Create demand
Leadership
Leadership
Classroom practices Implement
Student Manage transitions
characteristics
Monitor and
evaluate
Leadership
MCREL’S BALANCED LEADERSHIP FRAMEWORK
Purposeful Community

3.  LEADERSHIP IS SECOND ONLY TO
CLASSROOM INSTRUCTION AMONG ALL
SCHOOL RELATED FACTORS THAT
CONTRIBUTE TO LEARNING.
(APPROXIMATELY ONE-QUARTER OF TOTAL
SCHOOL EFFECTS)
 LEADERSHIP EFFECTS ARE USUALLY
LARGER WHEN AND WHERE THEY ARE
NEEDED MOST.
(Leithwood, Lewis, Anderson, Wahlstrom, 2004)

4.  The average correlation between principal
leadership behavior and school achievement is
0.25
 A one standard deviation increase in teacher
perceptions of principal leadership is associated
with a 10 percentile gain in school achievement

5.  Make a list of leadership
practices which principals use to
influence student achievement.
Share with a partner.
Review list of Responsibilities
and Practices

6.  AFFIRMATION  INVOLVEMENT IN CIA
 CHANGE AGENT  KNOWLEDGE OF CIA
 COMMUNICATION  MONITOR/EVALUATE
 CONTINGENT REWARD  OPTIMIZE
 CULTURE  ORDER
 DISCIPLINE  OUTREACH
 FLEXIBILITY  RELATIONSHIPS
 FOCUS  RESOURCES
 IDEALS AND BELIEFS  SITUATIONAL
 INPUT AWARENESS
 INTELLECTUAL  VISIBILITY
STIMULATION

7.  The average correlation between district
leadership behavior and achievement is
0.24
A one standard deviation increase in
district level leadership is associated with a
9.5 percentile point difference in mean
student achievement.

8.  Make a list of the activities which
district leaders conduct which
lead to improved student
achievement.
 Share with a partner.
 Review list of District Practices

9. 1. COLLABORATIVE GOAL-SETTING PROCESS
2. NON-NEGOTIABLE GOALS FOR ACHIEVEMENT
AND INSTRUCTION
3. BOARD ALIGNMENT WITH AND SUPPORT OF
DISTRICT GOALS
4. USE OF RESOURCES TO SUPPORT THE GOALS
5. MONITORING GOALS
6. DEFINED AUTONOMY: DISTRICT/SCHOOL
RELATIONSHIP

10. Complete the “District GPS
Tool”, rating your district’s use
of research-based practices.
Share with a partner.

11. LEADERS PERCEIVED AS
STRONG DON’T ALWAYS HAVE A
POSITIVE EFFECT ON STUDENT
ACHIEVEMENT
What might explain this finding?

12.  FAILURE TO CHOOSE THE RIGHT
FOCUS
 FAILURETO GUIDE CHANGE
EFFECTIVELY
 FAILURE
TO BUILD SENSE OF
COMMUNITY AND SHARED
ACCOUNTABILITY FOR RESULTS

13. Leadership
Purposeful Community
Purposeful Community
FOCUS
MAGNITUDE
School practices
Leadership
Leadership
Create demand
Classroom practices
Implement
Student
Manage transitions
characteristics
Monitor and evaluate
Leadership
MCREL’S BALANCED LEADERSHIP FRAMEWORK
Purposeful Community

14. “Improvement is more a function of
learning to do the right thing in the
setting where you work than it is of
what you know when you start to
work.” (Richard Elmore)

15. “Doing your best isn’t good enough if
you don’t know what you are doing.”

16.  IN WHAT WAYS IS  IN WHAT WAYS IS
YOUR SCHOOL YOUR SCHOOL
DISTRICT’S FOCUS DISTRICT’S FOCUS
ORGANIZED ORGANIZED
AROUND SPECIFIC AROUND OTHER
STUDENT IMPROVEMENT
OUTCOMES? INITIATIVES?

17. • Focus on improving school and classroom
practices that are already well developed and
implemented.
• Focus on school and classroom practices that are
implemented marginally.
• Focus on practices that lack evidence for
improving student achievement.

18. • CLASSROOM INSTRUCTIONAL  CLASSROOM
PRACTICES
INSTRUCTION THAT
• CLASSROOM-LEVEL WORKS (2001)
PRACTICES, SCHOOL-LEVEL
PRACTICES AND STUDENT
CHARACTERISTICS  WHAT WORKS IN
SCHOOLS (2003)
• SCHOOL-LEVEL LEADERSHIP
RESPONSIBILITIES AND
PRACTICES  SCHOOL
LEADERSHIP THAT
WORKS (2005)
FINDINGS FROM META-
ANALYSIS
PUBLICATIONS

19. • GUARANTEED AND VIABLE • INSTRUCTIONAL
CURRICULUM STRATEGIES
• CHALLENGING GOALS AND • CLASSROOM
EFFECTIVE FEEDBACK
MANAGEMENT
• PARENT AND COMMUNITY • CLASSROOM
INVOLVEMENT
CURRICULUM DESIGN
• SAFE AND ORDERLY
ENVIRONMENT
• STUDENT LEVEL
• COLLLEGIALITY AND
• HOME ENVIRONMENT
PROFESSIONALISM • BACKGROUND
KNOWLEDGE
• MOTIVATION
SCHOOL LEVEL CLASSROOM LEVEL

20. 1. OPPORTUNITY TO LEARN
2. TIME
3. MONITORING
4. PRESSURE TO ACHIEVE
5. PARENTAL INVOLVEMENT
6. SCHOOL CLIMATE
7. COMMUNICATION AND DECISION-MAKING
8. COOPERATION

21. 1. IDENTIFY AND COMMUNICATE THE CONTENT
CONSIDERED ESSENTIAL FOR ALL STUDENTS
2. ENSURE THAT THIS CONTENT CAN BE ADDRESSED IN
THE TIME AVAILABLE
3. SEQUENCE AND ORGANIZE THIS CONTENT SO THAT
STUDENTS HAVE AMPLE OPPORTUNITY TO LEARN IT
4. ENSURE THAT TEACHERS ADDRESS THIS CONTENT
5. PROTECT THE INSTRUCTIONAL TIME AVAILABLE

22.  WHAT OBSTACLES DO LEADERS FACE IN
IMPLEMENTING A GUARANTEED AND VIABLE
CURRICULUM?
 WHAT LEADERSHIP KNOWLEDGE, SKILLS
AND DISPOSITIONS ARE REQUIRED TO BE
SUCCESSFUL IN THIS IMPLEMENTATION?

23. 1. IMPLEMENT AN ASSESSMENT SYSTEM THAT
PROVIDES TIMELY FEEDBACK ON STUDENT
ATTAINMENT OF KNOWLEDGE AND SKILLS
2. ESTABLISH SPECIFIC, CHALLENGING
ACHIEVEMENT GOALS FOR THE SCHOOL AS A
WHOLE
3. ESTABLISH SPECIFIC GOALS FOR INDIVIDUAL
STUDENTS

24. 1. YOUR SCHOOL-WIDE GOALS AND PERFORMANCE
TARGETS FOR THIS YEAR
2. THE PROCESS USED TO ESTABLISH THEM
3. THE DATA USED TO ESTABLISH GOALS AND
TARGETS
4. YOUR PROCEDURES FOR DATA MONITORING
AND REPORTING

25. 1. Communication between home and school is regular, two-
way and meaningful
2. Parenting skills are promoted and supported
3. Parents play an integral role in assisting student learning
4. Parents are welcome in the school, and their support and
assistance are sought
5. Parents are full partners in the decisions that affect children
and families
6. Community resources used to strengthen schools, families
and student learning.

26. ASSESS YOUR DISTRICT
AND SHARE WITH A
PARTNER

27.  SCHOOL CLIMATE----
 THE EXTENT TO WHICH A SCHOOL CREATES
AN ATMOSPHERE THAT STUDENTS
PERCEIVE AS ORDERLY AND SUPPORTIVE

28. 1. STUDENT CENTERED LEARNING
2. PHYSICAL AND PSYCHOLOGICAL SAFETY
3. STUDENT CONNECTEDNESS TO
SCHOOL/ADULTS/PEERS
4. CONTINUUM OF STUDENT SUPPORT SERVICES
5. GENUINE STUDENT, SCHOOL, FAMILY AND
COMMUNITY PARTNERSHIPS
6. SHARED LEADERSHIP

29.  TO WHAT EXTENT DOES YOUR DISTRICT
ADDRESS EACH OF THESE STANDARDS?
 WHICH ARE AREAS OF RELATIVE STRENGTH
AND WEAKNESS?

30. • COMMUNICATION/DECISION-MAKING---
THE EXTENT TO WHICH THE SCHOOL LEADER IS
AN INFORMATION PROVIDER AND FACILITATES
GROUP DECISION-MAKING
• COOPERATION---
THE EXTENT TO WHICH STAFF MEMBERS
SUPPORT ONE ANOTHER BY SHARING
RESOURCES, IDEAS AND SOLUTIONS TO
COMMON PROBLEMS

31.  “In the past, if you asked someone in a successful
enterprise what caused the success, the answer
was ‘it’s the people’. But that’s only partially true:
it is actually the relationships that make the
difference.” Michael
Fullan (2001)

32.  INSTRUCTIONAL STRATEGIES
 CLASSROOM MANAGEMENT
 CLASSROOM CURRICULUM DESIGN

33.  HOW WOULD YOU HELP TEACHERS GAIN
EXPERTISE IN THESE AREAS?
 HOW WOULD YOU MONITOR TEACHER
PERFORMANCE IN THESE AREAS?

34.  HOME ENVIRONMENT
 LEARNED INTELLIGENCE AND BACKGROUND
KNOWLEDGE
 STUDENT MOTIVATION

35. “We transform dysfunctional relationships into
functional ones, not by continuing to do what
we already know how to do more intensively
and with greater enthusiasm…

36. …but by learning how to do new things
and, perhaps more importantly,
learning how to attach positive value to
the learning and the doing of new
things.”

37. Leadership
Purposeful Community
Purposeful Community
FOCUS MAGNITUDE
Leadership
Leadership
School practices Create demand
Classroom practices Implement
Student characteristics Manage transitions
Monitor and evaluate
Leadership

38.  JOHN KOTTER VIDEO

39. 1. In what ways have schools changed during your
professional career?
2. What has been the effect of these changes on
educators personally and on their relationships
with one another?
3. What effect have these changes had on
expectations for school leaders?

41.  What are your assumptions about the future and
its impact on schools?
 In what ways must schools adapt to the changing
environment?

42.  Inadequate literacy and numeracy skills among large
segments of our student and adult populations
 An ongoing shift in the demographic profile of our
population, powered by the highest immigration rates in
nearly a century
 The continued evolution of the economy and the nation’s
job structure, requiring higher levels of skills fro an
increasing proportion of workers

43. RECALL TWO CHANGES (ONE SELF-INITIATED
AND THE OTHER EXTERNALLY IMPOSED)
WHICH YOU HAVE GUIDED AS AN
EDUCATIONAL LEADER.
CONSIDER ACTIONS YOU TOOK AND
WHETHER YOU WERE SUCCESSFUL OR
UNSUCCESSFUL.

44. 1. What motivates people to change?
2. Why do some changes stick and others do not?
3. Why are some changes more difficult than
others?

45. “Change in education is easy
to propose, hard to
implement, and
extraordinarily difficult to
sustain.”
Hargreaves and Fink, 2006

46. “Individuals and organizations
have an amazing capacity to
maintain their beliefs and
practices in the face of
massive, well-intentioned
efforts to change them.”
Sparks, 2009

47. “Our ancient ancestors might
have enjoyed heated schools and
comfortable buses much earlier
had there not been such a
visceral opposition to the new
initiatives of fire and the wheel.”
(Reeves, 2009)

48.  The magnitude of change is defined by the
implications it has for the people expected to
implement it and/or those who will be impacted by
it.
 The same change can be perceived differently by
different stakeholders. (McRel, 2006)

49.  INCREMENTAL  FUNDEMENTAL
 TECHNICAL  ADAPTIVE
 CONTINUOUS  DISCONTINUOUS
 FIRST ORDER  SECOND ORDER

50. DO STAKEHOLDERS PERCEIVE THE CHANGE
AS…
 An extension or a break with the past?
 Consistent or inconsistent with prevailing
organizational norms?
 Congruent or incongruent with personal values?
 Easily learned or requiring new knowledge and
skills?

51.  Recall a time in your life when you participated in
a change with second order implications.
 Share the experience with others, relating how
you felt and assessing how it worked out.

52.  Kotter video

53. 1. CREATE A SENSE OF URGENCY
Help others see the need for change and the
importance of acting immediately.
“The leader must make clear that the price
of stagnation entails pain that is greater
than that associated with the proposed
change.”
Reeves, 2002

54. 2. PULL TOGETHER THE GUIDING TEAM
 Make sure there is a powerful group guiding the
change---one with leadership skills, credibility,
communications ability, authority, analytical skills,
and a sense of urgency.
 “Superintendents, principals and other
administrative leaders are necessary but
insufficient elements of change
leadership.”
Reeves, 2009

55. DEVELOP THE CHANGE VISION AND
STRATEGY
Clarify how the future will be different from the past,
and how you can make that future a
reality.
“Without long-term goals, a school will
focus on the immediate, the expedient and
often the superficial.”
Glickman, 2003

56. SET THE DECIDE WHAT TO
STAGE? DO?
 Create a Sense of  Develop the Change
Urgency Vision and Strategy
 Pull Together the
Guiding Team

57. 4. COMMUNICATE FOR UNDERSTANDING
AND BUY-IN—Make sure that as many others
as possible understand and accept the vision and
strategy
5. EMPOWER OTHERS TO ACT—Remove as
many barriers as possible
6. PRODUCE SHORT TERM WINS —Create
some visible, clear successes ASAP
7. DON’T LET UP—Press harder and faster
after first successes

58. 8. CREATE A NEW CULTURE
 Hold on to the new ways of behaving, and make sure
they succeed, until they become strong enough to
replace old traditions
 “In change efforts, culture comes last, not
first…A culture truly changes only when a
new way of operating has been shown to
succeed over some minimum period of time.”
(Kotter and Cohen, 2002)

59.  CREATE DEMAND
 IMPLEMENT WITH QUALITY, FIDELITY,
INTENSITY AND CONSISTENCY
 MONITOR AND EVALUATE—ASSESS
IMPLEMENTATION OF RESEARCH BASED
PRACTICES; ATTEND TO LEADING
INDICATORS
 MANAGE PERSONAL TRANSITIONS

60. Change is situational;
Transition is psychological
“When a change happens without people
going through a transition, it is just a
rearrangement of the chairs.”
Bridges, 2003

61. LEADERS MUST:
 IDENTIFY WHO IS LOSING WHAT
 RECOGNIZE THE SIGNS OF GRIEVING
 ACKNOWLEDGE THEIR LOSS
 FIND SOME WAY TO COMPENSATE FOR THE
LOSS

62. NOTHING SEEMS TO WORK; PRODUCTION
DIPS; BOTH CREATIVITY AND CHAOS ARE
POSSIBLE; SOME MEMBERS WANT TO RUSH
FORWARD WHILE OTHERS RETREAT
“The neutral zone is like the wilderness
through which Moses led his people…It is
the winter during which the spring’s new
growth is taking shape under the earth.”
(Bridges,2003)

63. LEADERS MUST:
 EXPLAIN THE PURPOSE —help people
understand the purpose behind the change.
 SHOW THE PICTURE—show what the
outcome will look and feel like.
 LAY OUT THE PLAN—have a plan for how to
get from here to there.
 ALLOCATE A PART FOR EVERYONE —
Give people a part in the plan and the outcomes.

64. What are ways you have managed these
phases in your leadership experience?
 ENDING (DYING)
 NEUTRAL ZONE (CHAOS)
 NEW BEGINNING (RENEWAL)

65.  “INSTRUCTIONAL IMPROVEMENT IS A
CONSTANT CYCLE OF DECISIONS,
DISCOVERY AND FUTURE DECISIONS, AS WE
EXPLORE THE UNKNOWN.”
Glickman, 2003

66. Leadership
Purposeful Community
Purposeful Community
FOCUS
MAGNITUDE
School practices
Leadership
Leadership
Create demand
Classroom practices
Implement
Student
Manage transitions
characteristics
Monitor and evaluate
Leadership
Purposeful Community

67.  Composed of collaborative teams
 Whose members work interdependently
 To achieve common goals linked to
 The purpose of learning for all

68.  A FOCUS ON LEARNING
 FOCUS ON COLLABORATIVE CULTURE
 FOCUS ON RESULTS
 PROVIDE TIMELY, RELEVANT FEEDBACK
DuFour, DuFour, Eaker

69. A purposeful community is one with:
 The collective efficacy and capability
 to develop and use assets
 to accomplish purposes and produce outcomes that matter
to all
 through agreed-upon processes

70.  Moving from a community where we can
accomplish outcomes individually to one where
we can do so only because we are together
 Use “holding environments”, safe spaces where
all staff members can talk with one another about
challenges and assumptions—Exs. Study groups,
focus groups, structured dialogues, protocols,
strategic questioning

72.  Have physical existence  Are difficult to see or touch
 Can be touched or seen
 Are difficult to measure
 Are the basis for making
 Can leave the community
tangible assets more effective
 Can be more or less useful as a  Examples: leadership,
result of intangible assets planning process, attitudes
about the use of technology
 Examples: leader. Strategic
plan, computers
Tangible Assets Intangible Assets

73.  Leadership  Technology
 Strategy execution processes
 Communication and  Human capital
transparency  Workplace
 Brand and reputation organization and
 Networks and culture
alliances  Innovation
(Low and Kalafut,  Intellectual capital
2002)  Adaptability

74. PROCESSES THAT FOSTER:
 Patterns of communication
 Relationships among community members
 A sense of well-being
 Connections between the school and other
institutions
 Shared leadership opportunities
 A sense of order and discipline
(Waters and Cameron, 2006)

75.  Guidelines for human conduct  The ways in which we
that are proven to have operationalize principles to
enduring value create ground rules for the
common good.
 Examples: Integrity,
inclusiveness, Excellence,  Transparency requires
Service, Responsibility,
Quality, Honor, Openness,
of us that we….
Fairness, Honesty, Patience,
Courage, Transparency (Covey, 1989)
PRINCIPLES AGREEMENTS

76.  A shared perception or belief held by a group
that the group can organize and execute a
course of action that makes a difference.
(Goddard, 2005)
In fact, the group must believe that the only way
to reach extraordinary heights is by working
together in a collective effort.

77. Efficacious schools are more likely to:
 Accept challenging goals
 Demonstrate stronger efforts
 Persist in efforts to overcome difficulties and
succeed

79.  Set feasible goals
 Interpret achievement data as evidence of success or
failure to meet goals
 Identify exemplars of successful performance
 Create opportunities for teachers to observe one
another
 Persuade teachers of the ability to become an effective
organization through supervision and staff development
 Reduce teacher stress from district mandates and
community expectations

80.  Complete
the Professional Learning
Community Assessment Tool.
 Share your results with a partner.

81. “REMEMBER THE TITANS”

82. Leadership
Purposeful Community
Purposeful Community
FOCUS MAGNITUDE
Leadership
Leadership
School practices Create demand
Classroom practices Implement
Student characteristics Manage transitions
Monitor and evaluate
Leadership