Leading the continuous school renewal process - wlb
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A review of the continuous school renewal process created by Dr. Walter Burt for the Learning Centered Leadership Crystal Mountain Aug 2014 workshop.

A review of the continuous school renewal process created by Dr. Walter Burt for the Learning Centered Leadership Crystal Mountain Aug 2014 workshop.

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  • Consider using Dalton Sherman’s opening speech to DISD.
  • All to often, you are not recognized for the work that you do. You are an underrepresented group when in comes to recognition. <br /> <br /> Your work is to recognize the work of others. So, let’s take a few minutes and recognize the people who provide a lot of leadership, support, and commitment at the building level.
  • You were first introduced to the ACL Leadership Model in February. You see five dimensions and data informed decision-making circling the dimensions. Why do you think this is so?
  • <br /> I would argue that the model should look like this. <br /> <br /> This dimension serves as the spiritual foundation that helps to coalesce the remaining disciplines into a framework for doing this important work. <br /> <br /> <br /> [Review the statements below] <br /> Spirituality is not synonymous with religion. Spirituality is a way of living that promotes an awareness of meaning in life, love, relationships and a priority of values while religion is a particular belief and faith characterized by a social institution in which a group of people participate and are concerned about systems of practices and beliefs. <br /> <br /> There is a great degree of spiritual leadership traits that is associated with leading school renewal and it is beginning to gain recognition as an effective leadership style for correcting what is wrong with the nation’s schools. According to Thompson, “personal observations as well as research has shown that there defined patterns of behavior among certain district and school leaders that indicates their successful use of spiritual leadership traits and attributes in their daily actions and decisions.” <br /> <br /> Bolman & Deal (2001) reminds us that while the job of a leader can be overwhelming, they set the tone for entire building -leading by example. If a leader wants teachers to instruct their students with love and a genuine concern for their well-being, they have to lead with the same qualities. This does not mean that you cannot hold people accountable, it means that it is done with respect, dignity and with love –not vengeance, malice, or negativity. <br />
  • Even the word “administrator” has a spiritual connotation – one who serves, comfort others, etc. (See Taylor’s work.)
  • Add commentary about this word. See Taylor
  • Review the thoughts of Kline & Saunders.
  • The research conducted by Hallinger & Heck, along with Leithwood and others, clearly demonstrate that school principals have an indirect influence on student achievement. In other words, good principals enhance the instructional, organizational, and culture that supports the climate for effective schools.
  • The 29th Annual MetLife Survey of the American Teacher finds that tree out of four K-12 public school principals believe the job has become “too complex” anmd about a third say they are likely to go into a different occupation within the next five years (Heitin, 2003)
  • Allison says resilient leaders take action with speed and elegance that responds to new and ever-changing realities, even as they maintain the essential of the organizations they lead. <br /> <br /> There are many signs that many organizations are at a critical juncture because of a crisis of meaning and faith. Managers wonder how to build team spirit when turnover is high, resources are low, and people worry about losing their jobs. <br /> <br /> Fullan (2005) believes that high-quality leaders help make working conditions energizing and make school improvement exciting. Principals who do not possess these qualities do not improve the working lives of teachers. <br /> <br /> When the job of the building principal is characterized by a lack of excitement and not being able to see issues from other people’s perspectives, the job become tiresome and claustrophobic and there is no joy in the work being done
  • Fullan (2003), in referencing Palmer, ask his colleagues to revisit their moral purpose by asking the following questions (Provide Handout): <br /> Why did I become a teacher/principal in the first place? <br /> What do I stand for as a teacher/principal? <br /> What are the gifts I bring to my work? <br /> What do I want my legacy to be? <br /> What can I do to “keep track of myself” – to remember my own heart? (p. 11.)
  • “We hold these truths to be self-evident that all men are created equal. And that they are endowed by their Creator with certain unalienable rights. Among these are life, liberty and the pursuit of happiness.” - The Declaration to the United States Constitution, 1776. <br /> <br /> Passion that the Founding Fathers had about creating a world that they could not envision. Many who had a vision did not even live up to these expectations. Some had slaves, and the majority of the men felt that women could not vote, own property, and could be bought on the price of tobacco. While these individuals held these debilitating beliefs, I have to believe that they had a vision for a world that they could not even envision. <br /> <br /> Their legacy to us who work in many different fields
  • Important principles about structural tension: This is the role of the building principal and that is to create structural tension in the workplace. To create tension so that the organization improves, rather than accepting the status quo (rubber band). <br /> Tension is formed by a discrepancy, or difference, between two elements – goal and reality; <br /> Tension creates a tendency for movement by forming a path of least resistance; <br /> Tension resolves when the discrepancy ends (Fritz, 1999).
  • Proverbs 29:18. <br /> <br /> School Improvement Plan – What is the vision? (Can you recall it?) Does it have meaning? Whose purpose, vision, and goals does it represent?
  • The word passion has a strong biblical connection. Its origin stems around the years of 1125-1175 in Medieval England and it comes from the word “passio” which represents Christ’s sufferings on the cross. Now the word passio serves as a representation of sufferings and submission. <br /> <br /> Exemplary leaders have a greater passion and commitment for their staffs, students, parents, their building and district. Caring for others and their well-being convey a sense of conviction and responsibility to others. Exemplary leaders model the expectations they have for others and are willing to make personal sacrifices to demonstrate their willingness and convictions to make improvements within their organization. (Think of King & Ghandi and their personal sacrifices.)
  • Michael Fullan’s framework for leadership. This framework contains six themes. They are: (1) moral purpose, (2) understanding change, (3) relationship building, (4) knowledge creation and sharing, and (5) coherence making.
  • Committed people are willing to go the extra mile. <br /> <br /> Refer to Everett Rogers’ book, Diffusion of Innovation.
  • Teachers may see the school renewal as a distraction from the work. <br /> <br /> Teachers may be sensitive to not being successful in the new initiative. They may feel their competence may come into question.
  • What does this mean for administrators & teacher leaders? (Resources, time, leader involvement.)
  • Fullan (2001) argues that many aspects of the current principalship do not pertain to moral purpose at all. Being a competent manager, engaging in good public relations, and even getting higher test scores do not constitute moral purpose. The driver should be moral purpose and that all other capacities (e.g., knowledge of the change process, building professional learning communities) should be in the service of moral purpose.
  • There were three major trends: <br /> <br /> Leadership styles – facilitative orientation, an institutional focus on student learning, efficient management , and a reliance on a combination of pressure and support to motivate others; <br /> Principals tended to address problems that can be solved quickly, they keep their long-term focus on improving student achievement, they follow a school improvement plan, and they attack incoherence. <br /> With the Chicago Reform initiative, promoting stronger ties between the school and parents and other community members, developing teachers’ knowledge and skills, and creating a viable professional learning community within the school.
  • Principals working with higher proportions of free/reduced lunch populations reported significantly higher self-efficacy beliefs for instructional leadership. Schools with high percentages of free lunch students would benefit from principals with higher levels of self-efficacy for instructional leadership.
  • If we are to lead, we must first be able to demonstrate the capacity to lead . . . . <br /> <br /> Relate the cabin pressure instance on departing airlines.
  • Reference Life Magazine that shows the 100 most influential people that changed the world. <br /> <br /> Transformational and pseudotransformational leaders.
  • If your company is heading in the right direction, a charismatic leader will get you there faster. Unfortunately, if you’re heading in the wrong direction, charisma will also get you there faster. <br /> <br /> By articulating the mission, the transformational leader “sets the agenda.” <br /> The mission statement is by far very powerful. When advanced by a transformative leader who is charismatic, convincing, and inspirational, they can have an even stronger impact. This suggestion is anchored in Ma Weber’s (1947) now classical argument that charisma matters; this notion- that charisma matters- is highly evident in transformational leadership. Not only does a a mission statement paint a picture about the future of the organization for the organizational members, but TL theorists argue that it can be done in a way that makes others want to assist in the painting of that picture- to color within the lines of the picture and take it up as their very own project.
  • Charismatic leadership inadvertently often do more harm than good because, at best, they provide episodic improvement followed by frustrated or despondent dependency. Superhuman leaders also do us another disservice: they are role models who can never be emulated by large numbers. Deep and sustained reform depends on many of us, not just on the very few who are destined to be extraordinary (Fullan, 2001).

Leading the continuous school renewal process - wlb Presentation Transcript

  • 1. Achievement Centered Leadership Crystal Mountain Resort Thompsonville, MI 29 July 2014 Lead the Continuous School Renewal by: Walter L. Burt, Ph.D. Facilitator
  • 2. ACL TRAINING SCHEDULE • Time Schedule • • Session 1: 8:15 – 10:05 Open Discussion (110 Minutes or 1.83 hrs.) • • 10:05 - 10:30 Activity #1: Moral Purpose (25 Minutes) • • 10:30 - 10:45 BREAK (15 Minutes) • • Session 2: 10:45 – 11:05 Open Discussion (20 Minutes) • • 11:05 - 11:30 Activity #2: To Lead one Must First Lead (25 • Minutes) • • Session 3: 11:30 – 11:55 School Renewal Activity (25 Minutes) • • • TOTAL MINUTES: 220 MINUTES (3.78 Hours) •
  • 3. A SALUTE TO PRINCIPALS AND TEACHER LEADERS • Educators, and particularly school principals have one of the most challenging and beneficial role in education today (Hallinger & Heck, 1996; Leithwood, 2003). • A key for student success is a great school, and the key to a great school is a great principal (Hallinger & Leithwood, 1996; Leithwood, 2003).
  • 4. Learning Objectives • Highlight the relevant research associated with selected leadership dispositions and their indirect effect upon student achievement. • Conduct an assessment of participants’ leadership attributes and reflect upon their motivation, dedication and commitment to doing this important work. • Brainstorm “best practices” for infusing continuous school renewal activities in the building’s school improvement plan for the 2014-15 School Year. 4
  • 5. INTRODUCTION • So far, you have received training on five of the six dimensions associated with ACL.
  • 6. 6 Manage Safe and Orderly School Operations Establish a Coherent and Rigorous Instructional Program Develop Teacher Leaders Lead the Continuous School Renewal Engage in Data- Informed Decision- Making Achievement Centered Leadership THE ACL LEADERSHIP MODEL
  • 7. 7 Manage Safe and Orderly School Operation Engage in Data- informed Decision- Making Develop Teacher Leaders Establish a Coherent and Rigorous Instructional Program Redesign the Organization Lead the Continuous School Renewal THE ACL LEADERSHIP MODEL - PROPOSED REVISION
  • 8. INTRODUCTION • Humans are intensely spiritual creatures and requires a sense of belonging, development and maintenance of a sense of purpose and calling (Graseck, 2005).
  • 9. INTRODUCTION • “AD - • MINISTRATOR”
  • 10. INTRODUCTION • People that have a sense of passion about their work and the workplace encourage creativity and risk-taking by having supportive programs to foster outside commitment (Groen, 2001).
  • 11. INTRODUCTION • This final training session on leading the continuous school renewal process, in my opinion, tends to bind the other dimensions into one encompassing model that enables one to do this important work.
  • 12. INTRODUCTION • The research reports of the failure of the publics schools in the 1980s served as the served as the harbinger for policymakers to institute change in public schools (Hallinger & Heck, 1996).
  • 13. INTRODUCTION • The decline in state and national economies during the 1980s brought a wave of reform in educational policy, structure, and training (Hallinger & Heck, 1996, Marks & Printy, 2003; Leithwood & Jantzi, 1999).
  • 14. INTRODUCTION • The research community provided policymakers with the venue to view principals. We have seen evidence of this in recent policy decisions pertaining to principal evaluation, principal preparation programs, and principal professional training (Hallinger & Heck, 1996;Leithwood & Jantzi, 1999).
  • 15. THE CHALLENGES OF PRINCIPAL LEADERSHIP • NCLB and RTTT legislative fiats have placed tremendous pressure on school staff to improved student achievement (Hallinger & Heck, 1996; Leithwood & Seashore- Louis, 2012; Shen, Cooley, Mia, Reeves, Burt, Rainey, Yuan, 2012).
  • 16. THE CHALLENGES OF PRINCIPAL LEADERSHIP • The goal of becoming a teacher or principal does not have the allure it once had. Consequently, fewer candidates are moving into teaching and school administrative positions (Burt & McCrumb, 2011; Heitin, 2013; Tillman, 2009).
  • 17. THE CHALLENGES OF PRINCIPAL LEADERSHIP • People with a high level of personal mastery have a special sense of vision and goals for their organization. It becomes a calling, rather than simply a good idea (Allison, 2012; Bolman & Deal, 2001; Senge, 1999, 2000).
  • 18. • The extant research show principals have an indirect influence on improving student achievement (Hallinger & Leithwood, 1996; Leithwood, Seashore- Louis, Anderson, & Wahlstrom, 2010 ; The Wallace Foundation, 2013).
  • 19. • Developing leadership capacity to improve school conditions is difficult work – few people have the background and experience to do this important work (Fullan, 2001, 2005; Wayman, Midgley & Stringfield, 2006).
  • 20. • Principals must not only focus on student performance, they must also support the intellectual and emotional work of teachers (Hargraves, Moore, & Manning, 2001).
  • 21. Activity #1: WHY I CHOSE TO DO THIS IMPORTANT WORK? MY STORY • Identify a person that you do not know and/or have had little to no prior conversation. • Find a convenient place to talk. • Share your experience about what compelled you to do and sustain your desire to lead in this area. • Take 25 minutes to share your story.
  • 22. THE VISION • “We hold these truths to be self-evident that all men are created equal and that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness” (The United States Declaration of Independence, 1776). 22
  • 23. STRUCTURAL TENSION Goal Reality Discrepancy Tension Resolution Fritz, R. (1999). The path of least resistance for managers. San Francisco, CA: Berrett-Koehler Publishers.
  • 24. PURPOSE, VISION, AND GOALS • Purpose, vision, and goals helps to bring focus to the individual and collective work of staff members. They articulate a compelling and challenging target for one’s personal practices (Cotton, 2003; Fritz, 1999; Fullan, 2001, Kouzes & Posner, 2002; Leithwood & Jantzi, 1999).
  • 25. LEADERSHIP ATTRIBUTES THAT HAVE AN INDIRECT INFLUENCE ON STUDENT ACHIEVEMENT • Passion • Commitment • Motivation • Rituals, Ceremonies, and other Symbolic Actions • Encouraging Risk-Taking • Self Confidence, Responsibility, and Perservance • High Expectations • Charismatic Leadership • Transformational Leadership
  • 26. PASSION • Passion is a compelling emotion. It conveys a sense of conviction of responsibility to others (Kouzes & Posner, 2002). • Exemplary leaders model the expectations they have for others and are willing to make personal sacrifices to demonstrate their willingness and conviction to make improvements (Burns, 1978; Marion, 2002; Northouse, 2010). • Youtube.com – Remember the Titans – Coach Boone Speech. 26
  • 27. PASSION • In high achieving schools, principals hold themselves accountable for student achievement (Cotton, 2003). • Principals’ strong focus on academics is essential to improving student achievement (Leithwood & Jantzi, 1999; Cotton, 2003).
  • 28. PASSION • In high achieving schools, principals spend their time in classrooms, hallways, lunchroom, and meeting with instructional leadership teams, rather than being cloistered in their offices (Cotton, 2003; Witziers, et al., 2003).
  • 29. COMMITMENT • Making an effort to embrace the organization’s aim and values as a member of the organization. Committed employees feel the need to go beyond normal job expectations (Cerit, 2010). 29
  • 30. COMMITMENT • Principals’ strong focus on academics is essential to improving student achievement (Cotton, 2003; Edmonds, 1979; Leithwood & Jantzi, 1999).
  • 31. COMMITMENT • We can improve our leadership by focusing on a small number of key dimensions – core aspects of leadership. It creates a new mind- set about the leader’s responsibility to him or herself and to those with whom s/he works (Fullan, 2001).
  • 32. COMMITMENT • School and district effectiveness studies show that high levels of student achievement are possible when schools and the district act as coordinated units of change (Chrispeels, Burke, Johnson, & Daly (2008).
  • 33. COMMITMENT • When implementing school initiatives, school leaders should recognize that change is slow (Ma, Shen, Kavanaugh, Lu, Brandi, Goodman, Till, & Watson (in press) and that the commitment of the principal and a core group is critical to change (Lee, Levin, & Soler, 2005; Rogers, 1995).
  • 34. COMMITMENT • New school initiatives are often seen to be distractions. These measures may distance staff from the “real” work and distance teachers and principals’ emotions to do well. In this sense, commitment often produced counterintuitive impulses (Blackmore, 2004)
  • 35. MOTIVATION • School reform initiatives depend on the motivations and capacities of local leadership, including teachers and administrators, (Leithwood, Seashore-Louis, Anderson, & Wahlstrom, 2010).
  • 36. MOTIVATION • People are motivated by goals which they find personally compelling, as well as challenging, but achievable (Leithwood & Seashore-Louis, 2011; Leithwood, Seashore- Louis, Anderson, & Wahlstrom, (2004).
  • 37. COLLABORATION • Schools are deprivatized and there is a norm where principals, teachers, and others are planning and working together to upgrade their skills and knowledge (Cotton, 2003).
  • 38. MORAL PURPOSE • Transformation of the individual to become committed to making a difference in the lives of children. It means, – Raising the bar for all children – Treating people with respect – Altering the social environment for other schools and districts (Fullan, 2001, 2005; Goodlad, 1994).
  • 39. RITUALS, CEREMONIES, AND OTHER SYMBOLIC ACTIONS • Effective schools utilize ceremonies and rituals intended to honor tradition, instill pride, recognize excellence, and stimulate proprietary interest in the school than ineffective schools (Cotton, 2003).
  • 40. ENCOURAGING RISK-TAKING • Principals in productive elementary schools skillfully used a number of strategies to promote the efforts of both parents and teachers who work directly with children (Sebring & Bryk, 2000).
  • 41. SELF-CONFIDENCE, RESPONSIBILITY, AND PERSERVANCE • In high achieving schools, the administrator holds him/herself accountable for the success of the whole school. They have confidence in their ability to influence situations. They offer no excuses about student performance (Cotton, 2003; Smith, Guarino, Strom, & Adams, 2006).
  • 42. HIGH EXPECTATIONS • Researchers from Edmonds (1979) to the present have consistently found that high-achieving schools, including poor and minority schools, are successful in part because the principals communicate to everyone in the school their expectations of high performance (Cotton, 2003; Goodlad, 1994; Leithwood & Jantzi, 1999).
  • 43. Activity #2 : AN ASSESSMENT OF MY LEADERSHIP QUALITIES: • The purpose of this learning activity is designed to assess school leaders’ commitment and motivation for doing this work. • Principals and aspiring principals will use Activity Sheet #2 to discuss their leadership qualities. Take 25 minutes for this activity • Be prepared to discuss your “take-away” from this activity. 43
  • 44. CHARISMATIC LEADERSHIP • Theories of leadership almost always involve theories of change (Knight, 2001). • Leaders with a great degree of passion are also individuals imbued with a high level of charisma (Crawford, 2002). • Many people think charisma is vital to leadership (Burns, 1978; Marion, 2002; Northouse, 2010). 44
  • 45. The Dilemma of the Charismatic Leader • Charismatic leaders are often described in ways that make it similar to transformational leadership (Northouse, 2010). • Charismatic leaders have exceptional powers of persuasion and are able to overcome resistance and opposition to the chosen course of action. 45
  • 46. Personality Characteristics, Behaviors, and Effects on Followers of Charismatic Leadership 46 Personality Characteristics Behaviors Effects on Followers Dominant Desire to influence Self-confident Strong moral values Sets strong role model Shows competence Articulates goals Communicates high expectations Trust in leader’s ideology Belief similarity between leader and follower Unquestioning acceptance Affection toward leader Obedience Identification with leader Emotional involvement Heightened goals Increased confidence Northouse, P. G. (2010). Leadership: Theory and practice (5th Edition). San Francisco:, CA: Sage
  • 47. TRANSFORMATIONAL LEADERSHIP • Strong transformational leadership by the principal is essential in getting teachers involved in the implementation of various instructional and support initiatives (Marks & Printy, 2003). These principals create a sense of urgency for doing this work (Kotter, 1996).
  • 48. CONCLUDING REMARKS • People that have passion & commitment have discovered work that excites them. • Passionate and committed people are willing to take risk. • Passionate and committed people believe they have the ability to make a difference. 48
  • 49. CHILDREN ARE OUR FUTURE • Whitney Houston – Children are our Future 49
  • 50. Activity #3: SCHOOL RENEWAL ACTIVITY • Principal and Aspiring principals will take 25 minutes to begin the planning process for demonstrating their commitment and willingness to lead continuous school renewal activities for the 2014-15 School Year. 50