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Puyallup School District August 19, 2009

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  • 1. Leadership“No amount of darkness can dim the light of just one candle”
    Puyallup School District
    August 19, 2009
    gsharratt@wsu.edu
  • 2. There is no elevator to success.
    You must take the stairs . . .
    one step at a time.
  • 3. “Change means movement;
    movement means friction.”
    Saul Alinsky
    (en.thinkexist.com)
  • 4. Never mistake motion
    for action.
    Ernest Hemingway
  • 5. “You are today where your thoughts have brought you.
    You will be tomorrow where your thoughts take you.”
    James Allen
    (www.brainyquote.com)
  • 6. A school is . . .
    A building of four walls with
    the future inside.
  • 7.
  • 8. “Instead of helping some kids beat the odds . . .
    . . . why don’t we just change the odds?”
    Geoff Canada, Founder, Harlem Children’s Zone (2004)
  • 9. Demographics
    are not
    destiny
  • 10. A lot of people have gone farther than they thought they could . . .
    because someone else thought they would.
  • 11. How would you caption this drawing?
  • 12. Leaders . . .
  • 13. Leaders: "Build Capacity in Others for the Continuous Improvement in Performance and Practice”
  • 14. The Leadership Challenge
    “The quality of leadership in our schools has seldom mattered more . . . principals and superintendents have the job not only of managing our schools, but also of leading them through an era of profound social change that has required fundamental rethinking of what schools do and how they do it.”
    Arthur Levine (2005)
  • 15. Leaders Who Build Capacity
    “An approach to educational change that has the twin purposes of
    (1) enhancing student achievement and
    (2) strengthening the schools capacity for managing change.”
    Hopkins et al. (1994)
  • 16. “Leadership Matters!”
    It matters a great deal in leading a learning culture where staff and students improve in practice and performance.
  • 17. What is the purpose of educational leadership?
  • 18. “The purpose of leadership is the improvement of instructional practice, regardless of one’s role.”
    Richard Elmore (Harvard University)
  • 19. Leadership is . . .
    “Doing right things right.”
    Kenneth Leithwood, 2004
  • 20. As a leader, what are the
    “right things” to do in you building?
    What evidence do you have that you are
    “doing the right things right?”
  • 21. Leading with the “Right Work”
    “The right work at both the school level and the district level is to do something that impacts the classroom.”
    Waters & Marzano (2006)
  • 22. Leaders build capacity,
    not dependency.
  • 23. When Educators Learn - Students Learn
    “Leaders are responsible for building the capacity in individuals, teams, and organizations to be leaders and learners.”
    Hirsh & Killion (2009)
  • 24. Leaders Build Capacity
    “Members of authentic learning communities can solve their most complex and pressing problems by tapping into their own capacity and internal expertise.”
    “Individuals in dependency-prone environments lose their identify as professionals and become complicit workers, which removes individual commitment and investment in the outcomes.”
    Hirsh & Killion (2009)
  • 25. What lies within . . .
    “. . . The prescriptions for improving schools must not come primarily from outside of schools. The most lasting and important changes will come from within and will draw on the great resources within schools.”
    Roland Barth (2005)
  • 26. Adult behavior changes when . . .
    If you want to change people’s behavior, “You need to create a community around them, where these new beliefs could be practical, expressed and nurtured” (p. 173).
    Fullan (2005)
  • 27. How do you build capacity in others for their continued improvement?
    How do you create dependency?
  • 28. Break
    Johnny Carson
  • 29. As a Leader You Know . . .
    What gets measured
    gets done.
    What gets rewarded
    gets repeated.
  • 30. What do you measure to ensure it gets completed?
    What do you reward to ensure it gets repeated?
  • 31. You Get What You Reward
    If you want teamwork . . .
    recognize collaboration.
    If you want quality performance . . .
    recognize results achieved.
    If you want employees toaim high . . .
    recognize meeting stretch goals
    and don’t punish those who fall a little short.
  • 32. You Get What You Reward
    If you want problem-solving . . .
    recognize problem identification and resolution.
    If you want creativity . . .
    recognize and value creative ideas.
    If you want knowledge sharing . . .
    recognize and model agency expertise.
    If you want effective training . . .
    recognize and job-embedded skills used in the work of staff and student improvement.
  • 33. The Five Practices
    James M. Kouzes and Barry Z. Posner
    Santa Clara University
    Model the Way
    Inspire a Shared Vision
    Challenge the Process
    Enable Others to Act
    Encourage the Heart
  • 34. Model the Way
    “The action that made the most difference was setting a personal example.”
    Idan Baqr-Sade, BridgeWave
    Setting the Example
    Clarifying Values
    Find your voice by clarifying your personal values
    Affirm shared values. Unity is forged, not forced
    Personify the shared values
    Teach others to model the values
  • 35. Inspire a Shared Vision
    “You have to paint a powerfully compelling picture of the future for people to want to align with the vision.”
    Vicky Ngo-Roberti, VMware, Inc.
    Envisioning the Future
    Enlisting Others
    Envision the future by imagining exciting and ennobling possibilities
    Find a common purpose by listening to others
    Enlist others in the common vision by appealing to shared aspirations
    Animate the vision through speaking from the heart with positive communication
  • 36. Challenge the Process
    “Leaders are not afraid to take risks and step outside of their comfort zone.”Chris Hintz, Cisco Systems
    Experiment and Take Risks
    Search for Opportunities
    Experiment and take risks by constantly generating small wins and learning from mistakes
    Learn from experience
    Seize the initiative and seek innovative ways to change, grow and improve
    Exercise insight and let ideas flow freely from the outside in
  • 37. Enable Others to Act
    “To be successful, teams must adopt a www.com (we will win) mind-set, and not an imm.com (I, me, myself) mind-set.”Lily Cheng, PACE Learning & Consultancy
    Strengthen Others
    Foster Collaboration
    Foster collaboration by promoting cooperative goals and building trust
    Facilitate relationships. Every significant relationship should be treated as if it will last a lifetime
    • Helping others take ownership in and responsibility for the success of the group by enhancing their competence and confidence
    • 38. Enhance self-determination of others by helping them develop competence and confidence
  • Encourage the Heart
    “Through appreciation and celebration we show people that they are significant and their contributions are vital to our overall success.”Soumya Mitra, EMC Corporation
    Celebrating
    Recognize Contributions
    • Celebrate the values and victories by creating a spirit of community
    • 39. Be personally involved. Nothing communicates more clearly than what the leaders do
    • 40. Stories by their nature are public forms of communication.
    • 41. Recognize contributions by showing appreciation for individual excellence
    • 42. Personalize recognition. Saying “thank you” goes a long way in sustaining high performance
    • 43. People are just more willing to follow someone they like and trust
  • “It is always worthwhile to make others aware of their worth.”
    Macolm Forbes
    (Management Tid Bytes, 2004)
  • 44. Break
  • 45. Coaching
    Are you coachable?
  • 46. “In the end, we cannot become what we need to be by remaining what we are.”
    Max DePree (1989)
  • 47. Why Leadership Coaching?
    “Coaching done well, holds enormous potential for creating lasting change – something school systems have struggled with for so long.”
    Reiss (2007)
  • 48. “Coaching is the process and a relationship that empowers individuals to explore their innermost thoughts, strengths, beliefs, and goals to create outer results.”
    Reiss (2007)
  • 49. “Everyone involved in the continuous improvement of school systems needs to be constantly improving – not only students but also every staff member, every leader needs to be engaged in ongoing learning about themselves and how they can contribute to improvement in their schools, systems, and communities.”
    Reiss (2007)
  • 50. Staff Development and Coaching
    “The research on effective staff development has shown little impact of traditional training programs on creating change
    in the classroom.
    It recommends models that provide ongoing support and are job embedded, and it specifically recommends coaching.”
    Reiss (2007)
  • 51. “Coaching people to unleash their aspirations, move beyond what they already think and know, and maximize their results is one of the highest aspirations of what it is to be human.”
    Robert Hargrove (2000)
  • 52. “To create a high performance team, we must replace typical management activities like supervising, monitoring, checking, and controlling with new behaviors like coaching and communicating.”
    Ray Smith, CEO, Bell Atlantic
  • 53. Coaching defined as . . .
    The term comes from a French word meaning, “to transport people from one place to another.”
    The Cambridge Dictionary (2006)
    Now the term is used to describe a person, a process, a role, and a profession. A modern interpretation would refer to a person being moved to a higher level of competence, confidence, or performance.”
    Reiss (2007)
  • 54. Coaching is . . .
    “an alliance between two people: The coachee, who wants or can benefit from coaching, and the coach who is skilled and experienced in listening deeply to what the coachee wants and what’s in the way of achieving it.”
    “Coaches are skilled at inspiring people to see and perform at their highest potential.”
    Reiss (2007)
  • 55. “Most successful pros have mentors, coaches, and others who motivate, activate, and inspire them to great performances.”
    Bobby McGree (2001)
    Olympic running coach
  • 56. “Athletes tend to assume that training and talent precede performance, and that a strong mental approach is something you either have or don’t have.
    The truth is, the harder you train mentally, the better you perform physically and your improvements will go as far as your mind will take you.”
    McGee (2001)
  • 57. “I’m not a coach of players,
    I’m a coach of leaders.”
    Coach “K”
    Duke Basketball
  • 58. What are the attributes of a good leadership coach?
    Active listener
    Nonjudgmental
    Possibility thinker
    Compassionate
    Inspirational
    Personable
    Intuitive
    Sincere
    Trustworthy
    Risk taker
    Action Oriented
    Focused on Results
    Knows core coaching competences
    Curious
  • 59. What are the attributes of someone who can be coached to improvement?
    Open to improvement
    Self-confident
    Risk taker
    Persistent
    Open-minded
    Trusting
    Skilled listener
    Effective communicator
    Looks into the future
    Goal setting and goal completer
    AWSP Workshop (2006)
  • 60. What are the system benefits of leadership coaching?
    Increased organizational strength
    Increased leadership retention
    Increased productivity
    Increased quality
    Improved working relationships
    Improved teamwork
    Improved job satisfaction
    Reduced conflict
    Increased commitment to the organization
    Increased personal and professional growth
    Reiss (2007)
  • 61. What are the personal benefits of coaching to the coach? To the coachee?
    Strengthen their leadership competencies
    Increase in their confidence
    Improve in their performance
    Further develop a skill strength
    Explore a new approach to leading and learning
    Prepare for a new position
    Target a specific weakness for improvement
    Balance personal and professional relationships
    Reiss (2007)
  • 62. Benefit of coaching to school system
    “School systems that embrace coaching can experience stronger, more confident leadership, more aligned systems, and a continuous improvement culture that involves all educators working toward significant goals, everyday.”
    Reiss (2007)
  • 63. Creating the Magic at Walt Disney World
    “The highest customer satisfaction is recorded in those areas of the company where cast members rate their leaders as ‘outstanding’ at
    coaching,
    listening,
    empowerment.”
    recognition and
  • 64. Thoughts on Leadership
    • Listen to me
    • 65. Put me in the game
    • 66. Some assembly is required
    • 67. Stay on main street
    • 68. Inspire me
    • 69. Share the big picture
    • 70. I’ll perform when I’m “on stage”
    • 71. Make me feel special
    • 72. Bring out the best in me
    • 73. Coach me
  • Leadership
    With a partner, share evidence of how you have:
    coached someone to improvement,
    listened for understanding,
    recognized the efforts of others, and
    empowered staff.
  • 74.
  • 75. Break
  • 76. “When I was very young, most of my childhood heroes wore capes, flew through the air, or picked up buildings with one arm. But as I grew, my heroes changed, so that now I can honestly say, that anyone who does anything to help a child is a hero to me.”
    The World According to Mr. Rogers
  • 77.
  • 78. It’s you I like,
    It’s not the things you wear,
    It’s not the way you do your hair –
    But it’s you I like.
    The way you are right now,
    The way down deep inside you –
    Not the things that hide you –
    Not your toys –
    They’re just beside you.
    But it’s you I like,
    Every part of you,
    Your skin, your eyes, your feelings
    Whether old or new.
    I hope that you’ll remember
    Even when you’re feeling blue
    That it’s you I like,
    It’s you yourself, it’s you,
    It’s you . . . I . . . like!
    - from the song, “It’s You I Like”
    Mr. Roger’s Neighborhood
  • 79. Your Leadership Legacy – What Will It Be?
    Lincoln was once asked how long it took him to write The Gettysburg Address. He replied:
    “All my life.”
  • 80. Which will it be . . . a stumbling block or a steppingstone
    Yes, isn’t it strange
    that princes and kings,
    and clowns that caper
    in sawdust rings,
    and common people
    like you and me
    are builders for eternity?
  • 81. Each of us given a bag of tools,
    a shapeless mass,
    and a book of rules;
    and each must make,
    ere life is flown,
    a stumbling-block
    or a steppingstone.