Leaders: "Build Capacity in Others for the Continuous Improvement in Performance and Practice”
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)
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)
“Leadership Matters!” It matters a great deal in leading a learning culture where staff and students improve in practice and performance.
What is the purpose of educational leadership?
“The purpose of leadership is the improvement of instructional practice, regardless of one’s role.” Richard Elmore (Harvard University)
Leadership is . . . “Doing right things right.” Kenneth Leithwood, 2004
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?”
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)
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)
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)
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)
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)
How do you build capacity in others for their continued improvement? How do you create dependency?
As a Leader You Know . . . What gets measured gets done. What gets rewarded gets repeated.
What do you measure to ensure it gets completed? What do you reward to ensure it gets repeated?
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.
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.
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
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
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
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
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
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
Be personally involved. Nothing communicates more clearly than what the leaders do
Stories by their nature are public forms of communication.
Recognize contributions by showing appreciation for individual excellence
Personalize recognition. Saying “thank you” goes a long way in sustaining high performance
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)
“In the end, we cannot become what we need to be by remaining what we are.” Max DePree (1989)
Why Leadership Coaching? “Coaching done well, holds enormous potential for creating lasting change – something school systems have struggled with for so long.” Reiss (2007)
“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)
“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)
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)
“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)
“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
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)
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)
“Most successful pros have mentors, coaches, and others who motivate, activate, and inspire them to great performances.” Bobby McGree (2001) Olympic running coach
“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)
“I’m not a coach of players, I’m a coach of leaders.” Coach “K” Duke Basketball
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
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)
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)
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)
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)
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
“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
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
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.”
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?
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.