Sd45 Leadership Group Feb 2009


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Sd45 Leadership Group Feb 2009

  1. 1. Leadership in the Public Sector Building Leadership Capacity Series February 5, 2009 Geoff Jopson, Superintendent and CEO
  2. 2. Leadership in the Public Sector
  3. 3. Leadership in the Public Sector <ul><li>Begins with vision—with an “audacious” goal </li></ul>“ We aspire to be the finest education system in the country —for our children, our employees, our community, and our world.”
  4. 4. In School District 45 <ul><li>In West Vancouver, this means providing: </li></ul><ul><li>Public education that is characterized by excellence </li></ul><ul><ul><li>Where every school is a good school, and every school is an improving school </li></ul></ul><ul><ul><li>Where community expectations are met and where community support for public education is unmatched </li></ul></ul>
  5. 5. Organizational Culture <ul><li>What does the literature tell us about highly effective organizations? </li></ul><ul><li>• That at the heart of their success is a strong, supportive and positive organizational culture. </li></ul>
  6. 6. Organizational Culture <ul><li>What is organizational culture? </li></ul><ul><li>• Put simply, it is how we do things around here </li></ul><ul><li>• At its worst </li></ul>
  7. 7. Organizational Culture <ul><li>Characteristics of a culture where people and programs improve: </li></ul><ul><ul><li>Collegiality – adults trust and respect each other </li></ul></ul><ul><ul><li>Efficacy – feelings of ownership, capacity to influence decisions, that what you’re doing makes a difference </li></ul></ul><ul><ul><li>High expectations – of self and others </li></ul></ul><ul><ul><li>Experimentation and entrepreneurship – new ideas abound and invention occurs </li></ul></ul><ul><ul><li>Trust and confidence – includes belief in leaders </li></ul></ul>
  8. 8. Organizational Culture <ul><li>Characteristics of a culture where people and programs improve: </li></ul><ul><ul><li>Tangible support – culture of caring </li></ul></ul><ul><ul><li>Appreciation and recognition of improvement </li></ul></ul><ul><ul><li>Humour – caring expressed through kidding </li></ul></ul><ul><ul><li>Shared decision making – all participants </li></ul></ul><ul><ul><li>Traditions – celebrations and rituals </li></ul></ul><ul><ul><li>Open and honest communication </li></ul></ul>
  9. 9. Organizational Culture <ul><li>What evidence do we have that this is true in education? </li></ul><ul><ul><li>“ Schools of Integrity – Early Findings” </li></ul></ul><ul><ul><li>Research on how exemplary schools balance both academic rigour and ethical development </li></ul></ul>
  10. 10. Key Findings <ul><li>In North America’s most successful schools: </li></ul><ul><li>The school “Head” as exemplar: tone at the top </li></ul><ul><ul><li>Interviews and surveys in these schools consistently describe the Head of Schools as a person of integrity </li></ul></ul><ul><ul><li>Who understood the importance of relationships, authentic staff and student engagement, and a culture of collaboration </li></ul></ul>
  11. 11. Key Findings <ul><li>In North America’s most impoverished and challenging environments: </li></ul><ul><li>“ Good schools are intrinsically social enterprises that depend heavily on cooperative endeavours among varied participants who comprise the social community. </li></ul><ul><li>“ Trust is the connective tissue that binds these individuals together around advancing the education and welfare of children.” </li></ul>—“ Trust in Schools” Bryn and Schnider
  12. 12. Key Findings <ul><li>The foundation of this trust is: </li></ul><ul><ul><li>respect </li></ul></ul><ul><ul><li>integrity </li></ul></ul><ul><ul><li>competence </li></ul></ul><ul><ul><li>personal regards for others </li></ul></ul>—“ Trust in Schools” Bryn and Schnider
  13. 13. Leadership in the Public Sector <ul><ul><li>What kind of leadership best fits the complex governance and diffuse power structures that characterize public education? </li></ul></ul>
  14. 14. Leadership in the Public Sector <ul><li>Collins, in his monograph “Good to Great and the Social Sector”, suggests that it is “Level 5” leadership that builds enduring greatness in an organization. </li></ul><ul><li>• Leaders who are ambitious first and foremost for the cause, the movement, the mission, the work </li></ul><ul><li>- not for themselves </li></ul><ul><li>• A unique combination of: </li></ul><ul><li>- personal humility - professional will </li></ul><ul><li>- modest, self-effacing </li></ul>
  15. 15. Leadership in the Social Sector <ul><li>It is this compelling combination of personal humility and professional will that is the key factor in creating legitimacy and influence. </li></ul><ul><li>“ In the end, it is my responsibility to ensure that the right decisions happen – even if I don’t have the sole power to make those decisions, and even if those decisions couldn’t win a popular vote. </li></ul>
  16. 16. Leadership in the Social Sector <ul><li>“ The only way I can achieve that is if people know that I’m motivated first and always for the greatness of our work, not myself.” </li></ul>