1. Foundations of Leadership
18 September 2014 // 9:00AM - 5:00PM // Propellor: Washington Ave.
Facilitator: Nicole Williams, Sr. Director - Aspiring Principals Program
2. ABOUT US
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Framing the Session
3. 1.1a: Demonstrate personal resolve and maintain core confidence and belief in self,
students, and teachers even in the face of adversity
1.1b: Continuously reflect on performance, seek feedback, and actively pursue
opportunities to improve personal and ethical leadership
1.2a: Model appropriate communication strategies with others; interactions transmit the
message of school’s vision and mission
1.2b: Build strong and trusting relationships
3.2a: Engage in discovery with self and staff, through inquiry and discussion, to surface
social and racial biases in order to establish culturally-responsive practices that
ensure equitable student outcomes
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FRAMING THE SESSION
New Leaders Competencies
New Leader Competencies
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4. 1.4b: Recognize and appropriately address adaptive challenges by tackling teacher
practices, biases and/or mindsets not aligned to the vision and mission.
2.3a: Observe and provide timely and on-target to staff on the effectiveness of
instruction.
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FRAMING THE SESSION
New Leaders Competencies
New Leader Competencies
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Action One
BE highly visible and
INSPIRATIONAL,
communicating the vision
and mission of the school
relentlessly.
BUILD trusting
RELATIONSHIPS with
adults and students.
Leadership Actions
The Leadership Actions you will practice today…
IDENTIFY SUCCESSFUL
PRACTICE and
CELEBRATE it, building
towards additional action.
SEEK, ACCEPT AND ACT
ON informal FEEDBACK
regularly.
Action Two Action Three Action Four
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Action Eleven
USE TIME
STRATEGICALLY,
delegating where
appropriate and prioritizing
time and attention to what
matters most for student
learning.
CONSIDER how words,
actions, and decisions will
be understood by all
STAKEHOLDERS.
Leadership Actions
The Leadership Actions you will practice today…
INSTILL CONFIDENCE in
those above you while
advocating for the needs of
your students and your
school.
Action Fourteen Action Fifteen
7. Session Outcomes
By the end of this session, Residents will have:
• a completed assessment of his/her personal orientation to problem-solving
• a shared understanding of the four frames approach to problem-solving so that
the Resident can approach challenges with a well-rounded, multi-lens
prospective.
• examined situations from different perspectives so that he/she can
appropriately recognize multiple perspectives and assess challenges within the
Residency.
• a completed pre-assessment of the Residency site using the Four Frames
framework so that he/she can continue collecting evidence and developing a
theory of action to drive the development of the Pathway to Action plan.
• a shared understanding of each others challenges in time management so that
Residents can offer support and coaching to fellow cohort members with
strategies they can leverage to better manage their time and priorities.
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8. Our Agenda
Our agenda for today includes:
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I. Welcome
II. Framing the Session
III. Building the NOLA Community
IV. Empathy Map
V. Break
VI. The Four Frames of Leadership - Overview
VII. Four Frames Jeopardy
VIII. Reframing in Action
IX. Lunch
10. n protocol offers a powerful way to show
re way, both at work and in your person
we state how we feel using four basic emotions: mad, glad, s
Protocol adapted from: http://5whys.com/blog/check-in-sharing-emotions-in-an-effective-way.html
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11. I’m Checking In
I’m glad that my mentor principal seems to have
confidence in me.
I’m afraid that I might do something to offend
someone and have to spend a bunch of time
repairing the relationship.
I’m glad that I could reach out to … for help
I’m afraid and sad that my relationships with some
of my friends at school will change and they will
treat me differently.
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Develop powerful habits of mind -
profoundly practical ways of thinking about
schools and classrooms because:
our view of reality has been framed by past
experience and learning
when your view is off target, you a re stuck
with it. It’s all you have.
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• Each of the frames is both powerful and coherent
• Collectively, they make it possible to reframe, viewing
the same thing from multiple perspectives
• Reframing is a powerful tool for gaining clarity,
generating new options, and finding strategies that
work
• Educational leaders need to have the ability to frame
and reframe the issues they encounter
• Reframing involves another skill: the ability to break
frames
Why Four Frames
41. Our Agenda
Our agenda for today includes:
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I. Identifying Individual Frame Preferences
II. Mis-reading a frame
III. Four Frames Case Study
IV. Break
V. Applying the Learning to the Residency Site
VI. School Profile Presentation Prep
VII. Closing the Loop - Time Maps
VIII. A Peek into the Future
IX. Session Closing
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4Frames SelfAssessment
The questionnaire asks you to describe yourself
as a manager and a leader. For each item,
give the number 4 to the phrase that best
describes you, 3 to the item that is next best;
continue on in this manner down to 1 for the
item that is least like you.
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1. Complete the Diagnostic Rubric and Summarize
Your Findings
Navigate to the School Diagnostic rubric using the
link provided in Canvas
Using the Diagnostic rubric as a guide, score each
concept on a scale from 1-8 and identify the
corresponding stage - add evidence to support
your ratings
Identify 3 Diagnostic Focus Areas that will serve
as the foundation for your SMART goals related to
Learning and Teaching, School Culture and
Aligned Staff
Use your findings to create a first draft of your
Pathway to Action Plan (including SMART goals)
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School Profile Presentation Guidelines - NOLA
1. You must provide an agenda for the presentation and a
draft of your strategic plan.
2. You must utilize Powerpoint (or Keynote) to present your
data
3. You must have an accompanying 1-2 page data sheet
providing an overview of your presentation.
4. You will have 60 minutes to present your data in a
meaningful way. 45 minutes - presentation; 15 minutes -
Q&A
5. You must schedule your Making the Case conversations
with the MP the following week - I must attend in person!
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Take 30 minutes and share what
you’ve collected with your cohort
members. Use this time to plan
ahead for your School Profile
Presentation.
66. Reflection
What were your main takeaways
today?
How will the information you
gathered in this session be useful to
you?
What will you do to derive the
maximum benefit from the session
over the next two weeks?
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Plus/Delta Evaluations
+
Things covered in session will
immediately translate to effective
immediate actions at school and upcoming
assignments.
The jeopardy game was informative and fun.
Ebook was good preparation for today & articles
Pacing with activities
Movie clips - more Lean on Me
game errors
room was too hot!!!
send out article as pre-work prior to
the session
Lots of paper; documents
A lot of sitting; balance sitting and moving
around
Residents provided more feedback
Food was okay - Maybe Zea’s to go is
not that great
Editor's Notes
Deduction: Have everyone write on a piece of paper their answers to such questions as: What is your favorite month, animal, food, TV show, hobby, and color? Each person is to sign his name, and to make certain no one else sees the answers. The leader then reads the answers to the whole group, and members try to guess to whom each set of answers belongs. Award one point for each right guess. The person with the most points wins a goofy prize.
Materials: Five post-it note cards per person
Time Limit: 10 minutes
Prize: New Leaders book (and/or notebook journal from TJMaxx)
In ancient China, on top of Mount Ping, stood a temple where Hwan, the enlightened one, dwelled. Of his many disciples, we know only Lao-Li. For more than 20-years, Lao-Li studied and meditated under the great master. Although Lao-Li was one of the brightest and most determined disciples, he had yet to reach enlightenment. The wisdom of leadership was not his.
Lao-Li struggled with his lot for days, nights, months, even years. And then one day, the sight of a falling cherry blossom spoke to his heart. “I can no longer fight my destiny” he reflected. “Like the cherry blossom, I must gracefully resign myself to my ignorance.” At that moment, after more than 20-years of study, Lao-Li decided to climb down the mountain and give up his hope of enlightenment.
Lao-Li searched for Hwan to inform him of his decision. He found the master sitting before a white wall, deep in meditation. Reverently, Lao-Li approached Hwan. “Excuse me enlightened one,” he said. But, before Loa-Li could continue the master spoke. “Tomorrow I will join you on your journey down the mountain” he said. And Lao-Li left to pack his belongings.
The next morning, before the descent, the master looked out into the vastness that surrounded the mountain peak where they stood. “Tell me Lao-Li,” he said, “What is it that you see?”
“Master, I see the sun beginning to wake just below the horizon. I see hills and mountains that go on for miles. In the valley I see an old town and a lake.” Hwan listened to Lao-Li’s response. He smiled and then took the first steps to start the descent.
Hour after hour, as the sun rose and crossed the sky, they walked. As they approached the foot of the mountain, Hwan again asked Lao-Li to tell him what he saw.
“Great wise one, in the distance I see roosters running round the barns, cows asleep in the flowering meadows, old people resting and children playing in a brook.” The master stayed silent and walked to a large tree where he sat at the trunk.
“What did you learn today Loa-Li?”, he asked. Silence was Lao-Li’s response. At last Hwan continued – “The road to leadership is like the journey down the mountain.” It comes only to those who realize that what one sees at the top of the mountain is not what one sees at the bottom. Without this wisdom, we close our minds to all that we cannot view from our position and as a consequence limit our capacity to grow and improve. But with wisdom there comes an awakening. We recognize that alone one sees only so much – which, in truth is not much at all. This is the wisdom that opens our minds to improvement, knocks down prejudices and teaches us to respect what at first we cannot view. Never forget this last lesson Lao-Li – What you cannot see can be seen from a different part of the mountain.”
When Hwan stopped peaking, Lao-Li looked to the horizon and pondered not at what he saw, but about what he could not.
We tend to “know” the truth from our own special perspective
We tend to be unaware of the perspectives from which others are coming
Image credit: http://www.householdchina.ca/sites/default/files/imagecache/product_full/910913575.jpg
Say: The essence of effective leadership cannot be reduced to a series of personal attributes nor confined to a set of particular roles and activities. It is like the challenge of describing a bowl.: we can describe a bowl in terms of the clay from which it is made. But a true picture must include the hollow that is carved into the clay - the unseen space that defines the bowl’s shape and capacity.
The parable that I shared highlights the essential qualities of leadership and the acts that define a leader; the ability to hear what is left unspoken, humility, commitment, and the value of looking at reality from many vantage points, the ability to create an organization that draws out the unique strengths of every member.
W. Chan Kim - Associate Professor of Strategy and International Management; Renee A. Mauborgne - Research Associate of Management and International Business at the European Institute of Business Administration.
The logic of the ancient chinese is not often literal;
What’s the point? You need to have good mental skills for decoding everyday life in schools; If you don’t it’s like trying to read a language you don’t understand
What does this image mean?
See legs, body and neck
Arms out as if to hug the woman
The logic of the ancient chinese is not often literal;
What’s the point? You need to have good mental skills for decoding everyday life in schools; If you don’t it’s like trying to read a language you don’t understand
15’
Image credit: http://spi2uk.itvnet.lv/upload2/articles/69/698918/images/_origin_Springfilda-istaja-dzive-2.jpeg
Focus: Understanding Human Theory-Building Processes
Read the following story, repeating it as many times as people request. Do not, however, answer specific questions about it. When everyone indicates that they are ready to move on, read the ten statements about the story and ask people to record their answers—true, false, or unknown—based only on information from the story.1
It was hot and sticky in East Harlem. Tempers flared easily in the heat and
humidity—it is the roughest time of the year in the city. A businessman had just
turned off the lights in the store when a man who spoke with a strong accent
appeared and demanded money. The owner hesitated, then opened a cash register.
The contents of the cash register were scooped up, and the man sped away. A police
officer was given details of the event very soon after it happened.
60’
60’
Why Time Maps?
A time map is a budget of your day, week or month that balances your time between the various departments of your life. Built around your own natural habits, style and goals, your Time Map reflects who you are and what is important to you. Time Maps can be used for work, or for your whole life-anywhere you want to ensure that you carve out time for what’s important to you. The amount of structure you create within your Time Map will depend on your personal preferences, and the realities of your job or family life. Use the sample below to stimulate your own creativity.
From Julie Morgenstern Enterprises
