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Learning-Focused Leadership
The document discusses learning-focused leadership strategies, emphasizing the importance of impactful actions and effective leadership practices such as establishing goals and ensuring quality teaching. It highlights the significance of avoiding initiative fatigue and implementing selective innovations for better coherence. Activities and reflections on leadership roles and action planning are also included.
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Learning-Focused Leadership
- 1. LEARNING-FOCUSED LEADERSHIP Angela Peery, Ed.D. drangelapeery@gmail.com
- 2. Materials Handouts provided inhard copy and electronically Powerpoint can be sent electronically after our session Long-term coaching available Other services described at drangelapeery.com
- 3. LEARNING FROM EXPERTS MichaelFullan Douglas Reeves LizWiseman
- 4. THE POWER OFMETAPHOR When you’re leading – and you’re at your best – what are you most like?
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- 8. WHICH ACTIONS HAVETHE HIGHESTIMPACT? Using tracking or ability grouping Using mastery learning Using effective feedback Assigning homework Using cooperative learning Using effective questioning Using peer tutoring Explicitly teaching vocabulary Using team teaching Using 1:1 ratio for devices (for ex., every student has an iPad) Accelerating gifted students Teaching character/values Retaining a student in a grade Using thematic or interdisciplinary instruction Teaching for metacognition Maintaining small class sizes
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- 11. Initiative Fatigue Researchers cautionagainst adopting too many initiatives that detract from the improvement focus on the building and result in “initiative fatigue.” Elmore, 2006; Fullan, 2010; Reeves, 2006
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- 13. Leadership Dimensions Student-Centered Leadership(V. Robinson, 2011) Dimension Rank Order Establishing goals and expectations Resourcing strategically Ensuring quality teaching Leading teacher learning and development Ensuring an orderly and safe environment
- 14. RESEARCH 0 0.1 0.20.3 0.4 0.5 0.6 0.7 0.8 0.9 Safe environment Teacher learning Quality teaching Resources Goals and expectations Student-Centered Leadership (V. Robinson, 2011) Effect Size
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- 16. FROM MICHAEL FULLAN “Thegoal is not to innovate the most. Innovating selectively with coherence is better.” “Never a checklist, always complexity.”
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- 19. ACTIVITY: (STANDING) COMMUNITYCIRCLE Community Circle
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- 21. MULTIPLIERS They attractand optimize talent They require people’s best thinking They extend challenges They debate decisions They instill accountability
- 22. Do you thinkyou’ve had a multiplier for a supervisor before? Describe that person.
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- 24. HOW HAVEYOU HELPED OTHERS GROW? HAVEYOUBEEN A MULTIPLIER?
- 25. ACTIVITY: TOP THREE Whatthree points or focus areas do you want to keep in mind as you begin crafting your 100-day action plan?
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Editor's Notes
- #5 My own metaphor – as a leader at my best, I’m like a conductor. Leader as Architect: To explain why leaders need to be architects, Senge uses the analogy of trying to turn a large ship. He asks the question: Who is most important in ensuring that it can be turned successfully? The captain, the first mate, the navigator, or the engineer down in the engine room? Senge suggests that the single most important person in making sure that a ship can be turned successfully is the architect who designed the ship. If it is not well designed it will be virtually impossible to maneuver. Such a ship, regardless of its other features, will be virtually useless. It is vital that the design be done with a clear understanding of the "ship's" purpose. If the purpose of schools is to provide a quality education for all students, then leaders need to design the organization with that purpose in mind. There is considerable evidence that schools as currently designed are not operating in the best interest of either the students they seek to educate or the people who work in them. This is certainly the case in our urban schools.
- #8 1. What is the extent of my ability to influence this action? 2. What impact will this action have on the student learning results I am seeking to achieve? Nearly 60% of a school's impact on student achievement is attributable to principal and teacher effectiveness with principals accounting for 25% and teachers 33% of a school’s total impact on achievement. Augustine, Gonzalaz, Ikemoto, Russell, Zellman, Constant, Armstrong, & Dembosky (2010)
- #9 Activity – which have high impact? See Hattie’s effect size tables in the appendices in Visible Learning.
- #10 Some actions or initiatives impact other areas – for ex., teacher collaboration and writing across the curriculum. This quality of leverage can get you “more bang for the buck.”
- #11 Two concerns: fidelity and monitoring.
- #12 Research: Reeves (2006) and, Elmore (2004,) and Fullan (2001), all caution against adopting too many initiatives that detract from the improvement focus on the building and result in “initiative fatigue.” Reeves recommends that schools not only be very selective about which new reform efforts they take on (see Hattie), but that they be disciplined in an effort to “weed the garden” of current initiatives in order to ameliorate “initiative fatigue”, a term that will resonate with most public school teachers (p. 43; p.1).
- #13 Alex Pentland Communication in Effective Teams MIT Human Dynamics Lab April, 2012 Effective team communication is tied to the number of face to face conversations among team members and social interaction among members is associated with significant improvement in effectiveness. Norman Doidge The Brain That Changes Itself Neuroscience shows that a reward circuit is triggered in our brains when we cooperate with one another, and that provides a scientific basis that at least some people want to cooperate given the choice because it feels good.” (p. 82) Doidge asserts in The Brain That Changes Itself (2007), that the brain can grow and change itself given the proper nourishment. The nourishment for the brain includes the need for social interaction and cooperation.
- #15 Promoting teacher learning is your most important job.
- #17 First quote mirrors Reeves’ plea for focus and Robinson’s clear (high) effect size to focus on teacher learning. Checklists never do justice to the complex work we do.
- #18 Professional Capital Professional Capital is a function of the interaction of the three components: 1. Human capital, 2. Social capital, and 3. Decisional capital. Human Capital Human capital refers to the human resources or personnel dimension of the quality of the teachers in the school-their basic teaching talents. (p. 70) Social Capital Social capital concerns the quality and quantity of interactions and relationships among people. In a school, it affects teachers’ access to knowledge, and information, their sense of expectation, obligation and trust; and their commitment to work together for a common cause. (p. 70) Decisional Capital Refers to the resources of knowledge, intelligence, and energy that are required to put the human and social capital to effective use. It is basically the capacity to choose well and make good decisions. (p. 70) Professional Capital Is cultivating human and social capital over time, deliberating, identifying and spreading the instructional practices that are the most effective for meeting the learning goals of the school. (p. 70)
- #24 Compare a multiplier to a diminisher. Generally, both are intelligent, driven, and are able to give their employees challenges. The multiplier inspires whereas the diminisher does not. Some diminishers create a tense environment (tyrants). Other diminishers might micro-manage. Multipliers act as talent agents/magnets and inspire others to stretch themselves.