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This document discusses leadership theories and challenges in leading improvement efforts. It provides an overview of characteristics of effective leaders according to various perspectives from research and prominent business leaders. It then discusses common characteristics of effective leaders in schools and districts, such as establishing a clear vision, understanding the environment, strategic planning, developing talent, learning orientation, integrity, and achieving results. The document also outlines theories and models for creating change in organizations and using data to stimulate improvement efforts.
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- 5. Mind Energy People skills Work habits Head on straight (maturity) Mask shortcomings Resume Per John Wareham ( The Anatomy of a Great Executive) Means to get you where you are headed Misdirect with resumes
- 16. Nine Characteristics of High-Performing Schools
- 19. Characteristics of Improving School Districts
- 27. Model relates to change management based on its experience with hundreds of companies around the world A wareness of why the change is needed D esire to support and participate in the change K nowledge of how to change A bility to implement new skills and behaviors R einforcement to sustain the change Prosci Research - ADKAR
- 28. Larger Context (social/political/economic) My Theory of Change Leadership Mission & Expectations Internal & external pressure to motivation to change Vision Assessment of current conditions Improvement strategy Capacity to enact changes Opposing Forces Interactive Process Implement strategy Assess results Data as a feedback loop
- 31. Cross Sectional Data A snapshot in time of multiple groups
- 32. Longitudinal Analysis Exercise Achievement level 2002 2003 NCLB passed
- 34. Longitudinal Analysis Math Helping Corps Period of assistance
- 35. Longitudinal Analysis Math Helping Corps Period of assistance
- 36. Longitudinal Analysis: What’s Going On? Source: http://election.princeton.edu/history-of-electoral-votes-for-obama/
- 37. 2002 Results (average of 3 tests) WA Achiever Schools State: 23.0% State: 50.3% Correlation -.693 R-square .48 All other high schools
- 38. State: 29.4% State: 71.0% All schools improved by 2006
- 39. Schools experienced different levels of improvement since 2002 Mabton Yelm West Valley Stevenson Cleveland Davis Lincoln Kent-Meridian Tonasket Mt Tahoma Kittitas Clover Park Foss Mariner Foster 2006 results 2002 results 2006 state trend 2002 state trend
- 41. Accountability Matrix Indicator Reading Writing Math Science Grad rate Avg. Achievement Ach. of low income Achievement vs. Peers Improvement Average Index
- 42. A B Illustration of Ach. vs. Peers
- 45. Stages of Learning Unconscious Competence Conscious Incompetence Unconscious Incompetence Conscious Competence Conscious of Unconscious Competence 3 2 1 4 5
- 46. Matrix of Perceptions of School Quality Staff Perceptions of School Quality (consciousness) HIGH most positive MEDIUM LOW least positive LOW MEDIUM HIGH Student Outcomes controlling for school SES (competence) Unrealistic Unaware of limitations (unconscious incompetence) Realistic Aware of success (conscious competence) Realistic Aware of limits/success Realistic Aware of limitations (conscious incompetence) Unrealistic Unaware of success
- 47. Other Things on your Mind
Editor's Notes
- I hope I can stimulate your thinking about leadership, change, and data this morning. What are the characteristics of effective leaders? What challenges do they encounter in a school district setting? What forces help stimulate improvement efforts, and what forces hinder these efforts? (In answering these questions, it might help to think about the impact that standards, the WASL, and NCLB/AYP have had on school and district improvement.) What data/benchmarks/outcomes should education leaders use to identify areas that need improvement? How should the leaders use these data to stimulate change?