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Common Core and Common-Sense Leadership

Common Core and Common-Sense Leadership. Richie Romero, Ed.D . Krista Thomsen, M.Ed. Keppel Union School District. Outcomes. Participants will: Learn a leadership model designed around the construct of the human organization

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Common Core and Common-Sense Leadership

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  1. Common Core and Common-Sense Leadership Richie Romero, Ed.D. Krista Thomsen, M.Ed. Keppel Union School District

  2. Outcomes Participants will: • Learn a leadership model designed around the construct of the human organization • Draw upon personal experiences to craft a next step for the implementation of CCSS

  3. Education is like a Twitter feed… Additional monies for the implementation of CCSS. Smarter Balanced for only 50% of the state. No more CST’s! Oops, we need to give the science test. Did I mention LCFF and LCAP… Math adoption approved, to pilot or not to pilot? Smarter Balanced for everyone! It’s been so long since we’ve had money, I’ve forgotten how to spend it. Exactly how many computers should I have at my school?!?! Have you heard, there are new ELD standards too?

  4. We are all leaders… ”This is how social movements work. Wenever convert everyone. We do not needto. To move an organization where it needsto go, we need only the critical mass” (Quinn, 2004, p. 68).

  5. Purpose of Metaphor • Help put abstract in concrete terms • Help create familiarity • Trigger emotions • Help to think about things differently

  6. Organizational Metaphors ”The use of metaphor implies a way of thinking and a way of seeing that pervade how we understand our world generally” (Morgan, 2006, p. 4).

  7. Human Organization "A living system if it is organized as a network or contains smaller networks within its boundaries,” which “mirror[s] life’s adaptability, diversity, and creativity” (Capra, 2002, pp. 100, 106).

  8. “Our concept of organizations is moving away from the mechanistic creations that flourished in the age of bureaucracy. We now speak in earnest of more fluid, organic structures, of boundaryless and seamless organizations. We are beginning to recognize organizations as whole systems, construing them as ‘learning organizations’ or as ‘organic’ and noticing that people exhibit self-organizing capacity” (Wheatley, 2006, p. 15).

  9. Leadership Domains of theHuman Organization • Communication • Learning • Trust • Shared Leadership

  10. California League of Middle SchoolsCalifornia Schools to Watch – Taking Center Stage Focus Areas: • Academic Excellence • Developmental Responsiveness • Social Equity • Organizational Structures and Processes

  11. Leadership Behaviors of theSchool-Based Human Organization • Marzano’s 21 Leadership Responsibilities • Panelist Suggested Behaviors*

  12. Common Sense Leadership ”Leaders need to posses a good dose ofcommon sense to provide balance: it issometimes the leader’s job to push thestaff to excel, but also the leader’s job toprotect the staff from themselves.”

  13. Leadership Domains of theHuman Organization • Communication • Learning • Trust • Shared Leadership

  14. Communication Communication in the organizational context can be conversation, which is a method for organizations to be dynamically sustained while changed at the same time. Conversing can a be means of facilitating “the emergence of meaningful action, creative endeavor, and differentiated identities” (Shaw, 2002, p. 11).

  15. Learning “’Learning organizations’ are organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together” (Senge, 2006, p. 3).

  16. Trust “Leaders who are effective at person-oriented behaviors tend to display a high level of trust towards their subordinates (McGregor, 1960) and consideration for their welfare. This mutual trust and consideration is fostered through open channels of interpersonal communication as well as through the leader’s willingness and ability to make people feel at ease” (Battilana, et al., 2010, p. 427).

  17. Shared Leadership “Leader identities are generally portrayed as intrapersonal, one-directional, and static. But if leadership is a mutual influence process among individuals, then social interaction among those individuals and various contextual factors can cause leader and follower identities to shift over time and across situations” (DeRue & Ashford, 2010, p. 628).

  18. In which domain hasyour organizationachieved balance?

  19. Which domain is in mostneed of achievingbalance?

  20. Thank you, very much! Richie Romero, Ed.D. Keppel Union School District Keppel Academy rromero@keppel.k12.ca.us Krista Thomsen, M.Ed. Keppel Union School District Pearblossom School kthomsen@keppel.k12.ca.us

  21. References Battilana, J., Gilmartin, M., Sengul, M., Pache, A.-C., & Alexander, J. A. (2010). Leadership competencies for implementing planned organizational change. Leadership Quarterly, 21(3), 422-438. doi:10.1016/j.leaqua. 2010.03.007 California League of Middle Schools. (n.d.a). About California schools to watch—q taking center stage. Retrieved from http://clms.net/stw/about.htm California League of Middle Schools. (n.d.b). Criteria, benefits and responsibilities. Retrieved from http://clms.net/stw/criteria.htm Capra, F. (2002). The hidden connections. New York, NY: Doubleday. DeRue, D. S., & Ashford, S. J. (2010). Who will lead and who will follow? A social process of leadership identity construction in organizations. Academy ofManagement Review, 35(4), 627-647. Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works:From research to results. Alexandria, VA: ASCD. McGregor, D. (2006). The human side of enterprise. New York, NY: McGraw-Hill.

  22. References Morgan, G. (2006). Images of organization. Thousand Oaks, CA: Sage. Quinn, R. (2006). Building the bridge as you walk on it: A guide for leading change. San Francisco, CA: Jossey-Bass. Romero, R. (2012). Leading schools as living systems: A model of organizational survival: A Delphi study. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3535787) Senge, P. M. (2006). The fifth discipline: The art and practice of the learningorganization. New York, NY: Doubleday. Shaw, P. (2002). Changing conversations in organization: A complexity approach tochange. New York, NY: Routledge. Wheatley, M. J. (2006). Leadership and the new science: Discovering order in a chaotic world (3rd ed.). San Francisco, CA: Berrett-Koehler.

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