BALANCED LEADERSHIP

1. BALANCEDLEADERSHIP EDUCATIONAL LEADERSHIP THAT WORKS

2. Purposeful Community Leadership FOCUS School practices Classroom practices Student characteristics MAGNITUDE Create demand Implement Manage transitions Monitor and evaluate Leadership Purposeful Community Purposeful Community Leadership Leadership Purposeful Community MCREL’S BALANCED LEADERSHIP FRAMEWORK

3. LEADERSHIP EFFECTS ON STUDENT LEARNING • LEADERSHIP IS SECOND ONLY TO CLASSROOM INSTRUCTION AMONG ALL SCHOOL RELATED FACTORS THAT CONTRIBUTE TO LEARNING. (APPROXIMATELY ONE-QUARTER OF TOTAL SCHOOL EFFECTS) • LEADERSHIP EFFECTS ARE USUALLY LARGER WHEN AND WHERE THEY ARE NEEDED MOST. (Leithwood, Lewis, Anderson, Wahlstrom, 2004)

4. SCHOOL LEADERSHIP THAT WORKS—Marzano, Waters, McNulty (2005) • The average correlation between principal leadership behavior and school achievement is 0.25 • A one standard deviation increase in teacher perceptions of principal leadership is associated with a 10 percentile gain in school achievement

5. REFLECTION • Make a list of leadership practices which principals use to influence student achievement. • Share with a partner. • Review list of Responsibilities and Practices

6. 21 LEADERSHIP RESPONSIBILITIES • INVOLVEMENT IN CIA • KNOWLEDGE OF CIA • MONITOR/EVALUATE • OPTIMIZE • ORDER • OUTREACH • RELATIONSHIPS • RESOURCES • SITUATIONAL AWARENESS • VISIBILITY • AFFIRMATION • CHANGE AGENT • COMMUNICATION • CONTINGENT REWARD • CULTURE • DISCIPLINE • FLEXIBILITY • FOCUS • IDEALS AND BELIEFS • INPUT • INTELLECTUAL STIMULATION

7. DISTRICT LEADERSHIP THAT WORKS Marzano and Waters (2009) • The average correlation between district leadership behavior and achievement is 0.24 • A one standard deviation increase in district level leadership is associated with a 9.5 percentile point difference in mean student achievement.

8. REFLECTION • Make a list of the activities which district leaders conduct which lead to improved student achievement. • Share with a partner. • Review list of District Practices

9. SIX AREAS OF SUPERINTENDENT RESPONSIBILITY • COLLABORATIVE GOAL-SETTING PROCESS • NON-NEGOTIABLE GOALS FOR ACHIEVEMENT AND INSTRUCTION • BOARD ALIGNMENT WITH AND SUPPORT OF DISTRICT GOALS • USE OF RESOURCES TO SUPPORT THE GOALS • MONITORING GOALS • DEFINED AUTONOMY: DISTRICT/SCHOOL RELATIONSHIP

10. ACTIVITY • Complete the “District GPS Tool”, rating your district’s use of research-based practices. • Share with a partner.

11. ADDITIONAL FINDING FROM MCREL LEADERS PERCEIVED AS STRONG DON’T ALWAYS HAVE A POSITIVE EFFECT ON STUDENT ACHIEVEMENT What might explain this finding?

12. DIFFERENTIAL IMPACT: MCREL’S INTERPRETATION • FAILURE TO CHOOSE THE RIGHT FOCUS • FAILURE TO GUIDE CHANGE EFFECTIVELY • FAILURE TO BUILD SENSE OF COMMUNITY AND SHARED ACCOUNTABILITY FOR RESULTS

13. Purposeful Community Leadership FOCUS School practices Classroom practices Student characteristics MAGNITUDE Create demand Implement Manage transitions Monitor and evaluate Leadership Purposeful Community Purposeful Community Leadership Leadership Purposeful Community MCREL’S BALANCED LEADERSHIP FRAMEWORK

14. CHOOSING THE RIGHT FOCUS “Improvement is more a function of learning to do the right thing in the setting where you work than it is of what you know when you start to work.” (Richard Elmore)

15. W. EDWARDS DEMING ON FOCUS “Doing your best isn’t good enough if you don’t know what you are doing.”

16. DISCUSS • IN WHAT WAYS IS YOUR SCHOOL DISTRICT’S FOCUS ORGANIZED AROUND OTHER IMPROVEMENT INITIATIVES? • IN WHAT WAYS IS YOUR SCHOOL DISTRICT’S FOCUS ORGANIZED AROUND SPECIFIC STUDENT OUTCOMES?

17. EXAMPLES OF INEFFECTIVE FOCUS • Focus on improving school and classroom practices that are already well developed and implemented. • Focus on school and classroom practices that are implemented marginally. • Focus on practices that lack evidence for improving student achievement.

18. McREL’S META-ANALYSES • CLASSROOM INSTRUCTIONAL PRACTICES • CLASSROOM-LEVEL PRACTICES, SCHOOL-LEVEL PRACTICES AND STUDENT CHARACTERISTICS • SCHOOL-LEVEL LEADERSHIP RESPONSIBILITIES AND PRACTICES • CLASSROOM INSTRUCTION THAT WORKS (2001) • WHAT WORKS IN SCHOOLS (2003) • SCHOOL LEADERSHIP THAT WORKS (2005) FINDINGS FROM META-ANALYSIS PUBLICATIONS

19. INFLUENCES ON STUDENT LEARNING • GUARANTEED AND VIABLE CURRICULUM • CHALLENGING GOALS AND EFFECTIVE FEEDBACK • PARENT AND COMMUNITY INVOLVEMENT • SAFE AND ORDERLY ENVIRONMENT • COLLLEGIALITY AND PROFESSIONALISM • INSTRUCTIONAL STRATEGIES • CLASSROOM MANAGEMENT • CLASSROOM CURRICULUM DESIGN • STUDENT LEVEL • HOME ENVIRONMENT • BACKGROUND KNOWLEDGE • MOTIVATION SCHOOL LEVEL CLASSROOM LEVEL

20. RANKING OF SCHOOL-LEVEL FACTORS BASED ON MARZANO, 2000 • OPPORTUNITY TO LEARN • TIME • MONITORING • PRESSURE TO ACHIEVE • PARENTAL INVOLVEMENT • SCHOOL CLIMATE • COMMUNICATION AND DECISION-MAKING • COOPERATION

21. GUARANTEED AND VIABLE CURRICULUM—ACTION STEPS • IDENTIFY AND COMMUNICATE THE CONTENT CONSIDERED ESSENTIAL FOR ALL STUDENTS • ENSURE THAT THIS CONTENT CAN BE ADDRESSED IN THE TIME AVAILABLE • SEQUENCE AND ORGANIZE THIS CONTENT SO THAT STUDENTS HAVE AMPLE OPPORTUNITY TO LEARN IT • ENSURE THAT TEACHERS ADDRESS THIS CONTENT • PROTECT THE INSTRUCTIONAL TIME AVAILABLE

22. DISCUSS • WHAT OBSTACLES DO LEADERS FACE IN IMPLEMENTING A GUARANTEED AND VIABLE CURRICULUM? • WHAT LEADERSHIP KNOWLEDGE, SKILLS AND DISPOSITIONS ARE REQUIRED TO BE SUCCESSFUL IN THIS IMPLEMENTATION?

23. CHALLENGING GOALS AND EFFECTIVE FEEDBACK: ACTION STEPS • IMPLEMENT AN ASSESSMENT SYSTEM THAT PROVIDES TIMELY FEEDBACK ON STUDENT ATTAINMENT OF KNOWLEDGE AND SKILLS • ESTABLISH SPECIFIC, CHALLENGING ACHIEVEMENT GOALS FOR THE SCHOOL AS A WHOLE • ESTABLISH SPECIFIC GOALS FOR INDIVIDUAL STUDENTS

24. SHARE WITH A PARTNER • YOUR SCHOOL-WIDE GOALS AND PERFORMANCE TARGETS FOR THIS YEAR • THE PROCESS USED TO ESTABLISH THEM • THE DATA USED TO ESTABLISH GOALS AND TARGETS • YOUR PROCEDURES FOR DATA MONITORING AND REPORTING

25. PARENT AND COMMUNITY INVOLVEMENT—NATIONAL STANDARDS • Communication between home and school is regular, two-way and meaningful • Parenting skills are promoted and supported • Parents play an integral role in assisting student learning • Parents are welcome in the school, and their support and assistance are sought • Parents are full partners in the decisions that affect children and families • Community resources used to strengthen schools, families and student learning.

26. TO WHAT EXTENT DOES YOUR DISTRICT ENGAGE IN THIS BEHAVIOR AND ADDRESS EACH STANDARD? ASSESS YOUR DISTRICT AND SHARE WITH A PARTNER

27. SAFE AND ORDERLY ENVIRONMENT • SCHOOL CLIMATE---- • THE EXTENT TO WHICH A SCHOOL CREATES AN ATMOSPHERE THAT STUDENTS PERCEIVE AS ORDERLY AND SUPPORTIVE

28. SUPPORTIVE LEARNINGENVIRONMENTS—SIX INDICATORS • STUDENT CENTERED LEARNING • PHYSICAL AND PSYCHOLOGICAL SAFETY • STUDENT CONNECTEDNESS TO SCHOOL/ADULTS/PEERS • CONTINUUM OF STUDENT SUPPORT SERVICES • GENUINE STUDENT, SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS • SHARED LEADERSHIP

29. ASSESS YOUR DISTRICT AND SHARE WITH A PARTNER • TO WHAT EXTENT DOES YOUR DISTRICT ADDRESS EACH OF THESE STANDARDS? • WHICH ARE AREAS OF RELATIVE STRENGTH AND WEAKNESS?

30. COLLEGIALITY AND PROFESSIONALISM • COMMUNICATION/DECISION-MAKING--- THE EXTENT TO WHICH THE SCHOOL LEADER IS AN INFORMATION PROVIDER AND FACILITATES GROUP DECISION-MAKING • COOPERATION--- THE EXTENT TO WHICH STAFF MEMBERS SUPPORT ONE ANOTHER BY SHARING RESOURCES, IDEAS AND SOLUTIONS TO COMMON PROBLEMS

31. RELATIONSHIPS, RELATIONSHIPS, RELATIONSHIPS • “In the past, if you asked someone in a successful enterprise what caused the success, the answer was ‘it’s the people’. But that’s only partially true: it is actually the relationships that make the difference.” Michael Fullan (2001)

32. CLASSROOM-LEVEL PRACTICES • INSTRUCTIONAL STRATEGIES • CLASSROOM MANAGEMENT • CLASSROOM CURRICULUM DESIGN

33. CONSIDER AND SHARE • HOW WOULD YOU HELP TEACHERS GAIN EXPERTISE IN THESE AREAS? • HOW WOULD YOU MONITOR TEACHER PERFORMANCE IN THESE AREAS?

34. STUDENT-LEVEL CHARACTERISTICS • HOME ENVIRONMENT • LEARNED INTELLIGENCE AND BACKGROUND KNOWLEDGE • STUDENT MOTIVATION

35. RICHARD ELMORE ON FOCUS “We transform dysfunctional relationships into functional ones, not by continuing to do what we already know how to do more intensively and with greater enthusiasm…

36. ELMORE (CONTINUED) …but by learning how to do new things and, perhaps more importantly, learning how to attach positive value to the learning and the doing of new things.”

37. Purposeful Community Leadership FOCUS School practices Classroom practices Student characteristics MAGNITUDE Create demand Implement Manage transitions Monitor and evaluate Leadership Purposeful Community Purposeful Community Leadership Leadership Purposeful Community

38. LEADING SUCCESSFUL CHANGE • JOHN KOTTER VIDEO

39. In small groups, consider: • In what ways have schools changed during your professional career? • What has been the effect of these changes on educators personally and on their relationships with one another? • What effect have these changes had on expectations for school leaders?

40. THE RATE OF CHANGE IS INCREASING EXPONENTIALLY • FAILING TO ACT WHEN THE ENVIRONMENT AROUND YOU IS RADICALLY CHANGING LEADS TO EXTINCTION. • Michael Fullan, 2001

41. In the same groups, consider: • What are your assumptions about the future and its impact on schools? • In what ways must schools adapt to the changing environment?

42. THREE FORCES ARE CHANGING OUR NATION’S FUTURE • Inadequate literacy and numeracy skills among large segments of our student and adult populations • An ongoing shift in the demographic profile of our population, powered by the highest immigration rates in nearly a century • The continued evolution of the economy and the nation’s job structure, requiring higher levels of skills fro an increasing proportion of workers

43. REFLECTION RECALL TWO CHANGES (ONE SELF-INITIATED AND THE OTHER EXTERNALLY IMPOSED) WHICH YOU HAVE GUIDED AS AN EDUCATIONAL LEADER. CONSIDER ACTIONS YOU TOOK AND WHETHER YOU WERE SUCCESSFUL OR UNSUCCESSFUL.

44. IN SMALL GROUPS, CONSIDER: • What motivates people to change? • Why do some changes stick and others do not? • Why are some changes more difficult than others?

45. CHANGE IS HARD “Change in education is easy to propose, hard to implement, and extraordinarily difficult to sustain.” Hargreaves and Fink, 2006

46. CHANGE IS HARD “Individuals and organizations have an amazing capacity to maintain their beliefs and practices in the face of massive, well-intentioned efforts to change them.” Sparks, 2009

47. CHANGE IS HARD “Our ancient ancestors might have enjoyed heated schools and comfortable buses much earlier had there not been such a visceral opposition to the new initiatives of fire and the wheel.” (Reeves, 2009)

48. Leaders must gauge the magnitude of change • The magnitude of change is defined by the implications it has for the people expected to implement it and/or those who will be impacted by it. • The same change can be perceived differently by different stakeholders. (McRel, 2006)

49. MAGNITUDE OF CHANGE: Common Labels • FUNDEMENTAL • ADAPTIVE • DISCONTINUOUS • SECOND ORDER • INCREMENTAL • TECHNICAL • CONTINUOUS • FIRST ORDER

50. MAGNITUDE OF CHANGE DO STAKEHOLDERS PERCEIVE THE CHANGE AS… • An extension or a break with the past? • Consistent or inconsistent with prevailing organizational norms? • Congruent or incongruent with personal values? • Easily learned or requiring new knowledge and skills?