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Balanced Leadership: School Leadership that Works ™. Keynote Presentation CREATE June 7, 2006. Your assumptions. What are your assumptions about the future of schooling in American public education? What are your assumptions about leadership of schools in American public education?.
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Balanced Leadership:School Leadership that Works™ Keynote Presentation CREATE June 7, 2006
Your assumptions What are your assumptions about the future of schooling in American public education? What are your assumptions about leadership of schools in American public education?
McREL’s assumptions • We need to get the most possible out of our schools. • In light of the resource, social, political, & design realities facing our schools & their leaders, schools (as currently designed) are not likely to meet the expectations that no child is left behind. • We need education leaders who are prepared to deal with the first- and second-order changes implied by both assumptions.
New expectations • Leading increasingly complex change • Relentless focus on improving student achievement • Sharing leadership The principal cannot do it alone.
McREL’s research questions What knowledge from the quantitative and qualitative research on: • teacher, • school, & • leadership practices associated with high levels of student achievement & institutional productivity should we use to improve schools?
Leadership meta-analysis • 5,000 study citations • 3,000 dissertation citations • 2,000 other study citations • 69 studies met our criteria for inclusion • Quantitative data • Student achievement as the dependent variable • Standardized scores • Teacher perceptions as the independent variable
Findings from McREL’s meta-analysis • There is a relationship between leadership and student achievement — leadership matters. • There are 21 leadership responsibilities, each with statistically significant and positive relationships to student achievement. • Leaders perceived as strong do not always have a positive impact on achievement.
Finding #1: Leadership & student achievement Average correlation (r) between principal leadership behavior &school achievement is.25 This means … A one standard deviation increase in teacher perceptions of principal leadership is associated with a 10 percentile point gain in school achievement.
Finding #2: Responsibilities & practices • 21 leadership responsibilities • 66 leadership practices • All correlated to student achievement • Each correlation is statistically significant
Finding #3: The differential impact of leadership Leaders perceived as strong do not always have a positive effect on student achievement.
Differential impact:McREL’s interpretation •Focus of the change •Magnitudeof the change
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.
McREL’s view 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.
Magnitude of change:Common labels Fundamental Incremental Technical Adaptive Continuous Discontinuous First-order Second-order McREL uses labels based on the implications of change rather than the type of change.
What is a factor analysis? • Definition: A statistical procedure that reduces a set of items on a measuring instrument into a smaller number of dimensions called factors¹ • Purpose:To understand the nature of underlying patterns among factors • Requirements:Scientific procedures and interpretation ¹Lauer, P. A. (2004). A policymaker'sprimer on education research: How to understand, evaluate, and use it. Aurora, CO: McREL, and Denver, CO: ECS. Available from www.ecs.org/researchprimer
McREL’s leadership factor analysis • 92-item online survey (Sept.2003-Feb.2004) • 652 principal responses (reliability of .92) • Data used to understand how the leadership responsibilities are related AND degree to which principals are fulfilling responsibilities: • Change initiatives • Relationship of change to leadership responsibilities • Inter-correlations among the responsibilities
Findings from McREL’s factor analysis • Two major factors: first-order change and second-order change • 21 responsibilities with positive correlations to changes perceived as first order • 11 responsibilities with correlations to changes perceived as second order
Finding #4:Two major factors • Two major factors: • First-orderchange • Second-orderchange • Insufficient evidence to collapse any of the 21 leadership responsibilities
1. Monitor/evaluate 2. Culture 3. Ideals and beliefs 4. Knowledge of CIA 5. Involvement in CIA 6. Focus 7. Order 8. Affirmation 9. Intellectual stimulation 10. Communication 11. Input Relationships (.18) Optimize Flexibility Resources Contingent rewards Situational awareness (.33) Outreach Visibility Discipline Change agent Finding #5: First-order change implications (Marzano, Waters, & McNulty, 2005)
Finding #6: Factor One Second order change implications(7 positively correlated responsibilities) (rank ordered) • Knowledge of curriculum, instruction, & assessment • Optimize • Intellectual stimulation • Change agent • Monitor/evaluate • Flexibility • Ideals/beliefs (Marzano, Waters, & McNulty, 2005)
Finding #6: Factor One Second order change implications(4 negatively correlated responsibilities (rank ordered) • Culture • Communication • Order • Input (Marzano, Waters, & McNulty, 2005)
Purposeful Community Leadership Leadership Purposeful Community Purposeful Community Leadership Leadership Purposeful Community The Balanced Leadership Framework™ FOCUS School practices Classroom practices Student characteristics MAGNITUDE Create demand Implement Manage transitions Monitor & evaluate
The Millenial Generation Boomers (1943–1960) Superintendents and central office Gen X (1961–1981) Principals Gen Y (1982–2000) Teachers Tweens (10–12 year olds today) Students Millennials 70-75 Million
Leaving the leadership comfort zone “…we should be calling for leadership that will challenge us to face problems for which there are no painless solutions . . . problems that require us to learn in new ways.” ~ Ronald A. Heifetz
For more information • Visit the McREL Web site • www.mcrel.org jschumacher@mcrel.org Visit McREL’s online newsroom • www.mcrel.org/newsroom • Click on “education topics” • Click on “leadership”
