Analysis of Systems Leadership EDU 586 Master of Science in Educational Leadership

1. Analysis of Systems Leadership EDU 586 Master of Science in Educational Leadership School Leadership that Works Marzano Chapters 1 through 4 Review

3. School Leadership That Works • Chapter I • Effective Schools as opposed to ineffective schools have a 44 % difference in their expected passing rate on a test that has a typical passing rate of 50% • Although the difference in expected student achievement in “effective” versus “ineffective” schools is dramatic, the difference is even greater when we contrast “highly effective” schools with “highly ineffective” schools - more specially the top 1% of schools with the bottom 1 percent

4. School Leadership That WorksChapter I Percentage of Students Expected to Pass or Fail A test in Effective Versus Ineffective Schools

6. School Leadership That Works • Chapter I • To what extent does leadership play a role in whether a school is effective or ineffective? • How much of a school’s impact on student achievement is due to the leadership displayed in the school?

7. School Leadership That Works • Chapter I • Leadership has been linked to effectively functioning of organizations throughout the centuries. • Aspects of schooling that have been linked to leadership in the school building: • School has a clear mission and goals • Overall climate of school and climate in individual classrooms • Attitudes of teachers • Classroom practices of teachers • Organization of curriculum and instruction • Students opportunities to learn

8. School Leadership That Works • Chapter I • Due to little research linking strong leadership and quality schools, recent synthesis on research conclude that statistically there is almost no relationship between school leadership and student achievement • Think of an example where school or organization thrived in spite of poor leadership! If it did, why? What other factors impacted growth?

9. Leadership Styles - Defined • Transformational Leadership • Transactional Leadership • TQM • Servant leader • Situational Leadership • Instructional Leadership • Define Style - pluses/minuses

10. School Leadership That Works -Chapter 2 • Transformational Leadership • Favored style given that it is assumed to produce results beyond expectations. • Transformational leaders form a “relationship of mutual stimulation and elevation that converts followers into leaders and may convert leaders into moral agents.” • Characteristics of transformational leader behavior: • Individual consideration • Intellectual stimulation • Inspirational motivation • Idealized influence Characterized as “four I’s” of transformational leader • Transformational leadership in Education 1. Leithwood notes that the “four I’s” of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century. 2. School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out! 3. Effective school administrators must communicate high expectations of teachers and students alike. 4. Through personal accomplishments and demonstrated character, effective Principals must provide a model for the behavior of teachers.

11. School Leadership That Works -Chapter 2 Transactional Leadership (Bass and Aviolio) • Management by exception-passive • Setting standards but waits for major problems to occur before exerting leadership behavior. Leaders typically believe that their job is to maintain status quo. • Management by exception-active • Pay attention to issues that arise, set standards, and carefully monitor behavior; Are aggressive in management behavior that followers of this leadership style believe that they should not take risks or demonstrate initiative. • Constructive transactional • Most effective and active of transactional. Sets goals, clarifies desired outcomes, exchanges rewards and recognition for accomplishments, suggests or consults, provides feedback, and gives employees praise when deserved. Distinguishing feature.. followers are invited into management process more than other two styles.

12. School Leadership That Works -Chapter 2 Total Quality Management (TQM) Created in world of business but has strong influence on leadership practices in education Five Basic Factors • Change Agency – leader’s ability stimulate change in organization. • Teamwork – Effective leader not only involved in establishing teams, but also sees to their viability by providing necessary resources and support. • Continuous Improvement – Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees • Trust Building - Involves creating climate in which employer and employees perceive organization as “win-win” environment. Leaders establish atmosphere of trust by their daily actions. • Eradication of Short Term Goals – Elimination of goals that are based on quotas, are highly numerical and are short term. Effective leader not only helps establish the criteria around which goals are established, but alls participates in the goals design and implementation.

13. School Leadership That Works -Chapter 2 Servant Leadership Greenleaf: • Effective leadership emerges from a desire to help others • Instead of occupying a position at top of hierarchy, servant leader is positioned at center of organization. • Central dynamic of servant leadership is nurturing those within organization. Critical skills include: • Understanding personal needs of those within organization • Healing wounds caused by conflict within organization • Being a steward of the resources of the organization • Developing skills of those within the organization • Being an effective listener

14. School Leadership That Works -Chapter 2 Situational Leadership Hersey and Blanchard • Leader adapts leadership behavior to followers “maturity” based on willingness and ability to perform specific task. • Four leadership styles match high and low willingness and ability to perform a task: • When followers are unable and unwilling to perform a given task, leader directs followers actions without much concern for personal relationships. Style is referred to as “high task-low relationship” focus. (telling style) • When followers are unable but willing to perform, leaders interacts with followers in friendly manner but still provides concrete direction. Style referred to as “high task-high relationships” focus. (participating style) • When followers are able but unwilling to perform task, leader does not have to provide much direction or guidance but must persuade followers to engage in task. Style referred to as “low task-low relationship” focus. (selling style) • When followers are able and willing to perform, leader leaves the execution of task to follower with little to no interference. Style is referred to as “low task-high relationship” focus.(delegating style)

15. School Leadership That Works -Chapter 2 Instructional Leadership Smith and Andrews Four Dimensions or roles • Resource provider • Ensures that teaches have materials, facilities and budget 2. Instructional resource • Actively supports day to day instructional activities and programs by modeling desired behaviors, participates in in-service training and consistently giving priority to instructional concerns. 3. Communicator • Has clear goals for school and articulates those goals to faculty and staff 4. Visible presence • Principal engages in frequent classroom observations and is highly accessible to faculty and staff.

16. The Meta-Analysis - Ch 3 • Used technique of Meta Analysis • Synthesizing a vast amount of research quantitatively • Allows researchers to form statistically based generalizations regarding the research within a given field • Marzano’s Criteria 1. Involved K -12 students 2. Used US Schools 3. Directly or indirectly examined the relationship between the leadership of the building and student academic achievement 4. Achievement was measured by a standardized achievement test or state test • 5000 studies were identified. 69 studies met the criteria.

17. School Leadership That Works • Chapter 3/4 • Nature and function of Meta-Analysis • Meta-analysis refers to array of techniques for synthesizing quantities of information • Meta-analysis allows researchers to form statistically based generalizations regarding research within a given field. • Marzano’s book chooses to synthesize research on leadership using a quantitative, meta-analytic approach because it provided most objective means to answer the question, what does the research tell us about school leadership?

18. Results • There were 21 leadership responsibilities that correlated with student achievement • The relationship between leadership behavior and student achievement was .25 What does that mean? An increase in principal leadership behavior from the 50th to the 84th percentile is associated with a gain in the overall achievement of the school from the 50th to the 60th percentile

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