The 21 st Century Leadership Challenge: Leading Second Order Change

1. The 21st Century Leadership Challenge: Leading Second Order Change General Session

2. Jump the Gap Leadership

3. THE IMPLEMENTATION DIP….POSSIBILITY CURVE..Fullan--1990

4. Implementation Dip

5. Unfreeze Re-Freeze Freeze Transition State

6. Transforming • Performing Norming Storming Forming

7. There is a difference between cyclicalandstructural change. Anything we’re trying to change away from will keep coming back unless we replace it with something new.

8. Implementation Dip

9. Disruptive Innovation Creates PositiveTurbulence

10. Change is MESSY! • Fullan: “The more accustomed one becomes to dealing with the unknown, the more one understands that creative breakthroughs are always preceded by periods of cloudy thinking, confusion, exploration, trial and stress; followed by periods of excitement and growing confidence as one pursues purposeful change, or copes with unwanted change.

11. Structural Change • Subsystem • Cultural • Transformational

12. Three Key Functions • Setting Direction • Developing People • Redesigning the Organization

13. Jump the Gap Leadership

14. Change is like a planned journey into uncharted waters on a leaky boat with a mutinous crew. Michael Fullan

15. Q - If you LEAD an organization over time, and it significantly improves, what happened to the organization? A- CHANGE

16. The “Practice” of LeadershipLargest-ever Sample for Research on Leadership Practice • All studies, 1971-2001 • > 5,000 studies of relationship between school leadership & achievement examined • 69 met McREL’s criteria for rigor • 2,802 schools, all levels, K-12 represented • 14,000 Teachers • 1.4 million students Marzano, Waters, & McNulty, 2005

17. Findings • School-level leadership impacts student achievement • Principals use 66 leadership practices to fulfill 21 essential responsibilities that correlate with student achievement. • Strong principals can have either a positive or negative impact on student achievement

18. Finding #1: School leadership impacts student achievement. • School Leadership that Works: The Effect of Principal Leadership on Student Achievement If principal’s leadership improves from 50th to 84th percentile, researchers predict a 10 percentile gain in student achievement

19. Finding #2 The “Practice” of Leadership • Identified 21 Principal responsibilities that positively correlate with student achievement • All 21 responsibilities are important for raising student achievement. All are important in First-order change. • 7 responsibilities are essential for Second-Order change. Marzano, Waters, & McNulty, 2005

20. Balanced Leadership Framework Responsibilities • Affirmation • Change Agent • Communication • Contingent Rewards • Culture • Curriculum, Instruction, Assessment involvement • Discipline • Flexibility • Focus • Ideals/beliefs • Input • Intellectual stimulation • Knowledge of C, I, A • Monitors/evaluates • Optimizer • Order • Outreach • Relationship • Resources • Situational awareness • Visibility

21. First and Second Order Change

22. First-Order Change? • Professional development to implement new editions of social studies textbooks • Reading The Five Dysfunctions of a Team and establishing norms for faculty meetings • Implementing a new dress code • Revamping the master schedule, moving from 7 periods per day to 6 • Converting your school to International Baccalaureate (IB) status

23. First or Second Order Change?It’s a matter of perspective!

24. The Four Phases of Change Create Demand Implement 1st Order Monitor and Evaluate First Order Change McREL

25. Setting Direction • Optimizer • Ideals/Beliefs Developing People • Affirmation • Visibility • Situational Awareness • Relationships Redesigning the Organization • Communication • Culture • Input

26. First OrderSecond Order When stakeholders see the change as: • Consistent with existing values and norms • Advantageous for stakeholders • Readily implement-able with existing knowledge and resources When stakeholders: • Are unclear about how it will make things better for them • Must master new knowledge, practices, or approaches to implement the change • Feel the change conflicts with prevailing personal values and organizational norms

27. 7 Responsibilities Critical for 2nd Order Change** Affirmation Involvement in C,I,A Change Agent**Knowledge of C,I,A** Contingent RewardsMonitoring/Evaluating** CommunicationOptimizer (Optimist)** Culture Order Discipline Outreach Flexibility**Relationships Focus Resources Ideals/beliefs**Situational Awareness Input Visibility Intellectual stimulation**

28. Transforming Performing Norming Storming Forming

29. The Four Phases of Change Create Demand Implement Monitor and Evaluate 2nd Order Manage Personal Transitions McREL

30. Change will be uncomfortable at times. Daniel Boone “Can’t say that I was lost, but I was bewildered once . . . for three days.”

31. 2nd order change • Is a horse of a different color from a leadership perspective. To successfully implement a second order change initiative, a school leader must ratchet up her/his idealism, energy, and enthusiasm. • Additionally, he must be willing to live through a period of frustration and even anger from some staff members. No doubt this takes a great personal toll on a school leader and might explain why many promising practices have not led to improved student achievement and ultimately have been abandoned. Ron Heifitz Marzano, Waters, McNulty

32. The art of progress is to preserve order amid changeand preserve change amid order. ~ Alfred North-Whitehead

33. 7 Responsibilities Critical to Support Second-Order Change • Change Agent • Flexibility • Ideals & beliefs • Intellectual stimulation • Knowledge of Curriculum Instruction, Assessment • Monitor and evaluate • Optimizer

34. Setting Direction • Optimizer Developing People • Knowledge of Curriculum and Instruction • Intellectual Stimulation Redesigning the Organization • Change Agent • Monitoring and Evaluating • Flexibility

36. Ideals and BeliefsWhat Is Our Purpose? • To improve the quality of human life. • To create schools in which every child learns at high levels. To secure America’s future—one student at a time!

37. What Do We Value? • We putservice to studentsabove all else. • We takeresponsibilityfor the success of all students. • Wecare passionatelyabout our work with children. • We build strong,positive relationshipswith students, staff, parents, and community. • We model and promotecivilityandintegrity.

39. Change Agent ~Leadership is Difficult! • “Perhaps the most revealing aspect of analysis is that some responsibilities are negatively affected by second-order change:” • Culture (Strongest negative relationship with 2nd order change) • Communication • Order • Input

40. Possible perceptions of principal leading 2nd order change • Team spirit, cooperation, and common language have deteriorated as a result of the innovation (Culture) • Communication has deteriorated as a result of the innovation (Communication) • Order and routine have deteriorated as a result of the innovation (Order) • The level of input from all members of the staff has deteriorated as a result of the innovation (Input)

41. Collective Efficacy: “We can make a difference.”Building a Purposeful Community • Collective Efficacy - The group members’ shared perception or belief that they can dramatically enhance the effectiveness of an organization. The collective efficacy of the teachers in a school is a better predictor of student success in schools than is the socioeconomic status of the students. Goddard, Hoy, and Hoy, 2004

42. Definition: Purposeful Community “A purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that matter to all community members through agreed-upon processes.” Marzano, Waters, McNulty, 2005

43. Build a purposeful communityFocus on the right things Assess and manage the magnitude of change Leadership Leadership Leadership Leadership

44. Purposeful Community Leadership Purposeful Community Leadership Purposeful Community Leadership Leadership Purposeful Community

45. Instructional Core

47. Knowledge of Curriculum and Instruction

48. Monitoring and Evaluating • The Core

49. Intellectual Stimulation • Rigor • Rigor of Task • Rigor of Task predicts Performance • Accountability is the rigor of the task

50. 21st Century Expectation: PROFICIENCY 20th Century Expectation: TIME The Welsh Congregation’s DilemmaWe must build the new system while we’re in the old system Perspective