TM SCHOOL LEADERSHIP THAT WORKS Leadership for a Culture of Learning Chris Briggs-Hale Senior Consultant, McREL November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS The Professional Learning Community It is time to recognize that there is no magic bullet. Programs and materials do not bring about change, people do. - Richard DuFour and Timothy Berkey November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Pair Share: What obstacles stand in the way of your ability to lead mathematics reform for high levels of student performance? November 2004/CRB © McREL 2004 Do not copy without permission SCHOOL LEADERSHIP THAT WORKS TM Turning to the Experts: Teachers • Why is our hard work not paying off? • What do we believe? What is our vision? • What do teachers really need? • How can we restructure our resources to provide what they need? November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Understand the magnitude of change. Lead change of this magnitude. November 2004/CRB © McREL 2004 Do not copy without permission LEADERSHIP Variables LEADERSHIP School Guaranteed and Viable Curriculum Challenging Goals and Effective Feedback Parent and Community Involvement Safe and Orderly Environment Collegiality and Professionalism LEADERSHIP SCHOOL LEADERSHIP THAT WORKS TM Understanding the Magnitude of Change… Teacher Instructional Strategies Classroom Management Curriculum Design Student Home Environment Learned Intelligence and Background Knowledge Student Motivation LEADERSHIP (Marzano, 2000) November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Instruction Curriculum November 2004/CRB © McREL 2004 Do not copy without permission •Unpack standards and benchmarks •Sort into procedural and declarative categories. RANK CONTENT BY PRIORITY AND DETERMINE APPROPRIATE EMPHASIS. SCHOOL LEADERSHIP THAT WORKS TM IDENTIFY THE CONTENT COMPARE THE CONTENT AND ARTICULATE ACROSS THE GRADE LEVELS Compare with: national standards, other exemplar states, state level testing frameworks, local curriculum, curriculum and assessment materials, and district standards. DETERMINE EXPECTED COGNITIVE AND PERFORMANCE LEVELS for each benchmark. Identify the appropriate instructional Strategies. DEVELOP AND ALIGN FORMATIVE AND SUMMATIVE ASSESSMENTS. DETERMINE THE TIME REQUIRED TO ACHIEVE PROFICIENCY IN THE IDENTIFIED ESSENTIAL CONTENT. GUARANTEED (ESSENTIAL) AND VIABLE CURRICULUM November 2004/CRB Kendal, 2003 Marzano, 2003 Marzano, R. J. & Pickering, D. J., 1997 © McREL 2004 Do not copy without permission SCHOOL LEADERSHIP THAT WORKS TM Leading a Change of This Magnitude… 6 Big Findings 1. The effect size of general leadership 2. Specific leadership responsibilities and practices with statistically significant effects on achievement 3. Strong leaders do not always have a positive effect on achievement. 4. Two major factors: general leadership and change leadership 5. Responsibilities with positive correlations to leadership of 2nd order change. 6. Responsibilities with negative correlations to leadership of 2nd order change. November 2004/CRB © McREL 2004 Do not copy without permission SCHOOL LEADERSHIP THAT WORKS TM Leading a Change of This Magnitude… Leadership Responsibilities/Practices Through the research we identified: * 21 leadership responsibilities and * 66 leadership practices . . . each of which has a statistically significant relationship to student achievement. November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Difference in Leadership Ability November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Difference in Student Achievement November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Characteristics of Change With 1st & 2nd Order Implications First Order Second Order An extension of the past A break with the past Within existing paradigms Outside of existingthe paradigms Building CAPACITY to re-invent the Complex way we do business Nonlinear in MATHEMATICS Consistent with prevailing norms, values Conflicts with prevailing norms, values Incremental Linear Implemented with existing knowledge/skills Implemented by experts November 2004/CRB Requires new knowledge/skills Implemented by stakeholders © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Leadership Responsibilities Positively Associated with 2nd Order Change Responsibilities Intellectual Stimulation Change Agent Monitors/ Evaluate November 2004/CRB Practices •Keeps informed about current research & theory regarding effective schooling •Continually exposes staff to cutting edge ideas about how to be effective •Systematically engages staff in discussions about current research & theory •Continuously involves the staff in reading articles & books about effective practices •Consciously challenges the status quo •Is comfortable with leading change initiatives with uncertain outcomes •Systematically considers new & better ways of doing things •Monitors & evaluates the effectiveness of curriculum, instruction, & assessment © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Leadership Responsibilities Positively Associated with 2nd Order Change Responsibilities Practices Flexibility •Is comfortable with major changes in how things are done •Encourages people to express opinions contrary to those with authority •Adapts leadership style to needs of specific situations •Can be directive or non-directive as the situation warrants Ideals/ Beliefs •Holds strong professional beliefs about schools, teaching, & learning •Shares beliefs about schooling, teachers & learning with staff and parents •Demonstrates behaviors that are consistent with beliefs November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Leadership Responsibilities/Practices Negatively Impacted by Second Order Change Responsibilities Practices Culture • Develops a shared vision of what the school could be like • Promotes a sense of well being • Promotes cohesion among staff • Promotes cooperation among staff • Develops an understanding of purpose Communication November 2004/CRB • Develops effective means for teachers to communicate with one another • Is easily accessible to teachers • Maintains open and effective lines of communication with staff © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Leadership Responsibilities/Practices Negatively Impacted by Second Order Change Responsibilities Practices Order • Establishes routines for running of the school that staff understand and follow • Provides and reinforces clear structure, rules and procedures for staff • Provides and reinforces clear structure, rules and procedures for students Input • Provides opportunities for staff to be involved in developing school policies • Provides opportunity for input on all decisions • Uses leadership team in decision making November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS The Professional Learning Community …floats on a sea of conversation. Good thinking… Fear Frustration Feeling Incompetent Distributed Leadership November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Distributed Leadership True forms of distributed leadership require that: • The right work is completed by multiple people working together regardless of positional authority. • Responsibilities and tasks, rather than people in specific positions, guide and ground the work. November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Distributed Leadership • Capitalizes on individual strengths to create a common approach to improvement • Creates an intentional shared responsibility for accomplishing the right work, which in turn creates internal accountability • Increases the capacity to do the right work November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Conversation is the natural way we humans think together. - Margaret Wheatley November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Quality Conversations: The Backbone of Professional Development and Collaboration • Quality conversations are governed by purpose, mission, norms, and structures • Quality conversations are focused on student performance and are driven by a sense of inquiry • Quality conversations are embedded into the schedule, culture, and budget of your school November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS If ten people are conversing round a table, the truth lies not with any one of them, but in the centre of the table, between and among the perspectives of all ten. - R. Brian Stanfield November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS Personal Lessons from a Rural Community: • Sustainable school reform will only result by intentionally focusing on the development of a culture of inquiry and learning • Sustainable school reform will only result by leveraging the strengths and wisdom of local people • We are only as strong as our weakest link • Silence does not equal consent • Emotion is the engine of learning November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS After all, how do you hold a hundred tons of water in the air with no visible means of support? You build a cloud. - K.C. Cole November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS References Bridges, William. (1991). Managing transitions: making the most of change. Cambridge, MA: Perseus Books. Colorado Department of Education Model Mathematics Task Force. (1995, June 8). Colorado model content standards for mathematics. Retrieved September 7, 2004, from http://www.cde.state.co.us/cdeassess/standards/pdf/math.pdf Colorado Department of Education. CSAP assessment frameworks. Retrieved September 7, 2004, from http://www.cde.state.co.us/cdeassess/csap/frameworks/index.htm Colorado Department of Education. Colorado student assessment program (CSAP) item maps. Retrieved September 7, 2004, from http://www.cde.state.co.us/cdeassess/csap/asitemmap_index.htm Cortez-Ford, Evelyn. “Promoting student success through teacher leadership and communication.” Draft, November, 2003. Aurora, CO: McREL. DuFour, Richard, and Berkey, Timothy. “The principal as staff developer.” Journal of Staff Development, Fall 1995 (Vol. 16. No. 4), National Staff Development Council, 1995, from http://www.nsdc.org/library/publications/jsd/jsddufour.cfm Guiney, E. (2001). Coaching isn't just for athletes. Phi Delta Kappan, 82(10), 740-743. Kendall, J.S. & Snyder, C. (2003) Finding the time to learn: A guide. Retrieved September 7, 2004, from http://www.mcrel.org/topics/productDetail.asp?productID=148 Marzano, R. J. & Pickering, D. J.(1997). Dimensions of learning, Teacher’s Manual. Alexandria, VA: Association for November 2004/CRB © McREL 2004 Do not copy without permission TM SCHOOL LEADERSHIP THAT WORKS References Marzano, R. J. & Pickering, D. J.(1997). Dimensions of learning, Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD) & Aurora, CO: Mid-continent Regional Educational Laboratory (McREL). Marzano, R. J. (2000). A new era of school reform: Going where the research takes us. Aurora, CO: Mid-continent Research for Education and Learning. Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Richardson, Joan. “When teachers work together, knowledge and rapport grow.” Tools For School, August-September 2001. National Staff Development Council. From, http://www.nsdc.org/members/tools/tools8-01.pdf Sparks, Dennis. “Why change is so challenging for schools: An interview with Peter Senge.” Journal of Staff Development, Summer, 2001 (Vol. 22, No. 3) National Staff Development Council, 2001. From, http://www.nsdc.org/library/publications/jsd/senge223.cfm Stanfield, R. Brian (Ed.) (2000). The art of focused conversation: 100 ways to access group wisdom in the workplace. Gabriola Island, British Columbia: New Society Publishers. Wheatley, Margaret J. (2002). Turning to one another: simple conversations to restore hope to the future. San Francisco: Berrett-Khehler Publishers, Inc. Wheatley, Margaret J. (1994). Leadership and the new science: Learning about organization from an orderly universe. San Francisco: Berrett-Khehler Publishers, Inc November 2004/CRB © McREL 2004 Do not copy without permission