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Leadership Focus:
Doing the Right Things,
Right Now
Dr. Reeves is the founder of The Leadership and Learning
Center and works with education, business, government, and
nonprofit organizations around the world. Reeves is the
author of more than twenty books on leadership and
organizational effectiveness, including the forthcoming
Assessing 21st Century Skills to be published by Solution
T
Tree.
H
He h
has ttwice
i b
been named
d tto th
the H
Harvard
dU
University
i
it
Distinguished Authors Series, was named the Brock
International Laureate for his contributions to research. He
can be reached at DReeves@LeadandLearn.com, and
complete copies of today’s research slides are available as a
free download at www.LeadandLearn.com.
For a free copy of all research slides, contact:
g
B. Reeves, Ph.D.
Douglas
DReeves@LeadandLearn.com
LeadandLearn.com
+1.303.504.9312, ext. 512
Leadership Focus:
Doing the Right Things, Right Now
Douglas B. Reeves
For a complete copy of the slides go to:
www.LeadandLearn.com
The Leadership and Learning Center
DReeves@LeadandLearn.com
303-504-9312, ext. 512
The Big Ideas
•
•
•
•
•
•
Moral imperative
Implementation
Th Essentials
The
E
ti l
Change Leadership
Evidence
Sustainability
Interactive Learning
• Choose your learning style
• Personal application
• Safe place for risk-taking,
risk-taking challenge,
challenge and
confrontation of essential issues
• Slides available at www.LeadandLearn.com
• Burning Questions – bring forward at the
break
© 2011 by The Leadership and Learning Center
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Leadership Focus:
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Clovis, California
Page P-1
You Are a REVENUE SOURCE,
Not an Expense
• 175,00 dropouts in California
• $45.5 billion lost wages and
productivity in ONE CLASS
• $2.3
$2 3 billi
billion in
i medical
di l care
• $1.1 billion PER YEAR SAVINGS
from a FIVE PERCENT REDUCTION
IN MALE DROPOUT RATE
Source: Alliance for Excellent Education,
www. all4ed.org
What Makes for a Moral
Imperative?
•
•
•
•
Impact, not popularity
Sacrifice, not bargaining
Values,, not moneyy
Learning Activity #1
– Essential goals
– Present Reality
– Moral Imperative
Closing the Implementation
Gap
p Research
The critical variable for
professional learning is
DEEP IMPLEMENTATION
Source: Reeves. D. (2010). Transforming professional development into
student results. Alexandria, VA: ASCD
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Leadership Focus:
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Clovis, California
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Planning for Success:
• Efficacy – bone deep belief that teaching
and leadership matter
• Prioritization
P i iti ti
– six
i or fewer
f
• Specificity
• Measurability
• Monitoring (adult actions, not just test
scores)
Only High Implementation
Yields Gains
Level!1
Level!2
Level!3
11.65
"3.98
"17.74
(Reeves,!Transforming!Professional!Development!Into!Student!
Results,!ASCD,!2010)
Only High-Performing Schools
Deep Implementation Helps
Level!1
Level!2
Level!3
13.9
10.2
5
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Leadership Focus:
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Clovis, California
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Only Low Performing Schools
Deep Implementation
Mitigates Damage
Level!1
Level!2
Level!3
!2.8
2.8
"14
"30
(Reeves,!Transforming!Professional!Development!Into!Student!Results,!
ASCD,!2010)
Other Key Findings
• More than six priorities inversely
related to achievement
• 90% faculty participation,
participation 3-5
3 5 times
higher achievement gains than 10%
faculty participation
• PRACTICES, not PROGRAMS
Math Performance 2008-2009
And Professional Learning
Communities
Change in Percent P
Proficient
18%
All Grades
16%
16%
14%
12%
10%
8%
7%
8%
6%
4%
2%
0%
Low
Medium
High
Degree of Implementation of Initiative
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Leadership Focus:
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Clovis, California
Page P-4
Professional Learning Communities
And Reading Achievement
All Grades
Gains in Rea
ading
Achieveme
ent
6
5
4
3
2
1
0
5.15
1.73
Low to Medium
High
Degree of Implementation of PLC’s
Science Performance 2008-2009
And Content Focus Coaching
Change in Perc
cent Proficient
All Grades
120%
107%
100%
80%
60%
40%
34%
37%
Low
Medium
20%
0%
High
Degree of Implementation of Initiative
Reading Performance 2008-2009
And Language Skills Block
Change in Percent Proficient
All Grades
12%
11%
10%
8%
6%
5%
5%
4%
2%
0%
Low
Medium
High
Degree of Implementation of Initiative
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Leadership Focus:
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Clovis, California
Page P-5
Sustainability in High Performing
High Poverty Schools
• 90 90 90 Research
– Replicated over time by independent
researchers
– Virtually identical findings:
1)
2)
3)
4)
Laser-like focus on achievement
Collaborative scoring
Non-fiction writing
Multiple opportunities for success
From 90 90 90 to 100 100 100
•
•
•
•
•
•
•
Poverty levels increasing
Second language students increasing
Parental anxiety
y and stress increasing
g
And . . .
Dramatic reduction in failures
Increase in college credit
Improvement in discipline and morale
The Relative Impact of
Demographics, Teaching, and
Leadership on Achievement
• Socioeconomic status – 50% of a standard
deviation
• Feedback on student performance – 73%
• Formative
F
ti assessmentt – 90%
• Teacher clarity – 72%
• Teacher-student relationships – 72%
• Microteaching – 88%
Source: Hattie, John (2009). Visible Learning
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Leadership Focus:
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Learning Activity #2 –
Implementation Rubric
•
•
•
•
•
Specify a CURRENT strategy
Proficient
P
Progressing
i
Not meeting standards
Exemplary – challenge your most
experienced and expert staff
The Focus Imperative
Focus at the Individual Level
New York Times, 5/2/2010:
Half of American teenagers …send 50 or more
text messages a day and that one-third send
more than 100 a day. Two thirds of the texters …
Fifty-four percent said they text their friends
once a day, but only 33 percent said they talk to
their friends face-to-face on a daily basis
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The Myths of Multi-tasking
• “Multi-taskers are just lousy at
everything. . . High multi-taskers are
suckers for irrelevancy.”
• “The
The core of the problem is that multitaskers think they’re great at what they
do, and they’ve convinced everybody
else they’re good at it too.”
Source: Prof. Clifford Nass. (August 2009) Stanford
University.
Focus at the
Organizational Level
The Logic Behind Focus
• Factor Analysis - look at millions of
starts of data and find the constellation
– what fits together
• Three of 21 factors have
disproportionate influence – Focus,
monitoring, efficacy
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Leadership Focus:
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The Impact of Focus
• Schools with the highest levels of focus
and monitoring achieved twice the gains
in reading over three years compared to
schools with the lowest levels of focus
and monitoring
Real World Impact
• Teachers and leaders burned to a
cinder doing EVERYTHING their boards
and administrators require – e4ven high
scores on implementation of two dozen
initiatives – BUT WITHOUT FOCUS,
they score LOWER Than other schools
Which Schools Have Highest
Levels of Focus?
6
5
4
5
4
2
3
2
1
0
High"Poverty
High"ESL
High"Special"
Ed
(Reeves,"Finding"Your"Leadership"Focus:""What"Matters"
Most"for"Student"Results,"Teachers"College"Press,"2010)
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Leadership Focus:
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Learning Activity #3
• Present practices and possible
improvements
• Focus – six or fewer priorities
• Monitoring – adult actions, not just test
scores
• Efficacy – teacher conviction in their
impact on student results
So What If You Make
Some Mistakes?
Choices of Error:
Type I and Type II
Focus Tool: The Implementation
Audit
• 1) What is our initiative inventory?
• 2) What is the range of
implementation?
• 3) What is the impact of
implementation on student
achievement?
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Leadership Focus:
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Low""""""""""""""Impact"""""""""""""""""High
Using the Implementation Audit
Lead
Invest
Weed
Evaluate
LOW!!!!!!!!!!!!!Implementation!!!!!!!!!!HIGH
The “Not To Do” List
• Weeds have deep roots
• Weed Your Own Garden
• EVERYBODY h
has a “N
“Nott to
t Do”
D ” list
li t –
choose a conscious or unconscious list
Is change really possible in
large and complex
organizations?
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Leadership Focus:
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Clovis, California
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Leadership Focus:
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Learning Activity #4
• Why has your system failed to make
essential changes?
• What are the consistent themes
associated with unsuccessful change?
• What about successful change?
Standards of Evidence
•
•
•
•
•
Belief
Experience
Sh d opinions
Shared
i i
Objective observation
Preponderance of the evidence
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Leadership Focus:
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Learning Activity #5
• Common claims
• Evidence to support the claim
• Evidence
E id
level
l
l (1-5)
(1 5)
Applying the Evidence
• 90 90 90 and 100 100 100 Schools
• Relative impact studies
• High leverage activities – nonfiction writing,
f
formative
ti assessment,
t collaborative
ll b ti scoring
i
• Short-term wins – improved grading
practices
• Building faculty morale – improved
discipline
Learning Activity #6:
Practical Application
• No more than three action steps
• Personal responsibility
• Commitment
C
it
t date
d t – no longer
l
th
than 100
days
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Questions and Discussion
For a complete copy of all research
slides, please e-mail:
D
Dreeves@LeadandLearn.com
@L d dL
(303) 504-9312, ext. 512
Address teacher concerns
regarding class size
• There is a relationship at the margins –
37 bad; 17 good
• See Achilles,
Achilles Charles “Getting
Getting Class
Size Right
• That does not mean that 25 is better
than 27
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More on Class size
• Differentiate impact of size on teaching
Lessons from music and athletics
Q lit remains
Quality
i important
i
t t
Assess incoming students BEFORE
assigning students to a class
Mistakes to Avoid:
1) Analysis Paralysis - Don’t wait for
Washington or for “the official answer” to
every potential question
2) Abandon current standards-based
standards based
teaching and assessment techniques –
Don’t revert to a norm-based system
3) Try to do it all – it was too much 15 years
ago and it’s too much now.
4) Check it off and move on
Learning Activity #1:
Lessons Learned
• Reflect on your experiences when
standards were adopted in your state
• What are your own “lessons learned” for
teachers, administrators and policy
makers?
• What do you know now about standards
implementation that you wish you would
have known then?
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What Schools Must Do:
1) Find common ground – identify what
does NOT change. Highlight the areas
of the Common Core that you already
teach and assess
2) Focus your energy – use the Power
Standards Approach (leverage,
endurance, essential for next grade)
3) Embrace common formative
assessments now
What Makes “Formative
Assessment” Formative?
•
•
•
•
Not the label on the box
Not the claim of the test author
Not the level of the initiative
FORMATIVE ASSESSMENT IS
FORMATIVE ONLY IF IT SUCCESSFULLY
INFORMS TEACHING AND LEARNING –
that is, students and teachers USE it
We have lost civility and respect . .
.
• In the name of academic success
• How do we get back to well-rounded,
competent individuals who contribute to
society
• How to make it community, not just a
place?
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From Place to Community
• See Dr. Sheldon Berman’s writing on
service learning (also in Leading Change in
Your School)
• Hudson: Weekly student-led meetings;
100% service learning with meaningful and
long-term projects, profound sense of
personal responsibility to others and to the
world
Say more about formative
assessment
• Only “formative” if it informs teaching
and learning
• Look for evidence in changes in
teaching
• Trade off psychometric perfection for
practical utility
How important is it to articulate
high school classes with college
credit?
•
•
•
•
Economic value to students and parents
Psychological value to students
Morale value to teachers
Beware of replicating “worst practices” –
one-shot finals, minimal feedback from
professors, etc. Model yourselves on
the VERY BEST in university teaching
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Student Engagement?
•
•
•
•
Engaging scenario
Personal meaning
Ch i
Choice
ABOVE ALL: Competence
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