McREL’s Balanced Leadership
Dr. Doug Moeckel
KASB Leadership Services
The willingness to adapt…
It is not the strongest of the species that survives,
nor the most intelligent that survives. It is the most
adaptive to change.
Charles Darwin
New Expectations
Leading increasingly complex change
Relentless focus on student
achievement
Sharing leadership
The principal cannot do it alone.
What factor has the greatest
Impact on Student Learning?
District, School, Teacher on
Reading Achievement
District
School
Teacher
Gain-50th
Average
Average
Average
0
Average
Average
Superior
10
Average
Average
Excellent
20
Superior
Superior
Average
7
Excellent
Excellent
Average
13
District, School, Teacher on
Math Achievement
District
School
Teacher
Gain-50th
Average
Average
Average
0
Average
Average
Superior
14
Average
Average
Excellent
26
Superior
Superior
Average
9
Excellent
Excellent
Average
17
Strong
Sentimentalists
Low
Sophisticates
Relationship
with Students
Warm
Demanders
Student Expectations
Traditionalists
Weak
High
Visible Learning
John Hattie
A synthesis of
over 800 metaanalyses relating
to achievement.
Quality of Teaching
Professional Development
Relationships
Formative Evaluation
There are three basic skills that students
need if they want to thrive in a knowledge
economy:
– the ability to do critical thinking and problemsolving;
– the ability to communicate effectively;
– the ability to collaborate.
Tony Wagner, the Harvard
Six findings from McREL’s metaanalysis
•
•
•
•
School Level Leadership Matters
21 leadership responsibilities
The Differential Impact
Two major factors
– First and Second Oder Change
• Responsibilities that are positively correlated are
first order change
• Some responsibilities that are negative
correlated are second order change
Balanced Leadership Framework®
Purposeful Community
School-Level Leadership
Focus
of
Leadership
Magnitude
of
Change
School-Level Leadership
Purposeful Community
Meta-Analysis
• Dependent variable was always student
achievement.
• Independent variable was “leadership”
– Quantitative- standardized student
achievement
– Qualitative- perceptions of principal by
teachers
Better principals=higher
student achievement
21 leadership responsibilities
66 leadership practices
All correlated to
student achievement
Each correlation is
statistically significant
21
Leadership Responsibilities
Focus of
Leadership
Magnitude of
Change
Purposeful
Community
Contingent rewards
Change agent
Affirmation
Discipline
Flexibility
Communication
Focus
Ideals/beliefs*
Culture
Involvement in
curriculum,
instruction, and
assessment
Intellectual stimulation
Ideals/beliefs*
Input
Order
Knowledge of
curriculum,
instruction, and
assessment
Outreach
Monitor/evaluate
Resources
Optimize
Relationships
Situational awareness
Visibility
22
Purposeful Community
Agreed-upon
processes
Outcomes
that
matter to
all
Collective
efficacy
Use of all available
assets
23
Characteristics of a
Purposeful Community
• Accomplish purpose and produce outcomes
that matter to all
• Development and use of all available assets
• Agreed-upon processes
• Collective efficacy
Collective efficacy is the characteristic that
distinguishes purposeful community from other
theories about communities.
24
25
Not all principals that are
perceived as strong leaders
have a positive effect on
student achievement.
Three Reasons:
• Focused on practices that don’t work well
• If principals don’t take into account the
magnitude of change.
• Poor implementation and support of
change
Balancing Leadership for Change
What an organization needs from its leader depends on
the magnitude of change for the organization.
Direct
Support
Answer
Question
Step up
Step back
28
Two major factors
First-Order change
Second-Order change
29
First or Second Order?
Do stakeholders perceive the change as . . .
An extension of the past?
Consistent with prevailing
organizational norms?
A break with the past?
Inconsistent with prevailing
organizational norms?
Congruent with personal values?
Incongruent with personal values?
Easily learned using existing
knowledge & skills?
Requiring new knowledge and
skills?
First-Order Implications
Second-Order Implications
30
Responsibilities positively correlated with
change perceived as second order
(rank ordered)
1. Knowledge of curriculum,
instruction, and assessment
2. Optimize
3. Intellectual stimulation
4. Change agent
5. Monitor/evaluate
6. Flexibility
7. Ideals/beliefs
(Marzano, Waters, & McNulty, 2005)
31
Responsibilities negatively correlated with
change perceived as second order
(rank ordered)
1.
2.
3.
4.
Culture
Communication
Order
Input
(Marzano, Waters, & McNulty, 2005)
32
Phases of the Change Process
Create Demand
1st Order
Monitor and Evaluate
Implement
Manage Personal
Transitions
33
Influences on Student Learning
School
1.
2.
3.
4.
5.
Teacher
6. Instructional Strategies
7. Classroom Management
8. Classroom Curriculum Design
Student
9. Home Environment
10. Learned Intelligence and Background Knowledge
Guaranteed and Viable Curriculum
Challenging Goals and Effective Feedback
Parent and Community Involvement
Safe and Orderly Environment
Collegiality and Professionalism
11. Motivation
34
Influences on Student Learning
Focus of
Leadership
School
1.
2.
3.
4.
5.
Teacher
6. Instructional Strategies
7. Classroom Management
8. Classroom Curriculum Design
Student
9. Home Environment
10. Learned Intelligence and Background Knowledge
Guaranteed and Viable Curriculum
Challenging Goals and Effective Feedback
Parent and Community Involvement
Safe and Orderly Environment
Collegiality and Professionalism
11. Motivation
35
The Balanced Leadership
Framework™
Collective Efficacy
Leadership
MAGNITUDE
School practices
Create demand
Classroom practices Implement
Student
characteristics
Manage transitions
Monitor and evaluate
Leadership
Outcome that matter to all
Agreed upon process
FOCUS
Leadership
Use of all available assets
Leadership
Dr. Mike Pomarico
KASB
mpomaric@kasb.org
Dr. Doug Moeckel
KASB
dmoeckel@kasb.org
800-432-2471