Effective Leadership in Early
Intervention
Session 1 Week 1
Frameworks for Effective Leadership
Camille Catlett, M.A.
Investigator
Frank Porter Graham Child Development Institute
University of North Carolina
Early Intervention Leadership Academy
MSDE/CTE
Leadership Frameworks
1. Five Practices of Exemplary Leadership
(Kouzes & Posner, 2002)
2. 7 Secrets of Exceptional Leadership
(Hegarty & Nelson, 1997)
3. Project LEAD’s Seven Dimensions of
Leadership (Harbin, 2002; Bolman &
Deal, 2003)
4. The FISH! Philosophy (Lundin, Paul, &
Christensen, 2000)
Early Intervention Leadership Academy
MSDE/CTE
Leadership Framework 1: Five Practices of
Exemplary Leadership (Kouzes & Posner, 2002)
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Model the way
Inspire a shared vision
Challenge the process
Enable others to act
Encourage the heart
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Model the Way
Commitment 1: Find your voice by clarifying your value
• Look in the mirror
• Take time for contemplation
• Write a tribute to yourself
• Record the lessons from leaders you admire
• Write your credo
• Engage in a credo dialog and assessment
• Collect stories that teach values
• Audit your ability to succeed
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Model the Way
Commitment 2: Set the example by aligning actions with
shared values
• Create alignment around key values
• Speak about shared values with enthusiasm and
confidence – even drama
• Teach and reinforce through symbols and artifacts
• Lead by storytelling
• Put storytelling on the agenda
• Ask questions
• Keep score
• Do a personal audit
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Model the Way: An Example
The new superintendent of a major inner-city school
system inherited a huge budget deficit, below-average
student test scores, a highly diverse student body and
many other problems. He wanted to demonstrate his
commitment to improvement in a highly visible manner.
On the first day of school he held a district-wide rally for
students, teachers and administrators from throughout
the district. He wrote a personal pledge to all and had a
local judge administer the pledge as oath before the
entire audience. He repeated this act each year he was in
office.
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Inspire a Shared Vision
Commitment 3: Envision the future by imagining exciting
and ennobling possibilities
• Read a biography of a visionary leader
• Think about your past
• Determine the “something” you want to do
• Write an article about how you’ve made a difference
• Write your vision statement
• Become a futurist
• Test your assumptions
• Rehearse with visualizations and affirmations
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Inspire a Shared Vision
Commitment 4: Enlist others in a common vision by
appealing to shared aspirations
• Get to know your constituents
• Find the common ground
• Draft a collective vision statement
• Expand your communication skills
• Breathe life into your vision
• Speak from the heart
• Listen first – and often
• Hang out
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Inspire a Shared Vision: An Example
The early intervention program director asked colleagues
“to have faith” that her new project would be successful.
She said that you really have to believe in what you’re
doing and have the conviction that it will happen before
you can envision it and make it a reality. She shared her
own genuine excitement with others and saw their
enthusiasm and energy increase.
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Challenge the Process
Commitment 5: Search for opportunities by seeking
innovative ways to change, grow and improve
• Treat every job as an adventure
• Seek meaningful challenges for yourself
• Find and create meaningful challenges for others
• Add fun to everyone’s work
• Question the status quo
• Renew your teams
• Create an open-source approach to searching for
opportunities
• Send everyone shopping for ideas
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Challenge the Process
Commitment 6: Experiment and take risks by constantly
generating small wins and learning from mistakes
• Set up little experiments and develop models
• Make it safe for others to experiment
• Break mindsets
• Break it up and break it down
• Give people choices
• Accumulate yes’s
• Admit your mistakes
• Conduct pre- and postmortems for every project
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Challenge the Process: An Example
The president of a charitable organization wanted to
change the culture from one where people were reluctant
to take risks for fear of failure to one in which everyone
admits and learns from mistakes. So at the end of a
fundraising drive he conducted a “postmortem” during
which everyone talked about what they learned, what
went well, what went poorly and what they could do
better next time. He was also the first to admit his
mistakes so others felt more comfortable doing the same.
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Enable Others to Act
Commitment 7: Foster collaboration by promoting
cooperative goals and building trust
• Conduct a collaboration audit
• Be the first to trust
• Ask questions, listen and take advice
• Always say “we”
• Focus on gains, not losses
• Make a list of alternative currencies
• Create places and opportunities for information
interactions
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Enable Others to Act
Commitment 8: Strengthen others by sharing power and
discretion
• Offer visible support
• Assign critical tasks
• Enrich people’s jobs
• Use modeling to develop competencies
• Stop talking and start building at meetings
• Enlarge people’s sphere of influence
• Educate, educate, educate
• Create a learning climate
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Enable Others to Act: An Example
A school principal needed to make some radical changes
in order to improve student achievement. She created a
Leadership Team made up of respected teachers and gave
them the discretion to determine curriculum. To show
support for this team, at curriculum meetings only the
teachers sat at the discussion table. Administrators sat in
chairs around the team to signal that they were there to
support, not decide.
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Encourage the Heart
Commitment 9: Recognize contributions by showing
appreciation for individual excellence
• Be creative about rewards
• Make recognition public
• Provide feedback en route
• Be a Pygmalion
• Foster positive expectations
• Make recognition meaningful
• Find people who are doing things right
• Don’t be stingy about saying “thank you”
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Encourage the Heart
Commitment 10: Celebrate the values and victories by
creating a spirit of community
• Schedule celebrations
• Install a public “bragging board”
• Create a commemorative award honoring exemplary
actions
• Demonstrate caring by walking around
• Show passion and compassion
• Be a cheerleader – your way
• Have fun
• Set the example – plan a celebration right now
Early Intervention Leadership Academy
MSDE/CTE
Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)
Encourage the Heart: An Example
An speech-language pathologist wanted to create a sense
of community. After checking with her program director,
she installed a “bragging board” in a highly visible
location. Whenever she wanted to acknowledge a staff
member for an achievement, she wrote a quick thank you
note and posted it on the board. Feedback from families
and other colleagues were also converted to notes on the
board. Soon other personnel started attaching their own
notes of thanks and celebration.
Early Intervention Leadership Academy
MSDE/CTE
Leadership Framework 2: 7 Secrets of Exceptional
Leadership (Hegarty & Nelson, 1997)
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Vision
Execution
Inspiration
Drive
Ownership
Empathy
Devotion
Early Intervention Leadership Academy
MSDE/CTE
7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997)
Vision
Vision
• The force of a leader’s conviction and scope of
vision are often more vital than a position of
power and authority
• The exceptional leader keeps one eye on the
present and one eye on the future
• An effective vision must be in a constant state
of dynamic change (i.e., revisioning)
Early Intervention Leadership Academy
MSDE/CTE
7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997)
Execution
Execution
• Exceptional leaders know that the ability to create
a vision is not enough.
• Execution turns a vision into reality
• Decision making is the Achilles heel for many
otherwise capable people
• Think in terms of solutions, not problems. Sadly,
many people have never learned how to think,
only what to think.
Early Intervention Leadership Academy
MSDE/CTE
7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997)
Inspiration
Inspiration
• Exceptional leaders create a deep level of trust and
rapport with people.
• It is not possible or necessary for you to be perfect. In
fact it is necessary for you not to act as if you were.
• You can develop the skills to know how to convey a
vision. To convey it compellingly is as critical as the
vision itself.
• People are inspired by powerful, positive, meaningful
experiences.
Early Intervention Leadership Academy
MSDE/CTE
7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997)
Drive
Drive
• Drive is often described as a passionate
commitment to accomplish something significant
- -a deep and continuous striving to fulfill one’s
potential
• Exceptional leaders may or may not stand out in
a crowd, but they are willing to stand apart from
any person or crowd that will hinder them from
what they are trying to achieve
• Do what you value and what excites you. You may
not change the world, but you can change your
world.
Early Intervention Leadership Academy
MSDE/CTE
7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997)
Ownership
Ownership
• Don’t take setbacks personally, and distinguish
between having a failure and being a failure
• Fully accept personal responsibility, for successes and
failures
• Ownership focuses a person’s attention like a laser.
Research has shown that ownership impacts how a
person sees the world and what things in that world are
important.
Early Intervention Leadership Academy
MSDE/CTE
7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997)
Empathy
Empathy
• To be effective, leaders must be focused
(communicating in ways that are understood by all),
flexible (willing to change when necessary) and fair
(treating each person as a distinct and valuable
individual)
• When necessary, exceptional leaders accept being
disliked and misunderstood to get the job done.
• Empathy requires active listening
Early Intervention Leadership Academy
MSDE/CTE
7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997)
Devotion
Devotion
In addition to the six secrets listed on the
previous slides, there is a seventh secret that is
equal to or more valuable than any of the
others. It is lifelong devotion to improving
competence in every area of leadership. It
underscores and integrates all the aspects of
being an exceptional leader.
Early Intervention Leadership Academy
MSDE/CTE
Leadership Framework 3: Project LEAD’s Seven Dimensions
of Leadership (Harbin, 2002; Bolman & Deal, 2003)
What are the characteristics of effective
leadership in each dimension?
• Systems
• Collaborative
• Organizational
• Symbolic
• Human Resources
• Political
• Pedagogical
Early Intervention Leadership Academy
MSDE/CTE
Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003)
An Effective Systems Leader
An Effective Systems Leader
• Conceptualizes a comprehensive system
• Collaboratively develops a vision
• Articulates vision and encourages others to
contribute to and embrace vision
• Thinks ecologically
• Uses appropriate systems change strategies
• Reduces anxiety brought about by change
Early Intervention Leadership Academy
MSDE/CTE
Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003)
An Effective Collaborative Leader
An Effective Collaborative Leader
• Creates a climate that facilitates bridge-building
• Willingly shares knowledge and skills
• Uses participatory decision-making
• Provides “glue” for collaborative endeavors
• Recognizes and nurtures leaders
• Develops collaborative relationships across the human
services spectrum
• Develops coordinated policies, system management and
accountability systems
Early Intervention Leadership Academy
MSDE/CTE
Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003)
An Effective Organizational Leader
An Effective Organizational Leader
• Develops policies that support evidence-based practices
• Develops administrative structures to facilitate
collaboration
• Develops accessible program information
• Uses participatory decision-making
• Develops and uses systematic evaluation
• Knows the day-to-day nuts and bolts of a system as well
as applicable rules and regulations
Early Intervention Leadership Academy
MSDE/CTE
Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003)
An Effective Symbolic Leader
An Effective Symbolic Leader
• Understands the importance of organizational
culture
• Uses symbols, sagas, myths, rituals and
ceremonies to shape organizational culture
• Understands the importance of humor,
metaphor and play
• Understands the inspiration that stories can
provide
Early Intervention Leadership Academy
MSDE/CTE
Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003)
An Effective Human Resources Leader
An Effective Human Resources Leader
• Has the capacity to motivate others
• Is skillful at supporting and empowering other
people
• Provides a supportive work environment
• Models life-long learning and motivates
participation in the learning community
• Creates a climate that supports risk-taking and
change
Early Intervention Leadership Academy
MSDE/CTE
Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003)
An Effective Political Leader
An Effective Political Leader
• Participates in the policy process
• Is knowledgeable about relevant laws and policies
• Communicates with stakeholder groups, policy makers
and decision makers
• Uses media to publicize the importance of services
• Embraces results based accountability and shares
outcome evaluation results
• Develops the capacity to monitor shifting priorities and
influences
Early Intervention Leadership Academy
MSDE/CTE
Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003)
An Effective Pedagogical Leader
An Effective Pedagogical Leader
• Is knowledgeable about adult learning
• Possesses knowledge of evidence-based practices from
multiple fields (e.g., child development and learning,
health, mental health, adult learning) that impact the
development of children and their caregivers
• Is skilled at translating research-to-practice and
evidence-based recommendations into policy
• Is knowledgeable about resources
• Provides information to families and other
constituencies
Early Intervention Leadership Academy
MSDE/CTE
Leadership Framework 4: The FISH! Philosophy
(Lundin, Paul & Christensen, 2000)
At the Pike Place Market, the fishmongers were firing
large, slippery fish at each other, making spectacular
catches and inviting delighted customers to try their
luck. The market was crowded and noisy, but when
one of the fishmongers focused on a customer, it was
like they were the only two people in the place.
Everyone was smiling! And the cash registers were
ringing like crazy. Why couldn't other workplaces
pulse with this kind of energy and passion and
wholeheartedness? They could, if they practiced the
four tenets of the FISH! Philosophy!"
Early Intervention Leadership Academy
MSDE/CTE
The FISH! Philosophy (Lundin, Paul & Christensen, 2000)
FISH Philosophy Principles
FISH Philosophy Principles
•
•
•
•
Choose your attitude
Play
Make their day
Be there
Early Intervention Leadership Academy
MSDE/CTE
The FISH! Philosophy (Lundin, Paul & Christensen, 2000)
FISH! Philosophy Principles
Choose Your Attitude
• There is always a choice about the way you do
your work even if there is not a choice about the
work itself
• Be aware of what your attitude is and how it
affects you and others
• Once you are aware of the impact your attitude
has on others, you may view your attitude
differently, even if the situation or person that
prompted the attitude hasn’t changed
Early Intervention Leadership Academy
MSDE/CTE
The FISH! Philosophy (Lundin, Paul & Christensen, 2000)
FISH! Philosophy Principles
Play
• Play is not a specific game or activity. It is a state
of mind that brings new energy to the tasks at
hand and sparks creative solutions.
• Approach work, responsibilities and decisions
with energy and enthusiasm
• Best innovations come from playing with ideas
• Play provides the freedom to tap into our inner,
innovative beings
• Look at the world creatively and openly, seeing all
the humor that is there to see
Early Intervention Leadership Academy
MSDE/CTE
The FISH! Philosophy (Lundin, Paul & Christensen, 2000)
FISH Philosophy Principles
Make Their Day
• If you find your energy lapsing, find someone who
needs a helping hand, a word of support, or a good
ear - and make their day
• Hold a door, say “thank you”, ask about a persons
family or simply tell someone how much you
appreciate them
• Use stories and memories to engage people
• Take a genuine interest in the unique gifts of others
• Make the effort to brighten someone’s day. Be the
person you want to be.
Early Intervention Leadership Academy
MSDE/CTE
The FISH! Philosophy (Lundin, Paul & Christensen, 2000)
FISH Philosophy Principles
Be There
To "be there" is to be fully engaged in the
moment, inviting opportunities and
sharing the experience together
Early Intervention Leadership Academy
MSDE/CTE
Pause and Reflect
Think back on all the aspects and types of
leadership you just read about. What is one
aspect that you can see applying to your
own work? Is it encouraging the heart? Is it
vision or drive? Is it “being there”? How do
you see using just one of these leadership
concepts in your own work?
Frameworks for Effective Leadership
“Although it is true that some people are born with
natural gifts, anecdotal evidence confirms that the ability
to effectively lead an early childhood or family service
organization is really a collection of skills and
dispositions, nearly all of which a leader can learn and
nurture. Effective leadership does not involve formulas
or quick solutions. It embraces a way of thinking about
your role and the vital work you do every day. The
transformation occurs from the inside out.”
Paula Jorde Bloom, 2004
Early Intervention Leadership Academy
MSDE/CTE