New South Wales Department of Education and Communities
North Coast Region
Leadership Fellowship 2009–2010 Report
Dynamic leadership for school
cultural change
Susan Mackay
Principal, Kororo Public School
New South Wales, Australia
North Coast Region Leadership Fellowship
2009–2010 Report
Dynamic leadership for school cultural change
CONTENTS
Page
Executive summary
3
1. Overview of the research study
4
2. Background information
4
3. Research questions
5
4. Research methodology
5
5. Findings
7
6. Implications for leadership
14
7. Recommendations
15
Bibliography
16
North Coast Region Leadership Fellowship 2009–2010 Report: Susan Mackay
Page 2
EXECUTIVE SUMMARY
‘If you keep doing what you have always done, you will continue to get the same
results’. – Dimmings
The research study undertaken investigated the approaches that have been
taken to the development, promotion and embedding of the Stephen R. Covey’s
The 7 Habits for Highly Effective People in school cultures, programs and
student learning. It explored different contexts and practices found within the
educational system of the United States of America through interviews and
observations across four states and nine schools. The emphasis of the research
was on the particular role of the principal in creating a positive and dynamic
school culture.
Utilising the New South Wales Department of Education and Communities
Leadership Capability Framework, the research attempts to draw some
conclusion about the essential qualities of school leaders who have been able to
successfully transform school culture. The area of study sought to identify the
indicators of school culture and the links between school culture and student
performance. Underpinning all educational sites was the utilisation of the Covey
‘7 habits’ as a transformational tool.
Acknowledging areas of contextual difference, it was still found that there was a
large overlap of common beliefs and shared values within the culture of the
schools. High performing schools demonstrated high levels of authentic
leadership. A whole-school vision, with consistent and high expectations of all
stakeholders was evident. Quality teaching practices in the classroom were
underpinned by strong relationships and the explicit modelling of the 7 habits in
every aspect of school life.
Within schools that showed strong evidence of the effective implementation of
the ‘7 habits’, there were also positive indicators of improved student learning
outcomes and achievement. Students demonstrated improved behaviour, there
were fewer behaviour referrals, overall student wellbeing improved and higher
levels of teacher satisfaction were reported. Parents were speaking very highly
of the cultural shifts and business leaders have been stepping forward to
sponsor the program’s implementation in their elementary schools. The preservice teacher training program in Alabama now reflects the value placed on
the ‘7 habits’ paradigm of learning, in defining the culture of classrooms and
schools.
Across the board, the principal had a pivotal role to play in the paradigm shift
which transpired in each school. This was not just welfare or student leadership
program, but a way of ensuring the students were being equipped with 21 st
Century skills and values. There was a focus on operationally defining values
and expectations and to maintaining a constancy of purpose within the school –
‘keeping the main thing, the main thing’ This was seen as a true reflection of the
Covey third habit ‘putting first things first’. Things that matter the most should
never be at the mercy of things which matter the least.
North Coast Region Leadership Fellowship 2009–2010 Report: Susan Mackay
Page 3
1.
OVERVIEW OF THE RESEARCH STUDY
The research was undertaken by Susan Mackay, as the recipient of the North
Coast Region Leadership Fellowship 2009–2010, awarded by the then New
South Wales Department of Education and Training, Deputy Director-General,
Schools.
Drawn from within the personal domain of the New South Wales Department of
Education, Leadership Capability Framework and the work of Stephen R. Covey
around The 7 habits of Highly Effective Leaders, this study aims to investigate the
link between dynamic school leadership and cultural changes.
Early research in the area indicates that cultural changes in a significant number of
schools in the United State of America, have demonstrated a capacity, to
significantly impact upon student learning outcomes. The research study
investigated how dynamic leadership models based on the Covey ‘7 habits’ can
transform the student outcomes in a school.
Authentic leadership is based on ethics and high morality in action. It is about
deciding what is significant, what is right and what is worthwhile. What do these
values look like in a school? How can school leaders create a cultural change? How
can this cultural change be so significant that it is able to impact dramatically on
student learning outcomes?
2.
BACKGROUND INFORMATION
‘If we continue to define our children by test scores, one test, one day, we are
giving them the wrong message. If we showcase areas in our children where
they can shine, the areas of concern will rise. What is it we need to give our time
to?’ – M Summers, Principal, A.B. Leadership Magnet Elementary School,
Raleigh, North Carolina
The work of Stephen R. Covey around The 7 Habits of Highly Effective People
is extremely powerful and thought provoking for the individual participant. It has
been a leadership enhancement model used by the New South Wales
Department of Education and Communities to define work practice, values, time
management and paradigms around leadership for school leaders and aspiring
leaders over the last ten years. Highly effective people shape their own lives,
they are able to prioritise, they demonstrate principle-based integrity and they
build win-win systems, work well with others and maintain an appropriate work
to home balance.
Two things happened within weeks of each other in 2008. Firstly, I trained as a
facilitator for the Covey Great Teams, Great Leaders, Great Results program
and revisited the power of the ‘7 habits’. Inherently a business model, in
presenting the course, I searched for examples which would enhance participant
engagement and relevance to the educational setting. Secondly, I read Stephen
R. Covey’s book The Leader in Me: How Schools and Parents Around the World
North Coast Region Leadership Fellowship 2009–2010 Report: Susan Mackay
Page 4
Are Inspiring Greatness, One Child At a Time. This is the story of the ‘7 habits’,
in action, in schools, and it was happening now.
Authentic leadership is centrally concerned with ethics and morality and with
deciding what is significant, what is right and what is worthwhile (Duignan &
Macpherson1992; Starratt 1994; Sergiovanni 1992). George Van Valkenburg
states a similar belief when he says: ‘leadership is doing what is right when no
one is watching.’ How much of the success of a school is determined by the
moral integrity and emotional intelligence of the school leader?
Schools across Australia, and the world, are being defined by student leaning
outcomes as they relate to national testing. Resources are allocated according
to results, staffing is effected and so too are enrolment numbers and
reputations. Hattie’s research reiterates the fact that it is the quality of the
teacher in the classroom which can make such a resounding difference to
student learning. Professional development alone has not been demonstrating
the capacity to improve learning outcomes. What is it about the leadership in
some schools which may be able to influence student learning?
Early research information coming from the United States of America indicated
that those schools implementing the ‘7 habits’ as a leadership model in their
school were demonstrating significant academic improvements. Reports of
changing discipline referral patterns were emerging and as well as website
testimonials. The internet revealed a ground swell of interest in the changing
nature of the culture in schools utilising a new paradigm of thinking. The Covey
Corporation had built upon the early work of schools in the use of the ‘7 habits’
to develop The Leader in Me program.
Further investigation was needed.
3.
RESEARCH QUESTIONS
1. What is the difference between someone who dances on tables and
someone who dances on hearts?
2. How do effective school leaders inspire and motivate to create a cohesive
school community?
3. How can the culture of a school be identified and measured? What are
key indicators of a dynamic and positive school culture?
4. What is the nature of the link between school culture and student
academic performance?
5. How have school leaders utilised the Covey ‘7 habits’ to transform the
culture of their communities?
6. Sustainability – how dependent is the model on the leadership style of the
principal?
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4.
RESEARCH METHODOLOGY
The research was conducted in the United States over the course of a few
weeks in April 2010.The Covey Educational Consultants in Georgia were
invaluable in organising contacts in the three schools visited in Alabama. The
other schools involved were approached individually as their journey had been
woven into the book The Leader in Me: How Schools and Parents Around the
World Are Inspiring Greatness, One Child At a Time. A list of the schools visited
is included in the table below.
State
Alabama
Alabama
Alabama
Florida
Florida
Florida
Florida
North Carolina
Massachusetts
School
Moulton Elementary School
Decatur Elementary School
Walter Jackson Elementary
School
English Estates Elementary
School
Rowlett Magnet Elementary
Avon Elementary School
Lake Country Elementary
School
A.B. Combs Leadership
Magnet Elementary School
Reingold Elementary School
Principal
Paige Terry
Lauretta Teague
Rhonda Reece
Dr Beth Sharpe
Brain Flynn
Pam Burnham
Dr Bowerman
Muriel Summers
Judith Roy
At each of the schools, the research involved a combination of meetings and
classroom observations. Key personnel in the school were made available for
discussion time including the district superintendent, the principal, executive
staff, teachers, parents and students. During the Alabama segment of the trip, I
was accompanied by the Covey facilitator for the state of Alabama and met with
the educational coordinator for professional development and pre-service
teacher training in Alabama.
Each of the school principals and teaching staff interviewed were asked to rate
the principal on the criteria identified within the New South Wales Department of
Education and Communities School Leadership Capability Framework. They
were asked to select those key qualities which they believed most defined the
school principal. The research was looking at those qualities as they applied to
the culture changes which had occurred in the school and the degree to which
the ‘7 habits’ had been embraced as the school leadership model. What was it
that made these school leaders successful in transforming their schools?
Time was spent in each of the schools, wandering the hallways and witnessing
first-hand the dynamics between students, and between students and staff. The
visuals on displays in the corridors indicated the directions teachers had utilised
to embed the habits in every day school lessons. I was hearing that this was not
yet another thing for classroom teachers to do but a different way of undertaking
good practice. I was seeing how this was possible. Classroom lesson
observations reflected the teacher skills in using the ‘7 habits’ language from
North Coast Region Leadership Fellowship 2009–2010 Report: Susan Mackay
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kindergarten through to the grade five students. Examining the nexus between
the theory and the practice defined each of the schools.
5.
5.1
FINDINGS
What is the difference between someone who dances on tables and
someone who dances on hearts?
Each of the principals in the nine schools visited, possessed capabilities
identified by work colleagues and supervisors, across the five domains of the
New South Wales Department of Education and Communities Leadership
Capability Framework. Whilst each had a slightly different profile across the
domains, there were some clear similarities identified.
From the findings, it appeared that those schools in which the most significant
and impactful cultural changes had occurred where those in which the principal
was rated as high on the Strategic Domain of Building Leadership. The leader
was able to recognise, promote and build the leadership capacity of the staff,
students and community. The school principals were able to enhance the
leadership density across their community, with the language of the ‘7 habits’
resounding in the value placed on all participants being seen as having skills as
a leader.
The list below is a summary of the order in which the domains ranked across the
principals of the nine schools.
1. Strategic Domain – Building leadership capacity.
Strategic Domain – Building school vision and culture.
2. Personal Domain – Professional values and Ethics
Interpersonal Domain – Productive relationships
3. Educational Domain – Building an environment that maximises student
learning.
4. Personal Domain – Decision making and judgment
As far as higher order thinking skills rated, Emotional Intelligence scored as the
highest of the inner circle skills in 75 per cent of the surveys. These were
principals recognised for their strength of self, with highly developed personal
and interpersonal skills. They were leaders who not only demonstrated the
capacity to work with others but were clearly effective in utilising the sixth habit
of synergy, the habit of creative co-operation – ‘it’s not my way or your way but a
new way, and a better way’. These were principals who in terms of the ‘7 habits
of highly effective people’ had a strong sense of the private victory. They were
able to genuinely dance on the hearts of their school communities.
‘People who are truly effective have the humility and reverence to recognise
their own perceptual limitations and appreciate the rich resources available
North Coast Region Leadership Fellowship 2009–2010 Report: Susan Mackay
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through interaction with the hearts and mind of other human beings.’ – Stephen
R. Covey
5.2
How do effective school leaders inspire and motivate to create a
cohesive school community?

Effective school leaders use proactive language.
Time and time again I heard the story of schools in which student test scores
were poor, behaviour referrals were high, staff morale was suffering and
enrolments were being threatened. Rather than using negative language and an
approach based on the how little control the school had of circumstances, I
heard language about looking at alternatives – about possibilities, about
initiative, about influence and about choice.

Effective school leaders begin with the end in mind.
Leaders who have vision are able to clearly see the outcome they want before
they act. The effective leaders were able to assist their communities to articulate
the core values that they had for their school and their students. What is it we
value? What do we believe in? What anchors us? The mental creation preceded
the physical creation. The principals were skilled in working with their
communities to articulate what was important.
‘The secret to the success in our school has been constancy of purpose.’ –
Muriel Summers, Principal, A.B. Combs Leadership Magnet Elementary School

Effective school leaders put first things first.
The ability and integrity to act upon priorities was very high in effective leaders.
These principals clearly articulated what was important to their schools, visibly
demonstrated to their communities their priorities and had reputations for
following through. They talked about operating in Covey’s Quadrant 2 with a
focus on importance rather than urgency - the value of preparation, planning,
relationships and prioritising.
‘We operationally define our expectations down to bookwork and walking in the
hallways. Know what you want, develop a plan and put it to work.’– Muriel
Summers, Principal, A.B. Combs Leadership Magnet Elementary School

Effective school leaders think win-win.
Leaders, who have the capacity to generate an environment based on mutual
benefit, create schools in which decisions are not about winning or losing.
Decision making works on the premise of co-operation not competition. Staff
and students are willing to speak their opinions and respect others at the same
time.
‘One of the biggest things I have learned is that I don’t always have to be right.’
– Jeffrey Swartz, President and Chief Executive Officer of Timberland Company.

Effective leaders are effective communicators.
Not only were effective leaders able to verbalise a vision for their schools, they
clearly demonstrated strong empathic listening skills and had the capacity to
North Coast Region Leadership Fellowship 2009–2010 Report: Susan Mackay
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listen with the intent to understand their staff. These leaders listened to their
communities as they were asked to define their aspirations for students as
adults and as potential employees. They listened when the Chamber of
Commerce said ‘this is what we want for our school.’
‘Listen or your tongue will make you deaf.’ – Native American Proverb

Effective leaders demonstrate high levels of interdependence.
The development of strong relationship was high on the list of priorities for
effective principals. Leaders who valued and celebrated difference, who were
open to new solutions, perspectives and opinions create an energy in their
schools which is positive and enthusing. Staff worked together with common
intent for a common purpose rather than working in isolation or for personal
gain.
‘No significant learning occurs without significant relationships.’ – JP Comer

Effective leaders are able to maintain balance in their lives.
Leaders demonstrating high levels of effectiveness were stronger in their
capacity to balance the dimensions in their lives around home and work.
Relatively high levels of spiritual strength were evident in the beliefs and values
communicated. School principals recognised this as one of the most difficult
aspect of their profession to maintain. Balancing the recognised need for
personal renewal, with high level demands in the workplace.
‘We cannot take care of others until we have first taken care of ourselves.’ –
Stephen R. Covey.
5.3
How can the culture of a school be identified and measured? What
are the key indicators of a dynamic and positive school culture?
‘You cannot capture and recreate a feeling in one day – it’s the culture.’
Muriel Summers, Principal, AB Combs Leadership Magnet Elementary School
Leadership Open Day.
Anthropologist describe culture in the following terms - ‘Culture, or civilization,
taken in its broad, ethnographic sense, is that complex whole which includes
knowledge, belief, art, morals, law, custom, and any other capabilities and
habits acquired by man as a member of society.’ (Tylor 1958 [1871]: 1)
Stephen R. Covey’s book The Leader in Me: How Schools and Parents Around
the World Are Inspiring Greatness, One Child At a Time talks about school
culture in terms of five elements – traditions, artefacts, folklore, behaviours and
language.
Utilising the five categories used as descriptors by Covey, the culture within
each of the school visited was clearly evident in varying degrees. Listed below
are some of the ways that schools were able to define and articulate the
identifiable culture of their educational site.
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Traditions:
Each of the schools had traditions, which had become the footprint that each
child could expect to travel, as they moved through the grades of the elementary
school. Each of the traditions had a clearly defined purpose within the value
system of the school. Traditions included:
 silver service luncheons for senior students – no child would ever feel out
of place dining and sitting at someone’s table
 senior leadership camps – preparing for the role of ‘’leader’
 spring cultural fairs – highlighting creative talents – for example leaders in
art
 leadership open days respond to requests for the broader community to
visit and view firsthand the ‘7 habits’ in action
 each class required to undertake one curriculum linked community
service per semester, for example recycling, concert for senior citizens.
Artefacts:
 Hallways display student work, are regularly changed and reflect the
student leadership elements of the ‘7 habits’.
 Displays of people of influence and high profile visitors abound around
the school.
 International flags represent the nationalities of the students.
 Gardens and grounds are well maintained and murals surround the
school.
Language:
 Meetings starting with a catch phrase for example ‘Children First’.
 Each class developing their own simple mission statement for the year.
 Classrooms have philosophical sayings above the door.
 Quotations and bulletin boards line the halls.
 Students are greeted each day by their teacher and a class greeter.
Behaviours:
 Accountability of the individual – students are responsible for setting
goals for academic learning using data notebooks to track goals and
individual progress in key areas of literacy and numeracy.
 Accountability of the school – annual school targets and trend data are on
display for the community.
 Every child can be a leader – artwork shows students as leaders of
sports, academics, communication and other areas.
 High priority given to manners, including insisting on please and thank
you.
Folklore:
 The stories of past students and teachers were shared.
 Schools were able to verbalise their journey of implementation of The
Leader In Me program.
 Annual DVDs were made for students and families to record the year’s
journey and highlights.
North Coast Region Leadership Fellowship 2009–2010 Report: Susan Mackay
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Praise for The Leader in Me Program – Schools participating in the research
reported that cultural changes impacted upon the following dimensions of their
schools :
 improved academic outcomes
 reduced behaviour referrals
 increased student self confidence
 promotion of 21st Century life skills
 increased teacher satisfaction
 increased teacher focussed professional development teacher
development
 greater parent satisfaction and engagement
 engaged business communities.
‘Once upon a time a group of concerned teachers wanted to change the culture
of their entire community.’ Jenny Brown, Teacher and Coordinator of Leader in
Me at Reingold Elementary School, Fitchburg, Massachusetts.
5.4
What is the nature of the link between school culture and student
academic performance?
‘We only get one chance to prepare our students for a future that none of us can
possibly predict. What are we going to do with that one chance?’ – Stephen R.
Covey
According to the staff and teachers of the schools visited, the greatest influence
the ‘7 habits’ have had on their school is what it has done to the culture. This is
seen as a whole school process, spanning beyond individual classrooms. The
‘habits’ provide a common language that is shared by everyone, including
parents. Beliefs and values are aligned so that everyone is working towards a
common purpose and a common good. The schools clearly articulated the
change in their school culture, as having a significant impact upon academic
performance.
‘The most long term student achievement data linked to The Leader in Me
program is arising out of A.B. Combs Leadership Magnet Elementary
School. The school first piloted the approach using one teacher per grade
level. That year the number of students passing end of grade test went
from 84 to 87 per cent. The next year the entire school took on the
leadership approach and the percentage of passing students took another
significant leap, this time to 94 per cent. These scores have been
maintained for a steady sequence of years, peaking at 97 per cent.
English Estates Elementary School in Florida was considered a ‘school in
need of improvement’ when it began The Leader in Me process. Dwindling
enrolments, low teacher morale and poor academics were defining the
school. In its first year of implementation the school was awarded the prize
for the highest academic improvement in the district. Test scores were up
as much as 35 percentile points.’
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The information available through research and through direct conversation
verifies the above extract. The story was repeated in every school. A high level
of clearly defined positive school culture has a direct impact upon the academic
performance of students.
5.5
How have school leaders utilised Covey’s 7 habits to transform the
culture of their communities?
In all the schools visited, the first step in the process of transformation was the
identification of a need – something had to change. This impetus came from a
range of sources and in varying degrees at each school. The needs included
pressure from supervisors, fear of loss of school status, fear for the loss of
employment, loss of enrolments, poor academic results, high behaviour
referrals, low staff morale and low student self confidence. There was also a
general lack of synergy between all the elements of the school, in terms of staff,
students, community, beliefs and values.
Schools asked themselves the tough questions:
- Tools have changed, information has changed, but how have schools
changed?
- If we could create our ideal school, what would it look like?
- What do we value and believe in?
- What are the 21st century skills that our students will need for the
workplace and society?
‘We are now at a point where we must educate our children in what no one
knew yesterday, and prepare our schools for what no one knows yet.’ –
Margaret Mead
The first step was to build the foundation and this was done by providing the
opportunity for all staff to undertake training as individual participants in The 7
Habits of Highly Effective People Signature Program. This provided the basis for
the language which was to bind the culture and to direct communication in the
school.
The schools that recently adopted the model have all undertaken a book study
approach to The Leader in Me: How Schools and Parents Around the World Are
Inspiring Greatness, One Child At a Time book itself. This allowed for questions,
queries and discussion to take place without the pressure of implementation.
Each school developed an implementation plan which suited them best. Some
schools jumped in as a whole staff, others started with individual grades, while
others started with interested team members.
Tracking data was important to the implementation. How were student progress
and behaviour referrals to be measured? How was staff morale and teacher
satisfaction identified? In all cases this did not appear as a problem as the
information was being collected anyway.
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The staff in most schools had previously undertaken work around the Baldrige
Tools, http://www.baldrige21.com/ Higher Ordering Thinking Skills, Multiple
Intelligences, Social Skills programs, Positive Behaviour for Learning and
Lezotte’s work on effective schools.
(http://www.a2community.org/skyline.home/files/correlates.pdf)
The schools utilised all this available information and professional development
to define their leadership model – to clearly articulate in a transparent manner
the guiding premises being adopted.
It was evident that in each school, a key element to the success was the
alignment of school structures and systems to the leadership theme. This
included but was not limited to:
- using rubrics to clearly articulate to students assessment criteria
- aligning reward systems and language, for example Leader of the Week
awards
- building leadership lessons into the timetables, for example some schools
use ‘power up lessons’ each week, others designate a leadership theme
for the month, others reteach the ‘7 habits’ each semester to students
- purchasing books to support and demonstrate the ‘7 habits’
- training trainers in the ‘7 habits’ so that new staff were empowered in the
leadership program
- purchasing signs for around the school to make the habits visual
- commitment from staff to utilise the language of the habits as much as
they could when talking to students
- building valued traditions into the school timetable
- teachers being timetabled to share and observe each other’s lessons
- aligning budgets and resources to the program.
5.6
What is the sustainability of the model, of the student results and of
the culture? How dependent is the model on the leadership style of
the principal?
Dr. Larry Lezotte states in his work: ‘that whatever the idea, it needs to be
invited into the school in good faith, by the men and women of the school, in
order to be sustained.’
As discussed previously, each of the school principals had provided the time,
encouragement and groundwork for the leadership model to be invited into the
school by the staff. Staggering implementation, calling for expressions of
interest and building a ground swell based around substantiated academic and
behaviour data proved to be invaluable in the implementation phase.
Changing a school’s culture cannot be a one person undertaking if it is to
succeed and be sustained. In each school, I asked whether the sustainability of
the model was dependent on the current principal. In each case it was very
clearly articulated that the success of the model was so embedded in the values
and beliefs of the school community, that any new principal would be
North Coast Region Leadership Fellowship 2009–2010 Report: Susan Mackay
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determined on the basis of their aligned philosophies and on their ability to
continue the leadership model.
‘The real credit for the success of the leadership schools resides in the
principles not the principals.’ – Stephen R. Covey
The model is however, so intrinsically woven into the culture of the schools, it is
hard to see how a misaligned school principal, would not result in the unravelling
of the weave. A leader who can ‘walk the walk’ will always have greater
influence and credibility than someone who just ‘talks the talk’.
Folklore from A.B. Combs Leadership Magnet Elementary School, North
Carolina
‘The code of conduct at Combs was MAGIC – Model expected behaviour,
Accept responsibility, Give respect, Improve through goals and Cooperate.
One day a student stood up during a chat session and said ‘Miss
Summers, what we do around here is not MAGIC. It’s hard work.’
He suggested a new code of conduct be used…..LEAD
L – Loyalty
E – Excellence
A – Achievement
D – Discipline
Miss Summers could not help but be impressed with the young man’s
thinking. She knew that signs were painted everywhere around the school
with ‘Magic’ painted on them. Everyone knew the acronym. At the same
time she knew the boy was right. The signs were changed and a new code
of behaviour adopted.’
6.
IMPLICATIONS FOR LEADERSHIP
‘A school’s culture has a direct impact upon the learning state of students. What
adds to the challenge is that culture cannot be created by one person. Culture is
how people behave and treat each other on a consistent day to day basis. It can
be seen, felt and heard.’ – Stephen R. Covey




Effective school leaders build relationships within their school
community based on trust, communication and an alignment between
values and practice.
‘Leadership is doing what is right when no one is watching’ – Stephen
R. Covey
An emphasis on teaching timeless principles and skills brings
relevance to education and links students to the skills they will need
into the future.
The school community are clearly articulated in all major school
mission and policy and practice statements.
North Coast Region Leadership Fellowship 2009–2010 Report: Susan Mackay
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







7.
What is valued by the school and its community needs to be
maintained as the focus. There needs to be a constancy of purpose
focussed on ‘keeping the main thing, the main thing.’
The promotion, development and embedding of key values in the
programs and systems of operation are not only addressed in school
targets and plans but they are displayed for all to see.
Leadership models are developed and implemented using a wholeschool approach, where values are consistently reinforced through
everyday classroom and systemic school practices.
The key values of the school are consistently modelled, in everyday
practice and language, by all members of the school community.
School leaders need to practice authentic leadership based on strong
ethics and morals and high levels of emotional intelligence.
Effective leaders develop an aligned structure in their schools where
there is genuine empowerment of staff to be leaders, to have a voice
and be the leaders of their classrooms. This is only possible when
there is trust that everyone is working towards agreed values and in a
common direction. Motives are not questioned.
School leaders should utilise self and peer assessment to refine their
leadership skills to ensure balance across the domains of the
Leadership Capability Framework.
The 7 Habits of Highly Effective People is seen as a recommended
professional development activity for teachers and executive alike.
RECOMMENDATIONS
The New South Wales Department of Education and Communities should
consider:




encouraging leaders and aspiring school leaders to participate in the
7 habits for Highly Effective People program so they are better
equipped to develop and promote successful values programs in their
schools
exploring the availability of The Leader in Me program to department
schools and if possible, addressing the licensing regulations for the
program for schools through the Covey Corporation so the financial
impact upon schools is reduced
providing professional development experiences for schools around
key The Leader in Me personnel from the United States of America
investigating the pre-service teacher training programs and the
possibility of including ‘7 habits’ training as a professional tool for
aspiring teachers.
North Coast Region Leadership Fellowship 2009–2010 Report: Susan Mackay
Page 15
Bibliography
Covey, Stephen R. The Leader in Me: How Schools and Parents Around the
World Are Inspiring Greatness, One Child At a Time Free Press, 2008.
Duignan, Patrick A. Authentic Leadership for Authentic Learning ACEL
Travelling Scholar, 2004.
Hay, Ian and Dempster, Neil. Student Leadership Development through General
Classroom Activities [online]. In: Bartlett, Brendan (Editor); Bryer, Fiona (Editor);
Roebuck, Dick (Editor). Educating: Weaving Research into Practice: Volume 2.
Nathan, Qld: Griffith University, School of Cognition, Language and Special
Education, 2004: 141-150.
Baldrige Tools: http://www.baldrige21.com/
Dr. Larry Lezotte Effective Schools:
http://www.a2community.org/skyline.home/files/correlates.pdf
North Coast Region Leadership Fellowship 2009–2010 Report: Susan Mackay
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