1. The 21st Century Leadership Challenge: Leading Second Order Change
General Session
The 21st Century Leadership Challenge: Leading Second Order Change

2. 20th Century Expectation:
TIME
21st Century Expectation:
PROFICIENCY
Perspective
The Welsh Congregation’s Dilemma We must build the new system while we’re in the old system

3. Q - If you LEAD an organization over time, and it significantly improves, what happened to the organization?
A- CHANGE

4. The “Practice” of Leadership Largest-ever Sample for Research on Leadership Practice
All studies,
> 5,000 studies of relationship between school leadership & achievement examined
69 met McREL’s criteria for rigor
2,802 schools, all levels, K-12 represented
14,000 Teachers
1.4 million students
Marzano, Waters, &
McNulty, 2005

5. Three Findings School-level leadership impacts student achievement
Principals use 66 leadership practices to fulfill 21 essential responsibilities that correlate with student achievement.
Strong principals can have either a positive or negative impact on student achievement

6. Finding #1: School leadership impacts student achievement.
School Leadership that Works: The Effect of Principal Leadership on Student Achievement
If principal’s leadership improves from 50th to 84th percentile,
researchers predict a 10 percentile gain in student achievement

7. Finding #2 The “Practice” of Leadership
Identified 21 Principal responsibilities that positively correlate with student achievement
All 21 responsibilities are important for raising student achievement. All are important in First-order change.
7 responsibilities are essential for Second-Order change.
Marzano, Waters, &
McNulty, 2005

8. Finding #3: Strong leaders who have established purposeful communities can have either a positive or negative impact on student achievement. Why?
Leadership
Leadership
Leadership

9. Purposeful Community Purposeful Community Purposeful Community
Leadership
Purposeful Community
Leadership
Purposeful Community
Leadership
Leadership
Purposeful Community

10. Collective Efficacy: “We can make a difference
Collective Efficacy: “We can make a difference.” Building a Purposeful Community
Collective Efficacy - The group members’ shared perception or belief that they can dramatically enhance the effectiveness of an organization. The collective efficacy of the teachers in a school is a better predictor of student success in schools than is the socioeconomic status of the students.
Goddard, Hoy, and Hoy, 2004

11. Definition: Purposeful Community
“A purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that matter to all community members through agreed-upon processes.”
Marzano, Waters, McNulty, 2005

12. Build a purposeful community Focus on the right things Assess and manage the magnitude of change
Leadership
Focus
Magnitude
Leadership
Leadership
Leadership

13. Finding #3: Strong leaders who have established purposeful communities can have either a positive or negative impact on student achievement. Why?
Leadership
Leadership
Leadership

14. Purposeful Community Purposeful Community Purposeful Community
Leadership
Focus
Magnitude
Maintain stability in existing system
Challenge normal routines that do not produce results that achieve mission
Purposeful Community
Leadership
Purposeful Community
Leadership
Leadership
Purposeful Community

15. Purposeful Community Purposeful Community Purposeful Community
Leadership
Focus
Magnitude
Classroom Research
School Research
Student Research
Create demand
Implement change
Manage transitions
Monitor/Evaluate
Purposeful Community
Leadership
Purposeful Community
Leadership
Leadership
Purposeful Community

16. First Order Change The Four Phases of Change Create Demand 1st Order
Implement
Monitor and Evaluate
First Order Change
McREL

17. The Four Phases of Change
Create Demand
Implement
Monitor and Evaluate
2nd Order
Manage Personal
Transitions
McREL

18. The Four Phases of Change
Create Demand
1st Order
Implement
Monitor and Evaluate
Manage Personal
Transitions
McREL

19. Purposeful Community Purposeful Community Purposeful Community
Leadership
Focus
Magnitude of Change
On the right things
Gentle pressure, applied relentlessly
Purposeful Community
Leadership
Purposeful Community
Leadership
Leadership
Purposeful Community

20. How Do We Lead for Systemic Change?
Knowing what to do
Knowing how to do it
Knowing when to do it
Knowing why to do it

21. “First-Order” Change*
An extension of past knowledge
Implemented with existing knowledge and skills
Within existing paradigms
Consistent with prevailing values and norms
Incremental
*Marzano, Waters, McNulty, 2005

22. First-Order Change?
Professional development to implement new editions of social studies textbooks
Reading The Five Dysfunctions of a Team and establishing norms for faculty meetings
Implementing a new dress code
Revamping the master schedule, moving from 7 periods per day to 6
Converting your school to International Baccalaureate (IB) status

23. “Second-Order” Change*
A break with the past
Outside of existing paradigms
Conflicts with prevailing values and norms
Complex
Requires new knowledge and skills to implement
Marzano, Waters, McNulty, 2005

24. First- or Second-Order Change?
Adopting mathematics textbooks
Adding 15 additional minutes of instruction to the school day
Moving to non-graded classrooms
Assessing writing across the curriculum
Standardizing cafeteria menus across all schools in the district to meet new government requirements
Implementing new student data management software

25. First Order Second Order
When stakeholders see the change as:
Consistent with existing values and norms
Advantageous for stakeholders
Readily implement-able with existing knowledge and resources
When stakeholders:
Are unclear about how it will make things better for them
Must master new knowledge, practices, or approaches to implement the change
Feel the change conflicts with prevailing personal values and organizational norms

26. First or Second Order Change? It’s a matter of perspective!

27. Leadership Team and Central Staff
Systemic Change
Governance Team
Community Engagement
System Values & Policy
Beliefs, Vision, Mission
Goals & Operational Expectations
Superintendent
Accountability
School Board
Super-intendent
Strategy Team
Program Design
Achievement Monitoring
School Support
Leadership Team and Central Staff
Principals
Instructional Team
Student Achievement
Program Delivery
School-based Decisions
School Staff

28. First or Second Order Change? It’s a matter of perspective!

29. Perspective 21st Century Expectation: 20th Century Expectation: TIME
PROFICIENCY
Perspective

30. Balanced Leadership Framework Responsibilities
Affirmation
Change Agent
Communication
Contingent Rewards
Culture
Curriculum, Instruction, Assessment involvement
Discipline
Flexibility
Focus
Ideals/beliefs
Input
Intellectual stimulation
Knowledge of C, I, A
Monitors/evaluates
Optimizer
Order
Outreach
Relationship
Resources
Situational awareness
Visibility

31. Purposeful Community Purposeful Community Purposeful Community
Leadership
Focus
Magnitude
Purposeful Community
Leadership
Purposeful Community
Leadership
Leadership
Purposeful Community

32. Purposeful Community Focus Magnitude Affirmation Communication Culture
Ideals/Beliefs
Input
Relationships
Situational awareness
Visibility
Contingent rewards
Discipline
Involvement C,I,A
Order
Outreach
Resources
Change agent
Flexibility
Intellectual stimulation
Knowledge of C,I,A
Monitor/evaluate
Optimize

33. Balancing Leadership Principal leadership in highly
effective schools is:
Helpful but not threatening,
Directive but not overbearing,
Facilitative but not laissez faire.
Rosenholtz, 1989
Louis & Murphy, 1994

34. Balancing Leadership for Change
What an organization needs from its leader depends on the magnitude of change occurring for the organization
Direct Support
Answer Question
Step up / Manage Step back / Learn /

35. The art of progress is to preserve order amid change and preserve change amid order.
~ Alfred North-Whitehead

36. 7 Responsibilities Critical for 2nd Order Change**
Affirmation Involvement in C,I,A
Change Agent** Knowledge of C,I,A**
Contingent Rewards Monitoring/Evaluating**
Communication Optimizer (Optimist)**
Culture Order
Discipline Outreach
Flexibility** Relationships
Focus Resources
Ideals/beliefs** Situational Awareness
Input Visibility
Intellectual stimulation**

37. 7 Responsibilities Critical to Support Second-Order Change
Change Agent
Flexibility
Ideals & beliefs
Intellectual stimulation
Knowledge of Curriculum Instruction, Assessment
Monitor and evaluate
Optimizer

38. Responsibility Definition Practice
1. Change Agent
2. Flexibility
3. Ideals and Beliefs
4. Knowledge of CIA
5. Intellectual
Stimulation
6. Monitor and
Evaluate
7. Optimizer

39. Responsibility Definition Practice
1. Change Agent
Actively challenge status quo
Challenges status quo
Comfortable leading change
Looks for new, better ways
Flexibility
Adapts behavior; OK with dissent
Comfortable making change
OK w/ diverse opinions
3. Ideals and Beliefs
Well-defined beliefs
Behavior models beliefs
4. Knowledge of CIA
Content, instruction, and assessment
Extensive knowledge
Provides guidance -teachers
5. Intellectual
Stimulation
Discusses current theory, practice
Keeps informed
Fosters discussions, etc.
6. Monitor and
Evaluate
Impact and effective- ness of practice
Continually monitors C-I-A
Impact of practice on achievement
7. Optimizer
Inspires, leads new & challenging innovation
Inspires; driving force
Positive challenges

40. 2nd order change
Is a horse of a different color from a leadership perspective. To successfully implement a second order change initiative, a school leader must ratchet up her/his idealism, energy, and enthusiasm.
Additionally, he must be willing to live through a period of frustration and even anger from some staff members. No doubt this takes a great personal toll on a school leader and might explain why many promising practices have not led to improved student achievement and ultimately have been abandoned.
Ron Heifitz
Marzano, Waters, McNulty

41. Optimizer
Inspires teachers and staff to accomplish things that might seem beyond their grasp
Portrays a positive attitude about the ability of teachers and staff to accomplish substantial things
Is a driving force behind major initiatives
Helps people find JOY in tackling the
tough challenges

43. Ideals and Beliefs What Is Our Purpose?
To improve the quality of human life.
To create schools in which every child learns at high levels.
To secure America’s future—one student at a time!

44. What Do We Value? We put service to students above all else.
We take responsibility for the success of all students.
We care passionately about our work with children.
We build strong, positive relationships with students, staff, parents, and community.
We model and promote civility and integrity.

45. Continuous Improvement
PAGE 9
Building a Culture of
Continuous Improvement
What/How We Taught
What Students Learned
Let’s look at what’s happened in schools that have begun to get better at systematically and frequently measuring and managing learning.
Mesa Verde Elementary – Every 6 weeks
Braaosport, TX – Every 2 weeks
Knowing the connections that enhance and increase learning

46. Change Agent ~ Leadership is Difficult!
“Perhaps the most revealing aspect of analysis is that some responsibilities are negatively affected by second-order change:”
Culture (Strongest negative relationship with 2nd order change)
Communication
Order
Input

47. Possible perceptions of principal leading 2nd order change
Team spirit, cooperation, and common language have deteriorated as a result of the innovation (Culture)
Communication has deteriorated as a result of the innovation (Communication)
Order and routine have deteriorated as a result of the innovation (Order)
The level of input from all members of the staff has deteriorated as a result of the innovation (Input)

48. Pages 12 & 13 Purposeful Community Purposeful Community
Leadership
Focus
Magnitude
Classroom Research
School Research
Student Research
Create demand
Implement change
Manage transitions
Monitor/Evaluate
Purposeful Community
Leadership
Purposeful Community
Leadership
Leadership
Purposeful Community

49. The Four Phases of Change
1st Order
Second Order
McREL

50. Leadership—A Balancing Act
Adaptive work creates risk, conflict, and instability because addressing the issues underlying adaptive problems may involve upending deep and entrenched norms. Thus, leadership requires disturbing people—but at a rate they can absorb.
Heifitz

51. True Leadership is Risky Business
“When exercising leadership, you risk getting marginalized, diverted, attacked, or seduced. Regardless of the form, however, the point is the same. When people resist adaptive work, their goal is to shut down those who exercise leadership in order to preserve what they have.”
Leithwood

52. The Challenges of Leadership
The more complex society gets, the more sophisticated leadership must become. Michael Fullan
The most essential pre-
requisite for success is
commitment from leaders.
Joseph Murphy
Leadership is second only to classroom instruction among all factors that contribute to what students learn in school. Kenneth Leithwood
Leaders challenge people’s habits, beliefs, and values. Ron Heifitz

53. Change is MESSY!
Fullan: “The more accustomed one becomes to dealing with the unknown, the more one understands that creative breakthroughs are always preceded by periods of cloudy thinking, confusion, exploration, trial and stress; followed by periods of excitement and growing confidence as one pursues purposeful change, or copes with unwanted change.

54. Change is like a planned journey into uncharted waters on a leaky boat with a mutinous crew.
Michael Fullan

58. Five minutes before the party is not the time to learn to dance
Five minutes before the party is not the time to learn to dance Snoopy

59. ALL students achieving at high levels
Why We Can’t
How We Can X

60. Fullan
Those individuals and organizations that are most effective do not experience fewer problems, less stressful situations, and greater fortune, they just deal with them differently.

61. Change will be uncomfortable at times. Daniel Boone
“Can’t say that I was lost, but I was bewildered once . . .
for three days.”
Daniel Boone

62. FIDO

63. Always Give 100% at Work 12% Monday 23% Tuesday 40% Wednesday
20% Thursday
5% Friday

64. Doing Your Personal Best
Lifelong Guidelines*
Trustworthiness
Truthfulness
Active Listening
Doing Your Personal Best
No Put Downs
*from Susan Kovalik & Associates, Inc.

65. Dr. Martin Luther King Jr.
FINDING JOY IN THE WORK
Dr. Martin Luther King Jr.
The Wright Brothers
Eleanor Roosevelt
COURAGE
CONFIDENCE
ENTHUSIASM

66. Dum spiro, spero
As I breathe,
I hope.

68. Contact Information
McREL documents were referenced throughout this presentation. Copies of McREL research reports can be downloaded from their website: mcrel.org
Gerrita Postlewait
617 Ellsworth Court
Myrtle Beach, SC