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Establish Reality: Effective Leadership and Learning Raymond J. McNulty,

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1 Establish Reality: Effective Leadership and Learning Raymond J. McNulty,

2 The future is not some place we are going to, but one we are creating. The paths are not found, but made, and the activity of making them changes both the maker and the destination. --John Schaar

3 Schools are Improving

4 Changing World

5 Unless we unlearn some of our traditional practices, we will never get beyond an improvement mindset.

6 We are getting better at things that do not matter as much anymore.

7 Making a better 20 th Century School is not the answer.


9 To Do Leadership Well Quantitative Data Qualitative Data Ask Great Questions

10 Technical Challenges Culture Challenges Leading and Lagging Indicators

11 First practice must change, then results, then policy.

12 Many people -- both inside and outside of education – seem to be afraid (generally) of three things: The Future Technology Social Skills

13 I believe the future is not about the latest gadgets, it is about something more than gadgets, its about … LEARNING

14 The Adult Learning Year! 2011

15 Systems are challenged today like never before. The key challenge that we face is results.

16 In an environment driven by results, the best strategy is to DEVELOP YOUR PEOPLE. Broaden the definition of learning in your system to include adults.

17 The focus must be on the way we work. Cooperation is what was valued in the past. It is about efficiency: You do this and I will do that. Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.

18 WE need to become the AGENTS of change.

19 Themes 1.Best and Next Practices 2.Three key trends impacting us 3.Technologies to watch 4.Non-techie stuff 5.Daggett System for Effective Instruction 6.The Adaptive Leader QUAD D 7.Closing remarks

20 Theme Best and Next Practices

21 Best practices allow you to do what you are currently doing a little better. Next practices increase your organizations capability to do things it has never done before.

22 Expertise (the way we do things around here) can be a road block to problem solving and to the development of Next Practices.

23 SystemInnovation

24 Sustaining Innovation Next Practice

25 Disruptive Innovation

26 Established organizations often embrace sustaining innovations but struggle with disruptive innovations.

27 Example Research in an established organization is aligned to someone studying aircraft built in the 1940s…. All statistics and engineering data are based on what has been accomplished in the past, not what the organization might deliver in the future. Travel faster than the speed of sound!

28 3 Essential Traits for Future Leaders 1.Clarity 2.Immersive Learning Ability 3.Rapid Prototyping (Bob Johansen, Leaders Make the Future. Berrett-Kohler Publishers, 2009)

29 Getting to the Heart of Leadership – A Story of Two Educational Leaders JohansenPrincipal A (SS) High Performer Principal B (BK) -Maintainer ClarityPresents goals and outcomes for student Achievement Assumes that everyone understands the goals and outcomes for students. Immersive Learning AbilityAdjusts instructional practices based on Interviews and surveys parents, teachers, students and experience of key partners. In concert with teachers, follows curriculum, uses assessment data to determine instructional practices. Rapid PrototypingFocuses on implementing change quickly and sets up a learning, blame-free environment Implements changes based on carefully thought-out plans that have had broad- based input

30 Theme Three key trends impacting us

31 First Key Trend Our roles as educators is challenged by easy access to an abundance of resources Sense Making Coaching Credentialing

32 Second Key Trend People expect to be able to learn, study and work whenever and wherever they want.

33 The world outside of school is increasingly collaborative. We must reflect upon the way student projects are structured and graded and how teachers work. Third Key Trend

34 Theme Technologies to Watch The Horizon Report 2011

35 Near Term: 1-2 Years Electronic Books and Mobile Devices Amazon: For every traditional 100 books sold, 105 electronic books were sold. - May 19, 2011

36 Mid Term: 2-3 years Augmented Reality and Game Based Learning


38 Far Term: 3-5 Years Gesture-based computing Pattie Maes, MIT Media Lab Pranav Mistry, inventor of Sixth Sense

39 Current System Something Different

40 The Horse The Automobile

41 Henry Ford quote… If I had asked the public what they wanted, they would have said a faster horse.


43 Many of us seem to be able to adapt better to change in our lives outside our work rather than inside our work.

44 Some making bold moves…. Barren Academy of Virtual and Expanded Learning


46 Some suggesting bold moves…. Conrad Wolfram… Start teaching math and stop teaching calculating.

47 Theme Non-techie stuff

48 Intentionally Non-Compliant Student

49 The Fundamental Attribution Error When looking at our own behavior, we tend to view the situation in the environment that surrounds our action. When looking at the behavior of others, we make assumptions about their personal qualities.

50 The Effects of Praise Fixed or Growth Cant hand confidence to learners on a silver platter.

51 Social Skills 1.We are very good at content skills, rules, regulations, strategies. We are terrible at discussing and coaching on social skills. 2.David Brooks, The Social Animal 3.Policy makers are good at understanding social skills, but are void in recognizing their value when making policy.

52 Theme Daggett System for Effective Instruction

53 53

54 Learning Criteria Foundation Learning Stretch Learning Learner Engagement Personal Skill Development Components of School Excellence Embrace a Common Vision and Goals Inform Decisions Through Data Systems Empower Leadership Teams to Take Action and Innovate Clarify Student Learning Expectations Adopt Effective Instructional Practices Address Organizational Structures Monitor Progress/Improve Support Systems Refine Process on an Ongoing Basis Rigor/Relevance Framework Supported by Relationships FIDELITY OF IMPLEMENTATION

55 Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight Troops in Battle Teachers in a School System

56 System

57 Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight Troops in Battle Teachers in a School System

58 Teaching Organizational Leadership Instructional Leadership Student Achievement

59 Rigor and relevance Relationships Content Teaching How students learn Instructional strategies Assessment to guide instruction

60 Embrace rigorous and relevant expectations for all students (+.75) Cultivate Caring relationship with students (+.72) Make content meaningful to l learners (+.69) Teaching Use Varied, ongoing Assessments to Inform and differentiate Instruction (+.90) Engage in Targeted and Sustained Professional Growth (+.62) 1.Embrace rigorous and relevant expectations for all students (+.75) 2.Build strong relationship with students (+.72) 3.Possess depth of content knowledge and make it relevant to students (+.69) 4.Facilitate rigorous and relevant instruction based on how students learn (+1.28) 5.Use assessments to guide and differentiate instruction (+.90) 6.Demonstrate expertise in use of instructional strategies, technology, and best practices (+.60)

61 Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Data systems Build leadership

62 Adjust the Organizational Structure Leverage Data Systems Organizational Leadership 1.Create a culture 2.Establish a shared vision 3.Align organizational structures and systems to vision 4.Build leadership capacity 5.Align teacher / administrator selection, support, and evaluation 6.Support decision making with data systems

63 High expectations Curriculum Literacy and math Data-driven Provide professional growth Instructional Leadership

64 Use Data to set High Expectations Align Curriculum to Standards Integrate Literacy and Math across Curriculum Use Data to Guide Instruction Create Teacher Selection, Support and Evaluation System Instructional Leadership 1.Use research to establish urgency for higher expectations 2.Align curriculum to standards 3.Integrate literacy and math across all content areas 4.Facilitate data-driven decision making to inform instruction 5.Provide opportunities for focused professional collaboration and growth

65 Teaching Organizational Leadership Instructional Leadership Student Achievement

66 Theme The Adaptive Leader (Quad D Leader)

67 Adaptive Leadership International Centers unique brand in the field of education leadership Anchored by the philosophy and principles of the Rigor/Relevance Framework Influenced by practitioners in the nations most successful and rapidly improving schools Vision driven Based on school/district DNA

68 The Adaptive Leader Leadership today requires a balance of traditional skills mixed with innovation skills Stability, control and standardization mixed with uncertainty, ambiguity and disruptive thinking

69 ICLEs Definition of Leadership School leadership is a disposition for taking action. Adaptive Leadership is the collaborative responsibility for taking action to reach the future- oriented goal of the intellectual, emotional and physical needs of each learner.

70 The fundamental task of a leader is to develop confidence in advance of victory, in order to attract the investments that make victory possible. - Rosabeth Moss Kanter

71 Leadership Leverage Points 1.Coherent Vision 2.Instructional Leadership 3.Empowerment Goal Focus Decisions Based on Reliable Data Curriculum and Instruction Professional Development Fidelity of Implementation Trust Communication Relationships

72 72

73 EmpowermentEmpowerment VisionVision Adaptive Leadership FrameworkAdaptive Leadership Framework

74 VisionVision AB DC Authoritative Leadership Four Quadrants of Leadership Collaborative Leadership Visionary Leadership Adaptive Leadership HighLow High Empowerment

75 VisionVision AB DC Quadrant D Leadership HighLow High Empowerment Sports Roles as a Metaphor Referee Cheerleader Player Coach

76 V i s i o n A B D C Four Quadrants of Leadership 1 Empowerment Increasing Staff Leadership Increasing Learner Leadership

77 Vision Vision A B D C Four Quadrants of Leadership 1 Empowerment Greater Reflection Best Practices for Future Needs of Learners

78 You don't want to work for a manager who is not a leader and you don't want to work for a leader who is not a manager. Adaptive leadership describes a manager and leader in a continuum.

79 Quadrant A – Acquisition (Position) Traditional leadership School manager Leaders decide, others act Authoritarian

80 Quadrant A Leadership Situations Where Quadrant A Is Effective Student safety and security issues Compliance with ethical and legal requirements Dismissal of staff Significant student behavior disruptions Introduction of new state mandates Need for fiscal controls School maintenance issues

81 Fierce conversations are about moral courage, clear requests, and taking action. Susan Scott, Fierce Conversations

82 Once a month evaluation discussions at Leadership Team meetings. Difficult cases are discussed by all. Professional Dialogue

83 Quadrant B - Application Application of leadership by administration and staff The staff works in a highly collaborative setting Actions are aligned with school goals

84 Quadrant B Leadership Situations Where Quadrant B Is Effective Conditions of low morale, such as layoffs or fiscal cuts Hiring and mentoring new staff Changes in school community, such as demographics Introduction of new programs, such as a reading program Frequent turnover in school leadership

85 The Issue: Quadrant B Is this the best we can be? Empower Leadership Teams to Take Action and Innovate Restructuring Committee: The think tank. Every department represented with a mix of teachers and administrators Balance of new teachers and veterans, new voices and voices of experience

86 Quadrant C – Assimilation (Research and Best Practices) Reflective and innovative Visionary Anticipation of the future Student needs drive action

87 Quadrant C Leadership Situations Where Quadrant C Is Effective Gaps in achievement among different groups of learners Staff clinging to status quo and traditional instruction Poor learner achievement Low learner expectations

88 The Issue: Quadrant C The performance of our students with disabilities.

89 So, do you think what were doing is working??? Know what you can do, know when you need help! Same standards, same curriculum, different approach to instruction

90 Quadrant D - Adaptation (Disposition) Adaptive and collaborative Reflective and innovative Staff and learners are empowered to take a significant leadership role

91 Quadrant D Leadership Situations Where Quadrant D Is Effective Need for innovative approach Moving from good to great school Sustaining school improvement efforts Low learner engagement Shortage of prospective leaders New school planning

92 The Issue: Quadrant D Sustaining the momentum!

93 Faculty Investment Structured Discussion Groups Facilitated by Restructuring Committee members Guided questions provided

94 94 1. What would you cite as the primary reason(s) why students fail? 2. What procedures/ techniques/ strategies have you used that you feel have been most successful for our 9 th and 10 th graders in terms of academics and behavior? 3. We have been successful at helping students over the MCAS passing bar; now we must move our target to proficiency. What do you see as the major obstacle our students face in achieving this goal? What suggestions would you make to help our students overcome those challenges to reach proficiency? Structured Discussion Groups

95 Adaptive leaders function in each quadrant, continually striving to influence school stakeholders to spend most of their time in Quadrant D.

96 EmpowermentEmpowerment VisionVision Quadrant D Leadership FrameworkQuadrant D Leadership Framework

97 CollaborationCollaboration CreativityCreativity Quadrant D Leadership FrameworkQuadrant D Leadership Framework

98 Quick Review… 1.The idea of the future 2.Best Practices and Next Practices 3.Key trends shaping (now and in the future) education (hardware section) 4.Relationship / social skills (software section) 5.Daggett System for Effective Instruction 6.The Adaptive Leader (Quad D) 7.Tie it all together (reboot section)


100 IF WE WANT… Children to be learners who think, read, reason and express themselves effectively in multiple ways… Then we must show them thoughtful people eager to take in and use new information.

101 IF WE WANT.. Children to be brave and resourceful when confronted with the unknown… Then they must see us taking risks and finding new ways to move ahead.

102 IF WE WANT.. Children to be loyal, patriotic and responsible…. Then let us show them that we can be true to our deepest principles.

103 IF WE WANT.. A new and better educational system that educates all our children for success in the 21 st Century…. We will have to be new and better leaders and learners so that we can be FUTURE READY TODAY

104 Establish Reality: Effective Leadership and Learning Raymond J. McNulty,

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