Presentation on theme: "Establish Reality: Effective Leadership and Learning"— Presentation transcript:
1Establish Reality: Effective Leadership and Learning Raymond J. McNulty, President@ray_mcnulty
2“The future is not some place we are going to, but one we are creating “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
15Systems are challenged today like never before Systems are challenged today like never before. The key challenge that we face is results.
16Broaden the definition of learning in your system to include adults. In an environment driven by results, the best strategy is to “DEVELOP YOUR PEOPLE.”Broaden the definition of learning in yoursystem to include adults.
17The 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.
26Established organizations often embrace “sustaining innovations” but struggle with “disruptive innovations.”
27ExampleResearch in an established organization is aligned to someone studying aircraft built in the 1940’s…. 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!”
283 Essential Traits for Future Leaders ClarityImmersive Learning AbilityRapid Prototyping(Bob Johansen, Leaders Make the Future. Berrett-Kohler Publishers, 2009)
29Getting to the Heart of Leadership – A Story of Two Educational Leaders JohansenPrincipal A (SS) High PerformerPrincipal B (BK) -MaintainerClarityPresents goals and outcomes for student AchievementAssumes 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 environmentImplements changes based on carefully thought-out plans that have had broad-based input
49The 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.
50The Effects of Praise Fixed or Growth Can’t hand confidence to learners on a silver platter.
51Social SkillsWe are very good at content skills, rules, regulations, strategies. We are terrible at discussing and coaching on social skills.David Brooks, “The Social Animal”Policy makers are good at understanding social skills, but are void in recognizing their value when making policy.
54A B C D FIDELITY OF IMPLEMENTATION Rigor/Relevance Framework Supported by RelationshipsComponents of SchoolExcellenceLearning CriteriaFoundation LearningStretch LearningLearner EngagementPersonal Skill DevelopmentEmbrace a Common Vision and GoalsInform Decisions Through Data SystemsEmpower Leadership Teams to Take Action and InnovateClarify Student Learning ExpectationsAdopt Effective Instructional PracticesAddress Organizational StructuresMonitor Progress/Improve Support SystemsRefine Process on an Ongoing Basis654321ABCDFIDELITY OF IMPLEMENTATION54
55Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight Troops in BattleTeachers in a School System
59Teaching How students learn Instructional strategies Content RelationshipsAssessment to guide instructionRigor and relevance
60TeachingEmbrace rigorous and relevant expectations for all students (+.75)Build strong relationship with students (+.72)Possess depth of content knowledge and make it relevant to students (+.69)Facilitate rigorous and relevant instruction based on how students learn (+1.28)Use assessments to guide and differentiate instruction (+.90)Demonstrate expertise in use of instructional strategies, technology, and best practices (+.60)Use Varied, ongoing Assessments to Inform and differentiate Instruction (+.90)Make content meaningful to llearners (+.69)CultivateCaringrelationship with students (+.72)Engage in Targeted and Sustained Professional Growth (+.62)Embrace rigorous and relevant expectations for all students (+.75)
61Organizational Leadership Structure and systemsBuild leadershipSelection, support, evaluationVisionData systemsCulture
62Organizational Leadership Create a cultureEstablish a shared visionAlign organizational structures and systems to visionBuild leadership capacityAlign teacher / administrator selection, support, and evaluationSupport decision making with data systemsAdjust the Organizational StructureLeverage Data Systems
63Instructional Leadership Literacy and mathData-drivenCurriculumProvide professional growthHigh expectations
64Instructional Leadership Use research to establish urgency for higher expectationsAlign curriculum to standardsIntegrate literacy and math across all content areasFacilitate data-driven decision making to inform instructionProvide opportunities for focused professional collaboration and growthUse Data to Guide InstructionCreate Teacher Selection, Support and Evaluation SystemIntegrate Literacy and Math across CurriculumAlign Curriculum to StandardsUse Data to set High Expectations
67Adaptive LeadershipInternational Center’s unique brand in the field of education leadershipAnchored by the philosophy and principles of the Rigor/Relevance FrameworkInfluenced by practitioners in the nation’s most successful and rapidly improving schoolsVision drivenBased on school/district DNA
68The Adaptive LeaderLeadership today requires a balance of traditional skills mixed with innovation skillsStability, control and standardization mixed with uncertainty, ambiguity and disruptive thinkingRay, on this one, I’ll jump in and add SUBVERSIVE leadership – figuring out how to get around roadblocks
69ICLE’s 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
71Leadership Leverage Points Coherent VisionInstructional LeadershipEmpowermentGoal FocusDecisions Based on Reliable DataCurriculum and InstructionProfessional DevelopmentFidelity of ImplementationTrustCommunicationRelationships
74C D A B Four Quadrants of Leadership Adaptive Visionary Leadership HighABLowAuthoritativeLeadershipCollaborativeLeadershipLowHighEmpowerment
75C D A B Quadrant D Leadership Sports Roles as a Metaphor Player Coach VisionHighABLowRefereeCheerleaderLowHighEmpowerment
76D C B A Four Quadrants of Leadership 6 5 4 3 2 1 1 2 3 4 5 Increasing Learner LeadershipVision43Increasing Staff Leadership2BA112345Empowerment
77D C B A Four Quadrants of Leadership 6 5 4 3 2 1 1 2 3 4 5 VisionGreater ReflectionBestPracticesforFutureNeeds ofLearners432BA112345Empowerment
78You 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.
79Quadrant A – Acquisition (Position) Traditional leadershipSchool managerLeaders decide, others actAuthoritarian
80Quadrant A Leadership Student safety and security issues Situations Where Quadrant A Is EffectiveStudent safety and security issuesCompliance with ethical and legal requirementsDismissal of staffSignificant student behavior disruptionsIntroduction of new state mandatesNeed for fiscal controlsSchool maintenance issues
81“Fierce conversations are about moral courage, clear requests, and taking action.” Susan Scott, Fierce Conversations81
82Professional Dialogue Once a month evaluation discussions at Leadership Team meetings.Difficult cases are discussed by all.This was almost like medical “rounds” – Difficult cases brought forward, like case study analysis.
83Quadrant B - Application Application of leadership by administration and staffThe staff works in a highly collaborative settingActions are aligned with school goals
84Quadrant B LeadershipSituations Where Quadrant B Is EffectiveConditions of low morale, such as layoffs or fiscal cutsHiring and mentoring new staffChanges in school community, such as demographicsIntroduction of new programs, such as a reading programFrequent turnover in school leadership
85The Issue: Quadrant B Is this the best we can be? Empower Leadership Teams to Take Action and InnovateRestructuring Committee: The “think tank.” Every department represented with a mix of teachers and administratorsBalance of new teachers and veterans, new voices and voices of experience85
86Quadrant C – Assimilation (Research and Best Practices) Reflective and innovativeVisionaryAnticipation of the futureStudent needs drive action
87Gaps in achievement among different groups of learners Quadrant C LeadershipSituations Where Quadrant C Is EffectiveGaps in achievement among different groups of learnersStaff clinging to status quo and traditional instructionPoor learner achievementLow learner expectations
88The Issue: Quadrant CThe performance of our students with disabilities.88
89So, do you think what we’re doing is working??? Know what you can do, know when you need help! Same standards, same curriculum, different approach to instruction89
90Quadrant D - Adaptation (Disposition) Adaptive and collaborativeReflective and innovativeStaff and learners are empowered to take a significant leadership role
91Need for innovative approach Moving from good to great school Quadrant D LeadershipSituations Where Quadrant D Is EffectiveNeed for innovative approachMoving from good to great schoolSustaining school improvement effortsLow learner engagementShortage of prospective leadersNew school planning
92Sustaining the momentum! The Issue: Quadrant DSustaining the momentum!92
93Faculty Investment Facilitated by Restructuring Committee members Structured Discussion GroupsFacilitated by Restructuring Committee membersGuided questions provided93
94Structured Discussion Groups 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 9th and 10th 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?9494
95Adaptive leaders function in each quadrant, continually striving to influence school stakeholders to spend most of their time in Quadrant D.
98Quick Review… The idea of the future Best Practices and Next Practices Key trends shaping (now and in the future) education (hardware section)Relationship / social skills (software section)Daggett System for Effective InstructionThe Adaptive Leader (Quad D)Tie it all together (reboot section)
100IF 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.
101IF WE WANT.. Children to be brave and resourceful when confronted with the unknown…Then they must see us taking risksand finding new ways to move ahead.
102IF WE WANT.. Children to be loyal, patriotic and responsible…. Then let us show them that we can be true to our deepest principles.
103IF WE WANT..A new and better educational system that educates all our children for success in the 21st Century….We will have to be new and better leaders and learners so that we can be “FUTURE READY TODAY”
104Establish Reality: Effective Leadership and Learning Raymond J. McNulty, President@ray_mcnulty