Complexity of Leadership Research Contrived Complexity “Pretentious Terminology” “Laborious Processes” Lack Substance Enslaved by Process The focus has become the plan, not the quest for improvement We do improvement plans, we don’t improve achievement Artificial Simplicity “Unwarranted Simplicity” Propose easy steps to success 3 rules 7 steps Easy, simple, quick Groundless in research No long-term gains
Both Types of Complexity Frustrate participants Waste time Waste resources Avoid real issues of improvement Produce plans for “planning’s sake” Check off “steps accomplished” Never identify/engage the issues
Must Strike a Balance Between Complexity Grapple with complex data Analyze issues to determine the essential Understand the “multivariate” nature of all problems Accept the lessons of failure Complex human systems Simplicity
Keys to Improvement Monitoring Evaluation Values Beliefs Implementation All are, by definition, difficult human endeavors
REMEMBER “Someone must actually do the hard work of slogging through the data, assessing the intersection of tens of thousands of data points, comparing the results of quantitative and qualitative analyses, and filtering each hypothesis through the multiple lenses of research, experience and: common sense” Doug Reeves
Messy Leadership Preferred Messy Review data Mid-course corrections Focus on leverage points Repeat steps to focus improvement Neat Planning Processes Procedures Precedence over achievement
RESULTSACHIEVEMENTRESULTSACHIEVEMENT ANTECENDENTS OF EXCELLENCE LEADERSHIP FOR LEARNING FRAMEWORK
The Lucky High Results, No Understanding of Antecedents Achievement not related to instruction Performance predates teaching Success not sustainable or attributed to adult actions Replication of success unlikely
The Loser Low results, no understanding of antecedents Attribute failure to students, parents, SES, ethnicity, etc. No reason to change Victimhood, “Belligerent indifference” Irresponsibility Replication of failure highly likely
The Leader High Results, good understanding of antecedents Pursues continuous improvement Realizes that success that is static is transitory Replication of Success is likely
The Learner Low results, high understanding of antecedents Engages with data Tests hypothesis Does not blame Identifies successes Searches to Learn to improve learning Replication of success likely
Research-Based Truths of Leadership Adult Actions Matter Specific Leadership Actions Link to Improved Student Achievement Leadership is not one skill nor the action of an individual
Adult Actions Matter Leadership, teaching and adult actions have more power in determining achievement than demographic factors.
Specific Leadership Actions Improve Achievement Inquiry: successful determination of failure and success (adult causes, “blaming victim” is statistically untrue”) Implementation: specific elements of improvement are implemented with students at the classroom level, and are implemented continuously Monitoring: ongoing assessment of success and failure, not at program level, but at the student level
Leadership Not One Skill or Actions of an Individual Leadership utilizes a variety of skills, attitudes and beliefs Leadership utilizes a variety of people from all parts of the organization many of whom are not called “leader.”
Challenging Leadership Myths Historical Models Analytical Models Relationship Models “The One Thing You Need to Know”
Historical Myths “Historical Heroes” as Leadership Models All historical accounts skewed by reporters and their context; While models of heroism are useful, actions do not transfer directly across space and time. Historical biography at best good reporting not sound research;
Analytical Myths Analysis alone is the attempt to quantify human behavior, and alone is due to fail. Myth: Since “low SES schools” perform more poorly than “high SES” schools, poverty determines achievement. (When most Low SES schools also have a lower percentage of quality teachers.) “Two variable correlations insinuate only one cause and effect” Life is “Multivariate”
Relationship Myths While “emotional intelligence” has been proven a significant factor in leadership success, sole reliance on positive relationships and conflict avoidance is ineffective and not supported by results. Evidence: 1.The leader that avoids conflict at the expense of results. 2.The leader that may be criticized as impersonal but is revered for results after they leave.
The One Thing You Need to Know Myth Leadership defies one-dimensional definition. The range of variability in human behavior approaches the infinite. Understanding of Leadership can be informed by history, analysis, and relationship theory. There is never “one thing,” in an organization. Leadership is multi-dimensional. Leadership is not solitary: “We cannot do it alone.”
Learning Listening Break Group review of Learning to Lead Podcasts by Doug Reeves Listen, Discuss, Summarize, Report Out Model Teachers The Value of Culture 3 Challenges of Web 3.0 Looking Deeper in DataAvoiding the Landmines
Let’s Start Again With Some Humor A Video Portrait of this Class in a few Years!
Can’t Do It Alone Leadership is multi-dimensional. No single person is capable of excellence in all dimensions. Leadership must be an organizational function. Shared responsibility with complementing leadership roles. No single person bears the brunt of being exemplary in all aspects.
Wisdom of the Group Leadership decision-making more accurate when entrusted to a group or team. Likelihood of success greater via the team than the individual. Even in Probability the greater the number of trials the greater the accuracy. Coaches pick those that complement not those that repeat the same strengths and weaknesses.
Architectural Leadership Leaders are the Architects of Organizational Improvement Vision alone cannot lead. Leadership then becomes Distributive, Collaborative, Connective, Complimentary, Empowering, Inclusive