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1 Dean Fink Sustainable Leadership Sustainable Leadership Welcome to.

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1 1 Dean Fink Sustainable Leadership Sustainable Leadership Welcome to

2 2 ACTIVITY Find someone you don’t know very well, or at all. Tell that person one thing in your school or organization that you are really proud of, and some reasons you think it has been sustained over time. If the thing you are proud of is relatively new, how you propose to sustain it over time. What have been some of the barriers, or what do you anticipate are some of the barriers to sustainability?

3 3 Development of the term “sustainability” 1980 Term first coined by Lester Brown, founder of the World Watch Institute Watch Institute 1987 Sustainable development defined by Brundtland Report of the World Commission on Environment and Development the World Commission on Environment and Development 1992 Agenda 21, United Nations Conference on Environment and Development, Rio De Janeiro systematically and Development, Rio De Janeiro systematically addressed sustainable development addressed sustainable development 2002 United Nations Johannesburg Summit – developed practical goals for sustainable development practical goals for sustainable development 2005 Beginning of UN Decade of Education for Sustainable Development Development

4 4 Sustainable leadership Sustainable leadership matters, spreads and lasts. It is a shared responsibility that does not unduly deplete human or financial resources, and that cares for and avoids exerting damage on the surrounding educational and community environment. Sustainable leadership matters, spreads and lasts. It is a shared responsibility that does not unduly deplete human or financial resources, and that cares for and avoids exerting damage on the surrounding educational and community environment. Hargreaves & Fink 2003 Hargreaves & Fink 2003

5 5 Educational Lessons of Environmental Sustainability Rich diversity, not soulless standardization Rich diversity, not soulless standardization Taking the long view Taking the long view Act urgently for change, wait patiently for results Act urgently for change, wait patiently for results Prudence about conserving and renewing human and financial resources Prudence about conserving and renewing human and financial resources Examine the impact of our improvement efforts on others Examine the impact of our improvement efforts on others All of us can be activists and make a difference All of us can be activists and make a difference Hargreaves & Fink 2006 Hargreaves & Fink 2006

6 6 Unsustainability Repetitive change syndrome is Initiative overload + Change-related chaos Abrahamson 2004

7 7 Initiative Overload The tendency of organizations to launch more change initiatives than anyone could ever reasonably handle The tendency of organizations to launch more change initiatives than anyone could ever reasonably handle Abrahamson 2004

8 8 Change-related Chaos The continuous state of upheaval that results when so many waves of initiatives have worked through at the organization that hardly anyone knows which change they’re implementing or why The continuous state of upheaval that results when so many waves of initiatives have worked through at the organization that hardly anyone knows which change they’re implementing or why Abrahamson 2004

9 9 Seven Principles of Sustainable Leadership 1 Depth 2 Endurance 3 Breadth 4 Justice It matters It matters It lasts It lasts It spreads It spreads It does not harm the surrounding environment It does not harm the surrounding environment Continued…

10 10 Seven principles of Sustainable Leadership 5 Diversity 6 Resourcefulness 7 Conservation It promotes diversity & cohesion It promotes diversity & cohesion It conserves expenditure It conserves expenditure It honours the past in creating the future It honours the past in creating the future

11 11 Principle 1: Depth Sustainable leadership matters. It preserves, protects and promotes deep and broad learning for all in relationship of care for others.

12 12 What Matters? Test scores? Test scores? Over subscribed schools? Over subscribed schools? Customer satisfaction? Customer satisfaction? Short-term achievement targets? Short-term achievement targets? ‘ Adequate yearly progress ’ ? ‘ Adequate yearly progress ’ ?

13 13

14 14 Educational leadership is about a passionate, steadfast, obstinate commitment to the enhancement of ‘ deep ’ learning for all students – learning for life, learning for understanding, learning for an increasingly fluid, messy and risky world. Leadership for Mortals Paul Chapman, 2005

15 15 Standards and Sustainability Learning  Achievement  Testing NOT Testing  Achievement  Learning Hargreaves & Fink, 2006 1. Depth

16 16 The two hungers In Africa, they say there are two hungers, the lesser hunger and the greater hunger. The lesser hunger is for the things that sustain life, the goods, and services, and the money to pay for them, which we all need. Commitment

17 17 Deep learning 30% produce 50% The Creative Class Florida, R. (2002). The Rise of the Creative Class. New York: Basic Books Commitment

18 18 We need Creativity Creativity Imagination Imagination Diversity Diversity Innovation Innovation Passion Passion Entrepreneurialism Entrepreneurialism Failure Failure Questions Questions Nonconformity Nonconformity Trust Trust Commitment

19 19 Present education delivers Predictability Predictability Control Control Compliance Compliance Conformity Conformity Stability Stability Order Order Standardization Standardization Answers Answers Apathy Apathy Distrust Distrust Commitment

20 20 Going deeper The greater hunger is for the answer to the question ‘why’, for some understanding of what life is for. Handy, C. (1997). The Hungry Spirit. London: Hutchison, p.13. Commitment

21 21 Guided imagery Think of a country road that you know well Think of a country road that you know well Imagine how it looks in the Springtime Imagine how it looks in the Springtime

22 22 Deep learning Our educational system does its best to ignore and suppress the creative spirit of children. It teaches them to listen unquestioningly to authority. It insists that education is just knowledge contained in subjects and the purpose of education is to get a job. What ’ s left out is sensitivity to others, non-violent behaviour, respect, intuition, imagination, and a sense of awe and wonderment. The Body Shop Commitment

23 23 Wide Learning: Queensland Old basics Literacy Literacy Numeracy Numeracy Obedience Obedience Punctuality Punctuality New basics Multiliteracy Multiliteracy Creativity Creativity Communication Communication IT IT Teamwork Teamwork Lifelong Learning Lifelong Learning Adaptation & Change Adaptation & Change Environmental Responsibility Environmental Responsibility

24 24 The four pillars of learning 1. Learning to know 2. Learning to do 3. Learning to be 4. Learning to live together UNESCO 1996 5. Learning to live sustainably Hargreaves & Fink, 2006 1. Depth

25 25 Slow Knowing The unconscious realms of the human mind will successfully accomplish a number of important tasks if they are given the time. They will learn patterns of a degree of subtlety which normal consciousness cannot even see; make sense out of situations that are too complex to analyze; and get to the bottom of certain difficult issues much more successfully than the questing intellect. The unconscious realms of the human mind will successfully accomplish a number of important tasks if they are given the time. They will learn patterns of a degree of subtlety which normal consciousness cannot even see; make sense out of situations that are too complex to analyze; and get to the bottom of certain difficult issues much more successfully than the questing intellect. Claxton 1997

26 26 What does the doctor reply? 1. Depth

27 27

28 28

29 29 Slow forms of knowing are tolerant of the faint, fleeting, marginal and ambiguous are tolerant of the faint, fleeting, marginal and ambiguous like to dwell on details that do not fit or immediately make sense like to dwell on details that do not fit or immediately make sense are relaxed, leisurely and playful are relaxed, leisurely and playful are willing to explore without knowing what they are looking for are willing to explore without knowing what they are looking for see ignorance and confusion as the ground from which understanding may spring see ignorance and confusion as the ground from which understanding may spring are receptive rather than proactive are receptive rather than proactive are happy to relinquish the sense of control over the directions the mind spontaneously takes are happy to relinquish the sense of control over the directions the mind spontaneously takes treat seriously ideas that come ‘ out of the blue ’ treat seriously ideas that come ‘ out of the blue ’ Claxton, 1997 1. Depth

30 30 Slow schooling starts formal learning later starts formal learning later reduces testing reduces testing increases curriculum flexibility increases curriculum flexibility emphasizes enjoyment emphasizes enjoyment doesn ’ t hurry the child doesn ’ t hurry the child rehabilitates play alongside purpose rehabilitates play alongside purpose Honore, 2004 1. Depth

31 31 Think of a recent staff development experience that was successful or unsuccessful (as assigned) 1.In what ways did it (or did it not) include the five pillars of learning? 2.In what ways did it (or did it not) address the ‘lesser and greater hungers’? 3.In what ways did it embody or obstruct elements of slow learning? REFLECTION CONSIDER:

32 32 Does this policy, practice, custom, or decision contribute to ‘ deep, wide, and slow learning ’ for all students? Commitment DEAN’S CHALLENGE

33 33 Principle 2: Endurance Sustainable leadership lasts. It preserves and advances the most valuable aspects of learning and life over time, year upon year, from one leader to the next. Sustainable leadership lasts. It preserves and advances the most valuable aspects of learning and life over time, year upon year, from one leader to the next.

34 34

35 35 INBOUND PERIPHERAL INSIDER OUTBOUND BOUNDARY Trajectories

36 36 Activity Carousel topics: 1. Strategies to identify and recruit prospective leaders 2. Strategies to develop their inbound trajectories 3. Strategies to get from the periphery to the inside without being marginalized 4. Strategies as an ‘insider’ to remain proactive 5. Strategies to appraise a leader’s performance 6. Strategies to ensure the important parts of your outbound trajectory are sustained Page 36 Trajectories

37 37 Four Issues in Succession 1. Succession Planning 2. Succession Management 3. Succession Duration & Frequency 4. Succession and the Self 5. Successi0n and Politics 2. Endurance

38 38 Succession Management identify recruit develop select induct appraisal support celebrate transitions

39 39 Succession management POTENTIALNOTPROFICIENCIES Succession

40 40 Good succession plans Prepare early Prepare early Give people proper time to prepare Give people proper time to prepare Incorporate into all school improvement plans Incorporate into all school improvement plans Should be responsibility of many Should be responsibility of many Should reflect the school’s existing stage of development Should reflect the school’s existing stage of development Are linked to clearly defined leadership standards Are linked to clearly defined leadership standards

41 41 Principle 3: Breadth Sustainable leadership spreads. It sustains as well as depends on the leadership of others Sustainable leadership spreads. It sustains as well as depends on the leadership of others

42 42 Raising the temperature of distributed leadership Anarchy Assertive distribution Emergent distribution Guided distribution Progressive delegation Traditional delegation Autocracy Too hot Too cold 3. Breadth

43 43 Traditional delegation Hand over some power Hand over some power Appoint good deputies and seek and rely on their counsel Appoint good deputies and seek and rely on their counsel Respect their autonomy Respect their autonomy Make sure they report to you regularly Make sure they report to you regularly Don ’ t do everything yourself Don ’ t do everything yourself 3. Breadth

44 44 Progressive delegation Extend and amend your structures, teams and communities Extend and amend your structures, teams and communities Create new roles Create new roles Focus people’s roles and responsibilities on learning and improvement Focus people’s roles and responsibilities on learning and improvement Use the new structures to restrict the veto of the old ones Use the new structures to restrict the veto of the old ones Develop proper planning Develop proper planning Consult with your teams and committees Consult with your teams and committees Audit the results Audit the results 3. Breadth

45 45 Guided distribution Rely on more than your structures Rely on more than your structures Develop better relationships Develop better relationships Bring people together Bring people together Show interest in your staff members as people Show interest in your staff members as people Improve the quality of professional conversation Improve the quality of professional conversation Concentrate on core purposes Concentrate on core purposes Always remember food Always remember food Model the attentive behaviour you expect of others Model the attentive behaviour you expect of others Be visible and vigilant, always steering conversation and relationships in a more productive and attentive direction Be visible and vigilant, always steering conversation and relationships in a more productive and attentive direction 3. Breadth

46 46 Emergent distribution Remain clear about purposes and values Remain clear about purposes and values Ensure that they are genuinely shared Ensure that they are genuinely shared Maintain a premium on relationships Maintain a premium on relationships Encourage staff to innovate Encourage staff to innovate Develop a culture of professional entrepreneurship Develop a culture of professional entrepreneurship Demonstrate trust Demonstrate trust Step back from watching over all interactions and relationships Step back from watching over all interactions and relationships Learn to let go Learn to let go Don’t pour cold water on proposals when they are brought forward Don’t pour cold water on proposals when they are brought forward Praise initiative Praise initiative Celebrate good results Celebrate good results 3. Breadth

47 47 Assertive distribution Be even more steadfast and passionate about shared purpose and values Be even more steadfast and passionate about shared purpose and values Stimulate wide-ranging debate about important proposals Stimulate wide-ranging debate about important proposals Involve resisters early Involve resisters early Include and listen to minorities Include and listen to minorities Use processes that surface thoughtful divergence and disagreement Use processes that surface thoughtful divergence and disagreement Demonstrate the value of learning from differences Demonstrate the value of learning from differences Be prepared for criticism but insist on respectful dialogue Be prepared for criticism but insist on respectful dialogue Keep your sense of humour Keep your sense of humour Ensure that the vigorous professional culture always moves you forward Ensure that the vigorous professional culture always moves you forward Never abrogate responsibility Never abrogate responsibility Always reaffirm your goals Always reaffirm your goals 3. Breadth

48 48 ACTIVITY Position your self according to where you think your school or organisation is on the distributed leadership scale. Position your self according to where you think your school or organisation is on the distributed leadership scale. You will be grouped into one of three larger groups. Find people from each of the other groups You will be grouped into one of three larger groups. Find people from each of the other groups Discuss with your three colleagues: why you chose the position on the continuum that you did, where you would like to be on the continuum, and what has to be done to get there. Discuss with your three colleagues: why you chose the position on the continuum that you did, where you would like to be on the continuum, and what has to be done to get there.

49 49 Principle 4: Justice Sustainable leadership does no harm to and actively improves the surrounding environment by finding ways to share knowledge and resources with neighboring schools and the local communities. Sustainable leadership does no harm to and actively improves the surrounding environment by finding ways to share knowledge and resources with neighboring schools and the local communities.

50 50 Sustainability and Social Justice do not steal your neighbour’s capacity do not steal your neighbour’s capacity use multiple indicators of accountability use multiple indicators of accountability emphasize collective accountability emphasize collective accountability coach a less successful partner school coach a less successful partner school make a definable contribution to the community your school is in make a definable contribution to the community your school is in pair with a school or district in a different social environment pair with a school or district in a different social environment collaborate with your competitors collaborate with your competitors 4. Justice

51 51 Principle 5: Diversity Sustainable leadership promotes cohesive diversity and avoids aligned standardization of policy, curriculum, assessment, and staff development and training in teaching and learning. It fosters and learns from diversity and creates cohesion and networking among its richly varying components. Sustainable leadership promotes cohesive diversity and avoids aligned standardization of policy, curriculum, assessment, and staff development and training in teaching and learning. It fosters and learns from diversity and creates cohesion and networking among its richly varying components.

52 52 Activity At the top of a blank piece of paper, write down one important issue that you will deal with when you return to your job, that your colleagues can help you with. At the top of a blank piece of paper, write down one important issue that you will deal with when you return to your job, that your colleagues can help you with. It should be phrased - How do I (or we) etc.? It should be phrased - How do I (or we) etc.?

53 53 Effective organizations are characterized by: A framework of common and enduring values, goals and purposes A framework of common and enduring values, goals and purposes Possession and development of variability or diversity in skills, talents and identities Possession and development of variability or diversity in skills, talents and identities Processes that promote interaction and cross-pollination of ideas and influences across this variability Processes that promote interaction and cross-pollination of ideas and influences across this variability Permeability to outside influences Permeability to outside influences Emergence of new ideas, structures, and processes as diverse elements interconnect and new ones intrude from the outside Emergence of new ideas, structures, and processes as diverse elements interconnect and new ones intrude from the outside Flexibility and adaptability in response to environmental change Flexibility and adaptability in response to environmental change Resilience in the face of and in response to threats and adversity Resilience in the face of and in response to threats and adversity 5. Diversity

54 54 Principle 7: Conservation Sustainable leadership respects and builds on the past in its quest to create a better future. Sustainable leadership respects and builds on the past in its quest to create a better future.

55 55

56 56 Draw a timeline for your group to represent your district’s past 30 years. Identify on the timeline when each person in the group joined the district. Have each person in the group tell a story about a critical incident or innovation from their early years that still resonates with that person today and briefly record the incident or innovation the timeline. What does the timeline tell you about your district that has a bearing on its present and the future? What should be continued, stopped, restarted, or subverted? CONSERVATION ACTIVITY

57 57 Stop, Start, Continue… STOP What is less valuable START What is more valuable CONTINUE What remains highly valuable SUBVERT What is formally required but threatens what is valuable 7. Conservation

58 58 Depth – How do we promote and protect deep and broad learning that lasts in a climate that insists on immediate, tested results? Length – How do we remain steadfastly committed to the long-term goals for authentic improvement while attending properly to the urgent needs of underachieving children right now? Breadth – How do we distribute leadership more widely and more wisely and also retain a sense of the distinctive leadership gifts that we contribute ourselves? Justice – How do we help other people’s schools and children without sacrificing and short-changing our own? MORAL DILEMMAS

59 59 Diversity – How do we accommodate, include and connect the rich diversity of our students’ learning and teachers’ teaching, and also retain focus, direction and cohesion in our efforts to improve? Resourcefulness – How do we engage people’s energy and motivation for urgent improvement without wearing them out ? Conservation – How do we innovate for a better future by building on the firm foundations of the past without staying stuck in the past or wallowing in nostalgic memories of it ? MORAL DILEMMAS

60 60 Principle 6: Resourcefulness Sustainable leadership develops and does not deplete material and human resources. It renews people’s energy. Sustainable leadership is prudent and resourceful leadership that wastes neither its money nor its people. Sustainable leadership develops and does not deplete material and human resources. It renews people’s energy. Sustainable leadership is prudent and resourceful leadership that wastes neither its money nor its people.

61 61 The Ride of your life - George Carlin - HOW TO STAY YOUNG 1. Throw out nonessential numbers. This includes age, weight and height. Let the doctors worry about them. That is why you pay 'them.' 2. Keep only cheerful friends. The grouches pull you down. 3. Keep learning. Learn more about the computer, crafts, gardening, whatever, even ham radio. Never let the brain idle. 'An idle mind is the devil's workshop.' And the devil's name is Alzheimer's. 4. Enjoy the simple things. 5. Laugh often, long and loud. Laugh until you gasp for breath.

62 62 6. The tears happen. Endure, grieve, and move on. The only person, who is with us our entire life, is ourselves. Be ALIVE while you are alive. 7. Surround yourself with what you love, whether it's family, pets, keepsakes, music, plants, hobbies, whatever. Your home is your refuge. 8. Cherish your health: If it is good, preserve it. If it is unstable, improve it. If it is beyond what you can improve, get help. 9. Don't take guilt trips. Take a trip to the mall, even to the next county; to a foreign country but NOT to where the guilt is. 10. Tell the people you love that you love them, at every opportunity. AND ALWAYS REMEMBER : Life is not measured by the number of breaths we take, but by the moments that take our breath away. Enjoy the ride; There is no return ticket

63 63 Hargreaves A. & Fink, D. (2005) Sustainable Leadership. San Francisco, CA: Jossey-Bass. Fink D. (2005).Leadership for Mortals: Developing and Sustaining Leaders of learning London: Paul Chapman/Corwin. Stoll, L, Fink, D. & Earl, L (2003). It’s about Learning and It’s about Time. London: Taylor Francis. FOR FURTHER INFORMATION SEE:

64 64 Thank you

65 65 Privatisation Tax reform Private health care Globalisation Foreign trade Drilling for oil School choice VouchersWiretapsPersonalisation Tax simplification Free market health care Free market economy International trade Exploring for energy Parental choice Opportunity scholarships Electronic intercepts WORDS THAT WORK

66 66 Data-driven decision making (evidence-based) Tri-level reform model Best practice Bottom line Personalisation Choice Customer Targets CRAP DETECTING

67 67 The Long and Short of Change Hargreaves and Fink’s Proposition The urgency of targets is inversely related to the degree of power held by those responsible for implementing them.

68 68 SHORT LONG cynical, opportunistic evasive, unaccountable urgent, confidence-boosting enduring, sustainable – + DESCRIPTIONS

69 69 SHORT LONG Government-imposed short-term achievement targets UN Millenium Goals shared targets, quick “wins” authentic transformations In practices and beliefs – + EXAMPLES


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