1. Leadership Lenses Prepared by Nancy Stanford-Blair Cardinal Stritch University © 2005 NSB

2. Our assumptions You are here because you care about student achievement You are a leader and you work with leaders Most of your teacher and positional leaders want to improve student achievement Many of your leadership challenges related to improving student achievement involve change of the current state

3. Your Experience with Change Think of a change that is underway in our district, your school or your personal life What is the change? What is driving the change? What are the obstacles? Share the change with a colleague

4. Reflecting on Change So, what do your experiences about change tell us about the nature of change? Hard or easy to accommodate to change? What determines whether it’s hard or easy to adjust to change? What can we conclude about the nature of change? © 2005 NSB

5. Current Research on Change McREL (Mid-Continent Research on Education & Learning) has completed a Meta-Analysis on the impact of leadership on student achievement. A key finding focuses on what McREL calls: The Magnitude of Change. Change has personal and organizational implications. © 2005 NSB

6. McREL’s Definition of Change A change is defined by the implications it has for the people expected to implement it and/or those who will be impacted by it. The same change can be perceived differently by different stakeholders. Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 NSB

7. Magnitude of Change Incremental, Linear Extension of Past Consistent with prevailing norms and paradigms Marginal/limited impact Focused, bounded Complex, non-linear A break with the past Outside of norms and beyond paradigms System disturbance Emergent, unbounded Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 NSB First Order Second Order

8. Order of Change Definition: Order of Change Order of change is the magnitude & implications of change for the people expected to implement them or those who will be impacted by them. Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 NSB

9. First-order Change Definition: First-order Change First-order change implies a logical extension of past & current practices intended to make incremental improvements in the current situation. First-order changes can be implemented with current knowledge and skills. Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 NSB

10. Heifetz calls this technical change Technical change is the application of current knowledge, skills and / or tools to resolve a situation.

11. Second-order Change Definition: Second-order Change Second-order change implies a fundamental or significant break with past & current practices intended to make dramatic differences in the current situation. Second- order changes require new knowledge and skills for successful implementation. Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 NSB

12. Heifetz calls this adaptive change Adaptive change is called for when the problem cannot be solved with one's existing knowledge and skills, requiring people to make a shift in their values, expectations, attitudes, or habits of behavior.

13. Change in Your School Think about something in your school/district that you would identify as 1st order change: What characteristics made it 1st order change? Now, think about something in your school/district that you would identify as 2nd order change? What characteristics made it 2nd order? © 2005 NSB

14. If we desire second order change, we require highly skilled leadership behavior.

15. Leadership A process of influence to achieve a goal More importantly…. a goal of compelling moral value

16. Research About Leadership Michael Fullan: Researcher from University of Toronto, wrote Leading in a Culture of Change Mid Continent Regional Education Laboratory (MCREL): Marzano and others conducted a meta-analysis of school leadership correlated with student achievement, wrote School Leadership That Works

17. Leadership Lenses Lenses are ways we see the world. As leaders we act on the world in various ways. The leadership lenses offer the perspective of five important ways that leaders lead second order change to reach high levels of student achievement.

18. Five Leadership Lenses The Leader As….. Facilitator of Shared Moral Purpose Leadership for Learning Change Agent Technical /Adaptive Relationship /Culture Promoter Governance Coherence Maker Systems Capacity Builder Talent Management

19. Fullan- Moral Purpose McRel- Culture of Shared Purpose (.29) Focuses on making a positive difference Holds strong, personal beliefs about schools, teaching, and learning Creates a shared vision of what a good school looks like Administrator Standards 2,3,6 © 2005 NSB Leadership Lens One: Leader as Facilitator of Shared Moral Purpose

20. Vision is the power of dreams in action and one of the most powerful human motivators. Vision allows leaders to create a compelling future for themselves and others, inspiring transformational results.

21. The Purpose of Vision Vision sees what must be tomorrow, beyond what is today Vision inspires Vision is clarity Vision is a worthy commitment Vision generates supportive actions

22. How Vision Works The right vision attracts commitment and energizes people. The right vision creates meaning in workers’ lives. The right vision establishes a standard of excellence. The right vision bridges the present and the future.

23. How You Know You Need a Vision Is there evidence of confusion about purpose? Is there evidence of confusion about purpose? Do employees complain about insufficient challenge? Do employees complain about insufficient challenge? Do employees say they are not having fun any more? Do employees say they are not having fun any more? Is the organization losing market share or reputation for innovation? Is the organization losing market share or reputation for innovation? Are there signs of declines of pride in your organization? Are there signs of declines of pride in your organization? Is there excessive risk avoidance? Is there excessive risk avoidance? Is there an absence of sharing? Is there an absence of sharing? Is there a strong rumor mill? Is there a strong rumor mill?

24. Vision: A Place to Start What are you core values and how were they formed? How do your core values translate into your purpose as an educational leader? What are your non-negotiables? What is your aligned vision for yourself as a leader within your district? What is your aligned vision for your district?

25. Organizational Vision Conventional leader conceives the vision and convinces followers to adopt the vision. Exceptional leaders cultivate the emergence of a vision- an organizational vision must have a life of its own. Leaders may originate a vision but there is power in group discovering the vision

26. A vision has to have accuracy, and not just appeal and imagination. Articulating a vision for an organization or community has to start with an awful lot of listening, a lot of stimulating of debate and conversation, and then listening - to distill, to capture, the values. It has to start, as well, with carefully diagnosing the current problematic environment to which one needs to adapt. Ronald Heifetz

27. Critical Actions to Promote a Shared Collective Vision Facilitate and encourage dialogue that lets the vision Emerge Write down the shared vision Articulate the vision on behalf of the group convert the shared vision into actionable tasks Encourage and showcase champions of the vision Empower and support Action that Moves the Vision Forward Influence the culture to embrace and align with the vision

28. Fullan:Understanding Change McRel: Change Agent (.30) Challenges the Status Quo Systematically considers new and better ways Respects resistance and the implementation dip Creates a culture of change Understands change as complex and uncertain and is comfortable with ambiguity © 2005 NSB Leadership Lens Two: Leader as Change Agent

29. Fullan: Building Relationships McRel: Culture, Relationships, Affirmation (.29,.19,.25) Understands/promotes collaboration in an alliance of external & internal partners Creates positive relationships; a sense of well-being and cohesion Appreciates diverse partners Systematically acknowledges and affirms Accomplishments…Standard 3,5 © 2005 NSB Leadership Lens Three: Leader as Relationship and Culture Promoter

30. Fullan: Creating & Sharing Knowledge McRel: Intellectual Stimulation (.32) Generates & increases knowledge both inside & outside your school Creates a collaborative culture that encourages knowledge sharing Systematically engages staff in dialogue about current research and theory Standard 3 © 2005 NSB Leadership Lens Four: Leader as Capacity Builder

31. Fullan: Making Coherence McRel: Flexibility, Focus, Input (.22,.24,.30) Works through and is comfortable with ambiguity that is present in the change process Recognizes that creativity results at the edge of chaos and encourages others to express unconventional or contrary opinions Creates coherence through the collaborative alignment of policies, assessments & professional development Keeps the focus on concrete goals and high expectations that all students meet them Standard 3,4,5 © 2005 NSB Leadership Lens Five: Leader as Coherence Maker

32. Coaching Coach the coach is a guide the coach listens for the problem, helps to separate fact from interpretation, identifies barriers, and leaves the client committed to action Mentor the mentor has a difference in expertise the mentor listens, but often takes the lead in suggestions and solutions leaves the client committed to action