Balanced Leadership: School Leadership that Works™ Keynote Presentation CREATE June 7, 2006 Version: February 28, 2006

Your assumptions What are your assumptions about the future of schooling in American public education? What are your assumptions about leadership of schools in American public education?

McREL’s assumptions We need to get the most possible out of our schools. In light of the resource, social, political, & design realities facing our schools & their leaders, schools (as currently designed) are not likely to meet the expectations that no child is left behind. We need education leaders who are prepared to deal with the first- and second-order changes implied by both assumptions.

The principal cannot do it alone. New expectations Leading increasingly complex change Relentless focus on improving student achievement Sharing leadership The principal cannot do it alone.

McREL’s research questions What knowledge from the quantitative and qualitative research on: teacher, school, & leadership practices associated with high levels of student achievement & institutional productivity should we use to improve schools?

McREL’s meta-analyses Publication titles Classroom-level practices Classroom Instruction that Works (Marzano, Pickering, & Pollock, 2001) School-level practices & student characteristics What Works in Schools (Marzano, 2003) Leadership responsibilities & practices School Leadership that Works (Marzano, Waters, & McNulty, 2005)

Leadership meta-analysis 5,000 study citations • 3,000 dissertation citations • 2,000 other study citations 69 studies met our criteria for inclusion • Quantitative data • Student achievement as the dependent variable • Standardized scores • Teacher perceptions as the independent variable

Findings from McREL’s meta-analysis There is a relationship between leadership and student achievement — leadership matters. There are 21 leadership responsibilities, each with statistically significant and positive relationships to student achievement. Leaders perceived as strong do not always have a positive impact on achievement.

Finding #1: Leadership & student achievement Average correlation (r) between principal leadership behavior & school achievement is .25 This means … A one standard deviation increase in teacher perceptions of principal leadership is associated with a 10 percentile point gain in school achievement.

Finding #2: Responsibilities & practices 21 leadership responsibilities 66 leadership practices All correlated to student achievement Each correlation is statistically significant

21 leadership responsibilities Affirmation Involvement with CIA Change agent Knowledge of CIA Communication Monitor/evaluate Contingent rewards Optimize Culture Order Discipline Outreach Flexibility Relationships Focus Resources Ideals/beliefs Situational awareness Input Visibility Intellectual stimulation

Finding #3: The differential impact of leadership Leaders perceived as strong do not always have a positive effect on student achievement.

Differential impact: McREL’s interpretation • Focus of the change • Magnitude of the change

Examples of ineffective focus Focus on improving school and classroom practices that are already well developed and implemented. Focus on school and classroom practices that are implemented marginally. Focus on practices that lack evidence for improving student achievement.

Focus of change: Influences on student learning School 1. Guaranteed & Viable Curriculum 2. Challenging Goals & Effective Feedback 3. Parent & Community Involvement 4. Safe & Orderly Environment 5. Collegiality & Professionalism Teacher 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design Student 9. Home Environment 10. Learned Intelligence/Background Knowledge 11. Motivation

The same change can be perceived McREL’s view of change The magnitude of 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.

Magnitude of change: Common labels Incremental Fundamental Technical Adaptive Continuous Discontinuous First-order Second-order McREL uses labels based on the implications of change rather than the type of change.

What is a factor analysis? Definition: A statistical procedure that reduces a set of items on a measuring instrument into a smaller number of dimensions called factors¹ Purpose: To understand the nature of underlying patterns among factors Requirements: Scientific procedures and interpretation ¹Lauer, P. A. (2004). A policymaker's primer on education research: How to understand, evaluate, and use it. Aurora, CO: McREL, and Denver, CO: ECS. Available from www.ecs.org/researchprimer

McREL’s leadership factor analysis 92-item online survey (Sept.2003-Feb.2004) 652 principal responses (reliability of .92) Data used to understand how the leadership responsibilities are related AND degree to which principals are fulfilling responsibilities: • Change initiatives • Relationship of change to leadership responsibilities • Inter-correlations among the responsibilities

Findings from McREL’s factor analysis Two major factors: first-order change and second-order change 21 responsibilities with positive correlations to changes perceived as first order 11 responsibilities with correlations to changes perceived as second order

Finding #4: Two major factors • First-order change • Second-order change Insufficient evidence to collapse any of the 21 leadership responsibilities

Finding #5: First-order change implications 1. Monitor/evaluate 2. Culture 3. Ideals and beliefs 4. Knowledge of CIA 5. Involvement in CIA 6. Focus 7. Order 8. Affirmation 9. Intellectual stimulation 10. Communication 11. Input Relationships (.18) Optimize Flexibility Resources Contingent rewards Situational awareness (.33) Outreach Visibility Discipline Change agent (Marzano, Waters, & McNulty, 2005)

Knowledge of curriculum, instruction, & assessment Optimize Finding #6: Factor One Second order change implications (7 positively correlated responsibilities) (rank ordered) Knowledge of curriculum, instruction, & assessment Optimize Intellectual stimulation Change agent Monitor/evaluate Flexibility Ideals/beliefs (Marzano, Waters, & McNulty, 2005)

Culture Communication Order Input Finding #6: Factor One Second order change implications (4 negatively correlated responsibilities (rank ordered) Culture Communication Order Input (Marzano, Waters, & McNulty, 2005)

The Balanced Leadership Framework™ Purposeful Community Leadership FOCUS School practices Classroom practices Student characteristics MAGNITUDE Create demand Implement Manage transitions Monitor & evaluate

The Millenial Generation Boomers (1943–1960) Superintendents and central office Gen X (1961–1981) Principals Gen Y (1982–2000) Teachers Tweens (10–12 year olds today) Students Millennials 70-75 Million

Leaving the leadership comfort zone “…we should be calling for leadership that will challenge us to face problems for which there are no painless solutions . . . problems that require us to learn in new ways.” ~ Ronald A. Heifetz

For more information Visit the McREL Web site • www.mcrel.org jschumacher@mcrel.org Visit McREL’s online newsroom • www.mcrel.org/newsroom • Click on “education topics” • Click on “leadership”

Affirmation The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Recognizes and celebrates school accomplishments and acknowledges failures Systematically and fairly recognizes the accomplishments of teachers and staff Systematically and fairly recognizes and celebrates the accomplishments of students Systematically and fairly recognizes the failures of and celebrates the accomplishments of the school as a whole

Change Agent The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Is willing to and actively challenges the status quo Consciously challenges the status quo Is willing to lead change initiatives with uncertain outcomes Systematically considers new and better ways of doing things Consistently attempts to operate at the edge versus the center of the school’s competence

Communication The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Establishes strong lines of communication with teachers and among students Is easily accessible to teachers and staff Develops effective means for teachers and staff to communicate with one another Maintains open and effective lines of communication with teachers and staff

Contingent Rewards The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Recognizes & rewards individual accomplishments Recognizes and rewards individual accomplishments Uses performance versus seniority as the primary criteria for rewards and recognition Uses hard work and results as the basis for rewards and recognition Recognizes individuals who excel

Culture The extent to which the principal ... Practices Used to Fulfill the Areas of Responsibility Fosters shared beliefs & a sense of community and cooperation Promotes a sense of well being among teachers and staff Promotes cohesion among teachers and staff Develops an understanding of purpose among teachers and staff Develops a shared vision of what the school could be like Promotes cooperation among teachers and staff

Discipline The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Protects teachers from issues and influences that would detract from their teaching time or focus Protects instructional time from interruptions Protects/shelters teachers and staff from internal and external distractions

Flexibility The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent Is comfortable with making major changes in how things are done Encourages people to express diverse opinions contrary to those held by individuals in positions of authority Adapts leadership style to the needs of specific situations Is directive or non-directive as the situation warrants

Focus The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Establishes clear goals and keeps those goals in the forefront of the school’s attention Establishes high, concrete goals and expectations that all students meet them Establishes high, concrete goals for curriculum, instruction and assessment practices within the school Establishes high, concrete goals for the general functioning of the school Continually keeps attention on established goals

Ideals/beliefs The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Communicates and operates from strong ideals and beliefs about schooling Possesses well-defined beliefs about schools, teaching, and learning Shares beliefs about school, teaching, and learning with the teachers and staff Demonstrates behaviors that are consistent with beliefs

Input The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Involves teachers in the design and implementation of important decisions Provides opportunities for teacher and staff input on all important decisions Provides opportunities for teachers and staff to be involved in developing school policies Uses leadership teams in decision-making

Intellectual Stimulation The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Ensures that the faculty and staff are aware of the most current theories and practices and makes the discussion of these a regular aspect of the school culture Keeps informed about current research and theory on effective schooling Continually exposes teachers and staff to cutting-edge research and theory on effective schooling Fosters systematic discussion regarding current research and theory on effective schooling

Involvement in CIA The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Is directly involved in the design and implementation of curriculum, instruction, and assessment practices Is directly involved in helping teachers design curricular activities and address assessment and instructional issues

Knowledge of CIA The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Is knowledgeable about current curriculum, instruction, and assessment practices Possesses extensive knowledge about effective curricular, instructional, and assessment practices Provides conceptual guidance regarding effective classroom practices

Monitor/evaluate The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Monitors the effectiveness of school practices and their impact on student learning Continually monitors the effectiveness of the school’s curricular practices. Continually monitors the effectiveness of the school’s instructional practices. Continually monitors the effectiveness of the school’s assessment practices. Remains aware of the impact of the school’s practices on student achievement.

Optimize The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Inspires and leads new and challenging innovations Inspires teachers and staff to accomplish things that might be beyond their grasp. Is the driving force behind major initiatives. Portrays a positive attitude about the ability of teachers and staff to accomplish substantial things.

Order The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Establishes a set of standard operating procedures and routines Provides and reinforces clear structures, rules, and procedures for teachers and staff. Provides and reinforces clear structures, rules, and procedures for students. Establishes routines for the effective running of the school that teachers and staff understand and follow.

Outreach The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Is an advocate and spokes- person for the school to all stakeholders Ensures the school complies with all district and state mandates. Is an advocate of the school with the community at large. Is an advocate of the school with parents. Is an advocate of the school with central office.

Relationships The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Demonstrates awareness of the personal aspects of teachers and staff Is informed about significant personal issues within the lives of teachers and staff. Maintains personal relationships with teachers and staff. Is aware of the personal needs of teachers and staff. Acknowledges significant events in the lives of teachers and staff.

Resources The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Provides teachers with materials and professional development necessary for the successful execution of their jobs Ensures that teachers and staff have the necessary materials and equipment. Ensures that teachers and staff have the necessary professional development opportunities that directly enhance their teaching.

Situational Awareness The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Is aware of the details and the undercurrents in the running of the school and uses this information to address current and potential problems Is aware of informal groups and relationships among teachers and staff Is aware of the issues in the school that have not surfaced but could create discord Accurately predicts what could go wrong from day to day

Visibility The extent to which the principal... Practices Used to Fulfill the Areas of Responsibility Has quality contacts and interactions with teachers and students Makes systematic and frequent visits to the classroom. Is highly visible to students, teachers, and parents. Has frequent contact with students.