Courageous, Collaborative Leadership Patti Kinney President, National Middle School Association Principal, Talent Middle School

work with people problem-solve listen communicate organize laugh at oneself be patient Leadership is … the ability to

school management budgeting staff supervision student discipline district office requirements and on and on! Leadership is … dealing with the never-ending responsibilities of

Leadership is … being an instructional leader with the best interests of students at heart establishing a culture where teachers, parents, community members, and students work together to turn a shared vision of high expectations into reality thinking outside-the-box to continually challenge the status quo in the name of school improvement

Creative Leadership requires … A passion for your work Independence Ability to set goals Originality Flexibility Wide range of interests Intelligence Self-motivation

Research also gives credence to the critical nature of leadership in transforming schools. High-performing middle schools have high-performing, learning-centered leaders – principals and teachers – working collaboratively to enhance student learning. Research and Resources in Support of This We Believe (NMSA, 2003) One of the most consistent findings in educational research is that high-achieving schools have strong, competent leaders. Turning Points 2000

How leadership influences student learning (Wallace Foundation 2005) 1. Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school. 2.Leadership effects are usually largest where and when they are needed most

How leadership influences student learning (Wallace Foundation 2005) Three sets of practices make up the basic core of successful leadership practices: setting directions developing people redesigning the organization

Courage derived from the French word coeur meaning heart

Billy Elliot

Group Task … As a group discuss … What are examples of courage displayed in the video clip? What is your definition of courage? How does your definition of courage apply to your position as a leader? What are some personal examples of courageous leadership?

It begins with a vision Leadership is the capacity to translate vision into reality Warren G. Bennis

The pig who knew what he wanted to do!

Vision begins in the mind and heart of the school leader be developed, nurtured, and shared with others before it can become a full-fledged reality Be based on a set of sound educational beliefs that speak to the dignity, equality, and uniqueness of the students served by the school. be able to clearly articulate these beliefs and demonstrate by both actions and words that he or she holds firm to them. requires courage to challenge practices that are detrimental to students or to deal with issues or situations that are out of alignment with the school ’ s vision.

“ If you don ’ t know where you are going, you will end up somewhere else. ” Yogi Berra

Group Task: Vision What are three words that capture the essence of your vision for your school? What evidence of your vision would a visitor see at your school? What area of your vision needs to be given additional attention?

A culture of collaboration and shared decision-making

If you attempt to implement reforms but fail to engage the culture of a school, nothing will change. Sylvester Sarason

Healthy School Climates Honest, open communication High expectations Trust and confidence Recognition and appreciation Teacher involvement in decision making Collegiality Caring and humor Traditions that strengthen school culture

Toxic School Cultures Blame students/parents for lack of progress Lack a clear sense of purpose Have few traditions to celebrate what is good Avoid seeking new ideas because they believe they are doing the best they can Rarely have collegial gatherings to share materials, ideas, or solutions to school problems Share stories that are discouraging and demoralizing

To sustain change, the principal must nurture a culture that … Promotes teamwork Encourages debate on effective practices Values input from all members of the school community Cultivates leadership skills in others Empowers others to make decisions and enact changes

Today ’ s principal must … Ask questions rather than provide all answers Facilitate the process of school improvement rather than prescribe how it should be done Suggest alternatives to former policies and practices rather than mandate the ones that will be used

Today ’ s teacher must … Participate in discussions regarding their professional practices Be involved members of the school, seeking ways to make curriculum integrative, relevant, and challenging for ALL students Collectively share expertise to help the school solve problems, make decisions, and set policy

A passion for young adolescents Is it best for the students?

Creating Great Schools Every Teacher a Leader Every Leader a Teacher Every Child a Success by Phil Schlechty

Advocacy is no longer an option advocacy - local level Superintendent, board members, key community members, parents Advocacy - state level Policy makers, state legislators, Department of Education ADVOCACY - national level Federal officials, congressmen, senators

A role model for risk-taking and reflective learning Example is not the main thing in influencing others. It is the only thing. Albert Schweitzer

Take a Risk! On a blank sheet of paper, draw a pig!

Do our students and staff see us … Trying new things? Admitting we don’t have the solution for every problem? Making mistakes and learning from them? Sending the message it’s okay not to know something, but it’s NOT okay to refuse to seek out the answer?

Risk Taking … It’s the very action of taking a risk, rather than the result, that creates the opportunity for personal growth The very definition of taking a risk implies a chance of loss or harm, be prepared to model how best to handle the consequences of an unsuccessful endeavor.

Reflective learners are risk takers Try new things to learn new things Re-examine and challenge their professional practices Take charge of their own learning Build a culture of learning - for both students and staff

Risk Taking and Reflection: Key elements in school improvement School improvement is about people improvement Challenging, changing, refining, strengthening the pedagogy, beliefs, and values of those who work together in the school. Professional development is infused into the school routine Sharing/discussion of professional articles, existence of study groups, exchange of new ideas, action research, formal/informal discussions regarding best practices, commitment to student success

An acceptance of responsibility for student achievement

We need leaders committed to: Hiring teachers that are highly qualified AND highly effective Those who understand developmental needs, competent in content, skilled in delivering instruction, knowledgeable of appropriate assessment practices… Ensuring new teachers are effectively inducted into school culture through mentoring and professional development Helping teachers develop the skills, knowledge, and resources necessary to make effective learning-based decisions.

Encourage effective teaching by: Providing feedback that promotes effective instruction Analyzing and using data to drive school achievement Keeping the school focused on maintaining high expectations for every student

School Leadership that Works Marzano, Waters, McNulty (ASCD) Research Project 21 Leadership responsibilities and their correlation to student achievement

Affirmation - recognize and celebrate school accomplishments Change Agent - actively challenge the status quo Contingent Rewards - recognize and reward individual accomplishments Communication - establish strong lines with and between teachers and students

Culture - foster shared beliefs and a sense of community/cooperation Discipline - protect teachers from issues and influences that detract from teaching time or focus Flexibility - adapt behavior to the needs of the current situation, comfortable with dissent Focus - establish clear goals and keeps them in the forefront of school’s attention

Ideals/Beliefs - well-articulated and shared Input - involve teachers in design and implementation of decisions and policies Intellectual Stimulation - ensure staff is aware of most current theories and practices, regularly discussed Involvement in Curriculum Instruction, and Assessment - directly involved in design/implementation of curriculum, instruction, and assessment activities at the classroom level

Knowledge of C, I, and A - knowledgeable of current/best practices in these areas Monitoring/Evaluating - monitor the effectiveness of school practices and their impact on student achievement Optimizer - inspire and lead new and challenging innovations Order - establish a set of standard operating principles and routines

Outreach - advocate for and speak about the school to all stakeholders Relationships - demonstrate an awareness of the personal lives of teachers and staff Resources - provide teachers with necessary materials and professional development Situational Awareness - aware of the details and undercurrents in the school and use the information to address current and potential problems Visibility - quality contact and interactions with teachers, students, parents

Group Task … Read through the list of 21 leadership responsibilities and choose your top five in rank order in terms of their impact on student achievement.

Research Results… 1. Situational Awareness 2. Flexibility 3. Discipline 4. Outreach 5. Monitoring/Evaluating 6. Culture 7. Order 8. Resources 9. Knowledge of C, I, and A 10. Input 11. Change Agent 12. Focus 13. Contingent Rewards 14. Intellectual Stimulation 15. Communication 16. Ideals/Beliefs 17. Involvement in C, I and A 18. Visibility 19. Optimizer 20. Affirmation 21. Relationships

A Parable to Remember …

Resources This We Believe in Action, NMSA 2005 Editor, Tom Erb School Leadership that Works, ASCD 2005 Robert Marzano, Timothy Waters, Brian McNulty The Leadership Brain, Corwin Press 2003 David Sousa