McREL’s Balanced Leadership Dr. Doug Moeckel KASB Leadership Services

The willingness to adapt… It is not the strongest of the species that survives, nor the most intelligent that survives. It is the most adaptive to change. Charles Darwin

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

What factor has the greatest Impact on Student Learning?

District, School, Teacher on Reading Achievement Gain-50th Average Superior 10 Excellent 20 7 13

District, School, Teacher on Math Achievement Gain-50th Average Superior 14 Excellent 26 9 17

Warm Demanders Sentimentalists Sophisticates Traditionalists Strong with Students Relationship Sentimentalists Low High Student Expectations Sophisticates Traditionalists Weak

Visible Learning John Hattie A synthesis of over 800 meta-analyses relating to achievement.

Quality of Teaching

Professional Development

Relationships

Formative Evaluation

There are three basic skills that students need if they want to thrive in a knowledge economy: the ability to do critical thinking and problem-solving; the ability to communicate effectively; the ability to collaborate. Tony Wagner, the Harvard

Six findings from McREL’s meta-analysis School Level Leadership Matters 21 leadership responsibilities The Differential Impact Two major factors First and Second Oder Change Responsibilities that are positively correlated are first order change Some responsibilities that are negative correlated are second order change

Balanced Leadership Framework® Purposeful Community School-Level Leadership Focus of Leadership Magnitude of Change BL Framework Leadership School-level leadership District-level leadership 18

Meta-Analysis Dependent variable was always student achievement. Independent variable was “leadership” Quantitative- standardized student achievement Qualitative- perceptions of principal by teachers

Better principals=higher student achievement

21 leadership responsibilities 66 leadership practices All correlated to student achievement Each correlation is statistically significant 21 21

Leadership Responsibilities Focus of Leadership Magnitude of Change Purposeful Community Contingent rewards Discipline Focus Involvement in curriculum, instruction, and assessment Order Outreach Resources Change agent Flexibility Ideals/beliefs* Intellectual stimulation Knowledge of curriculum, instruction, and assessment Monitor/evaluate Optimize Affirmation Communication Culture Input Relationships Situational awareness Visibility 22 22

Use of all available assets Purposeful Community Outcomes that matter to all Agreed-upon processes Use of all available assets Collective efficacy 23 23

Characteristics of a Purposeful Community Accomplish purpose and produce outcomes that matter to all Development and use of all available assets Agreed-upon processes Collective efficacy Collective efficacy is the characteristic that distinguishes purposeful community from other theories about communities. 24 24

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Not all principals that are perceived as strong leaders have a positive effect on student achievement.

Three Reasons: Focused on practices that don’t work well If principals don’t take into account the magnitude of change. Poor implementation and support of change

Balancing Leadership for Change What an organization needs from its leader depends on the magnitude of change for the organization. Direct Support Answer Question Step up Step back UPDATE SLIDE 28 28

Two major factors First-Order change Second-Order change 29 29

Do stakeholders perceive the change as . . . First or Second Order? Do stakeholders perceive the change as . . . An extension of the past? A break with the past? Consistent with prevailing organizational norms? Inconsistent with prevailing organizational norms? Congruent with personal values? Incongruent with personal values? Easily learned using existing knowledge & skills? Requiring new knowledge and skills? First-Order Implications Second-Order Implications 30

Responsibilities positively correlated with change perceived as second order (rank ordered) Knowledge of curriculum, instruction, and assessment Optimize Intellectual stimulation Change agent Monitor/evaluate Flexibility Ideals/beliefs (Marzano, Waters, & McNulty, 2005) 31 31

Responsibilities negatively correlated with change perceived as second order (rank ordered) Culture Communication Order Input (Marzano, Waters, & McNulty, 2005) 32 32

Phases of the Change Process Create Demand Monitor and Evaluate Implement 1st Order Manage Personal Transitions 2nd Order 33 33

Influences on Student Learning School 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism Teacher 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design Student 9. Home Environment 10. Learned Intelligence and Background Knowledge 11. Motivation 34 34

Influences on Student Learning Focus of Leadership School 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism Teacher 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design Student 9. Home Environment 10. Learned Intelligence and Background Knowledge 11. Motivation 35

The Balanced Leadership Framework™ Collective Efficacy Outcome that matter to all Use of all available assets Agreed upon process Leadership FOCUS School practices Classroom practices Student characteristics MAGNITUDE Create demand Implement Manage transitions Monitor and evaluate

Dr. Mike Pomarico KASB mpomaric@kasb.org Dr. Doug Moeckel dmoeckel@kasb.org 800-432-2471