THE PRINCIPAL: Three Keys To Maximizing Impact A Facilitator’s Guide

THE PRINCIPAL: Three Keys To Maximizing Impact A Facilitator’s Guide
By Michael Fullan Jossey-Bass | 2014 | ISBN: A Facilitator’s Guide By Joanne Quinn and Eleanor Adam J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.
OVERVIEW OF THE MODULES MODULE PURPOSE CONTENT PROCESS INTRODUCTION PREFACE Provides an overview of the key themes of the book and the content of the preface. Introduction Community Builder Learning Journal Presentation Quote Walkabout CHAPTER 1 Outmoded Provides a guide for challenging thinking about the key themes of the book and a rationale for the new role for the Principal. Predicting key concepts Anticipation guide Turn & talk CHAPTER 2 Vices and Virtues Provides a overview of the role of urgency in change and examines the four wrong choices for driving policy. Urgency and Change Four Choices for Driving Policy The Transformative vs Instructional Leader Go to the Wall Self Assessment CHAPTER 3 The First Key— Leading Learning Provides an overview of the research on effective Principals and examines the role of Principal as Lead Learner in building the professional capital of staff. Research about The Principal’s New Role Professional Capital: a framework for Leading learning Jigsaw What? So What? Now What? Advance organizer Video case Placemat advance organizer CHAPTER 4 The Second Key—Being a District and system Player Provides an examination of the new role of the Principal as a District and System Player. Explores the concept of district-wide coherence. Being a District and System Player Inter-district development District coherence Point and Go Group discussion Think Pair Share Say Something Wrap Around Debrief CHAPTER 5 The Third Key— Becoming a Change Agent Provides an organizer for examining the skills of Principals as Agents of Change. Being an Agent of Change Skills for leading change Understanding the Change competencies Read, Retell Relate, Reflect Advance Organizer CHAPTER 6 The Future is Now Examines change challenges and effective strategies. Provides an example of the leader’s new role in action Consolidates themes and provides a process for designing a Maximizing Impact Plan Insights Dealing with change challenges: The Digital Revolution and the CCSS The Leader’s New Role in Action Consolidation of Themes Moving to Action Learning journal Point and Go Video Case/ placemat Maximizing Impact Plan J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

The Facilitator’s Guide to
The Principal: Three Keys to Maximizing Impact The Principal: Three Keys to Maximizing Impact by Michael Fullan acknowledges the importance of the role of principal leadership in schools but makes a strong argument for an urgent change in the role. He defines the new leadership comprised of three key elements: Lead Learner (vs. Instructional Leader), District and System Player, and Change Agent. By changing the role, principals will be more effective in realizing their moral imperative—success for all students—and will feel a greater sense of satisfaction. As such, this book is ideal for in-depth study by current and aspiring leaders. This Study Guide is intended for use with educators who are engaged in the process of deepening the understanding of the role of the principal and who are willing to change to be more effective. The Study Guide incorporates evidence-based strategies designed to promote deeper understanding through focused large- and small-group (two to four participants) discussion. When participants discuss, experience, and teach others, learning improves. Participants will build capacity by learning from one another and create system coherence through the development of common language and knowledge. All strategies are transferrable to faculty meetings and to classrooms. The Learning Loop provides the foundation for the Study Guide. Included are a script, slides, and worksheets for the preface and each chapter. A Learning Journal is introduced in the Preface Section of the Book Study Guide and is designed to encourage reflection. Since the Journal is personal, it may be completed electronically or in written form and may include graphic organizers or drawings. Participants will share journals with a learning partner at the conclusion of the book study. This journal is not intended to be evaluative but rather a strategy for moving to action. Read and Reflect Interaction with Peers Application in Context Refection through the Learning Journal J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Introduction: Preface PURPOSE Provides an overview of the key themes of the book and the content of the preface. TIME 45 minutes PARTICIPANT WORKSHEETS Quote Walkabout Learning Journal SLIDES 1-3: Introduction 4-6: Quote Walkabout 7-8: Importance of the Leadership 9-10: Learning Journal J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Introduction Facilitator’s Script Preface Time (min) Content Process Resources 5 Introduce the purpose of the book using the two quotes Presentation Slides 1-3 20 Connect the group as a community of learners using the Quote Quick Write and Walkabout. Participants select one of the six quotes that has the most meaning for them and jot down the reasons for their choice on the advance organizer. Participants meet up with a partner and share their quotes and rationale. Repeat the cycle with a second partner. Debrief the key ideas by having 2 or 3 share with the large group Use the two quotes to highlight the importance of leadership what leaders need to know about leading others. Quote Walkabout Slides 4-6 Worksheet Slides 7-8 Introduce the Learning Journal as an advance organizer participants can use track new learning on the three roles of the Principal as: Lead Learner District and System Player, and Agent of Change. Learning Journal Advance Organizer Slides 9-10 10 Ask participants to share in partners how they might use the log and apply insights as they work through the chapters. Think Pair Share J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Quote Walkabout Quote Reflection 1 Humans are fundamentally motivated by two factors: doing things that are intrinsically meaningful to themselves, and working with others—peers, for example—in accomplishing worthwhile goals never before reached. If principals can get the knack of stimulating and enabling these organic forces, then fundamental changes will occur in rapidly accelerating time frames, transforming stodgy or moribund school systems into dynamic learning environments. p.7 2 …the new role of the principal as I see it emerging…. is a trio of parts, the most central of which is learning leader—one who models learning, but also shapes the conditions for all to learn on a continuous basis …..Flanking that part of the role, at this stage of our redirection, will be two others: system player and agent of change . p.9 3 A crisis without a strategy is a recipe for random action and growing frustration. p. 23 4 You don ’t get( shared) depth at a workshop; you don’t get it just by hiring great individuals; you don’t get it just through evaluations. And you don’t get it through congenial relationships. You develop shared depth through continuous learning, by solving problems, and by getting better and better at what you do. Developing expertise day after day by making learning and its impact the focus of the work is what pays off . Expertise, individual and collective, is what counts. p.82 5 The fact is, most effective leaders want to make a contribution beyond their own borders. I have met scores of such leaders, and they are not megalomaniacs but in fact the opposite. They are humble. But they want to learn more, and they want to think that they have something to offer that will benefit others. They don’t want money or glory, but they do want a bigger platform from which to maximize their impact. They make perfect change agents, because they push upward and laterally from the bottom and the middle. p.116 6 Facing the unpredictable, principals must be able to handle a good deal of ambiguity while displaying strong lead learner qualities….. Our change agent principals operate very well under these conditions because they help the group work toward clarity and effectiveness under difficult circumstances. p. 145 J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Learning Journal The Principal: Three Keys to Maximizing Impact Keys Provide evidence of your current use. Identify two ways to deepen use. 1. Leading Learning 2. Being a District and System Team Player 3. Becoming a Change Agent J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter One: Outmoded PURPOSE Provides a guide for challenging thinking about the key themes of the book and a rationale for the new role for the Principal. TIME 25 minutes PARTICIPANT WORKSHEETS Anticipation Guide SLIDES 1-5: Anticipation Guide 6-9: Student, Teacher and Principal Satisfaction 10-11: Changing Role of The Principal J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter 1 Facilitator’s Script Outmoded Time (min) Content Process Resources 15 Participants think about the issues and concepts of the book by responding individually to the anticipation guide statements and completing the “before” column. Participants share their responses with two other colleagues. Anticipation Guide Slides 1-5 Worksheet 10 Highlight the changing role of the Principal by referencing the increasing boredom of students and teachers and lessened job satisfaction of Principals. Form partners and use a turn and talk strategy to discuss why students, teachers and principals may be bored and feel a lack of satisfaction. Presentation Turn & Talk Slides 6-9 5 Conclude with the graphic depicting the 3 keys to the new role of the Principal: Leading Learning Being a district and system player, and Becoming an agent of change. Slides 10-11 J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Anticipation Guide Before Consider these: After Agree Disagree Teachers are bored. The principal’s most important role is that of instructional leader. Schools function best as autonomous organizations. Teacher appraisal systems will ensure better quality of teaching and student success. Learning is the work. Technology is the answer to improving student learning. The principal’s role is too complex. Having too much “moral imperative” (passion for the work) can be detrimental. The boundary between the school and the outside is becoming more permeable. This has opened up an exciting new (and daunting) work for principals. J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter Two: Vices and Virtues PURPOSE Provides a overview of the role of urgency in change and examines the four wrong choices for driving policy. TIME 70 minutes PARTICIPANT WORKSHEETS Self Assessment of the Drivers SLIDES 1-5: Urgency of Change 6-9: Four Drivers for Change 10-11: Go to the Wall 12: Self Assessment 13-16: The Principal’s New Role J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter 2 Facilitator’s Script Vices and Virtues Time (min) Content Process Resources 10 Introduce the rationale for the changes in the Principal’s role. Discuss the concept of “Urgency” as part of the change process. Refer to the 3 decades of change and their impact on Principals. Use a turn and talk to discuss the type of urgency they feel in their roles. Presentation Turn & talk Slides 1-5 40 Examine the Four Wrong Choices in Driving Policy using the Go to the Wall strategy. Form pairs and then as 3 pairs to form a group of 6. Letter off pair A, B &C. Assign reading as shown on slide 11. Each pair reads their assigned section and summarizes the key ideas on chart paper. The three pairs reconvene and post the three charts beside each other on the wall. Each pair will teach back their section to the other pairs. Debrief with the large group eliciting key ideas for each driver. Go to the Wall Slides 6-11 Reading pgs Chart paper Markers 5 Use the self assessment organizer to have pairs discuss where they see their district / school in the use of the drivers and how they could use the right drivers more effectively Discussion Four Wrong choices Self Assessment Advance Organizer Slide 12 Worksheet 1 Reference the discussion of roles of Transformative and Instructional leaders as outlined in the chapter. Form new pairs that have not worked together before and as them to reflect on their role as an Instructional Leader versus a Lead Learner. Lead a large group discussion of he the new role of principal. Think Pair Share Slides 13-16 J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Self Assessment of the Drivers Wrong Right Accountability Capacity Building Individualistic Solutions Collaborative Effort Technology Pedagogy Fragmented Strategies Systemness 1. Where is your School/District placing the emphasis for leading change? How could your district increase the use of the right drivers? J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter Three: The First Key— Leading Learning PURPOSE Provides an overview of the research on effective Principals and examines the role of Principal as Lead Learner in building the professional capital of staff. TIME 90 minutes PARTICIPANT WORKSHEETS What? So What? Now What? Park Manor Case Study Placemat SLIDES 1-4: The Principal’s New Role 5-8: A Review of the Research 9-13: Professional Capital Defined 14-19: Case Study Video: Park Manor School 20: Principal as Lead Learner J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter 3 Facilitator’s Script The First Key—Leading Learning Time (min) Content Process Resources 5 Introduce the graphic depicting the three keys of the new role of the Principal. Indicate this session will focus on the role of the Principal as Lead Learner Presentation Slides 1-4 40 Investigate the current research on the role of the Principal using a jigsaw strategy. Form groups of 3 and letter off 1,2,3. Assign reading as shown on slide 4. Have participants use the organizer -What? So What? Now What? Use the “What?” column to record the key ideas in the passage. Each person teaches back their section. Partners record additional notes in the “What” column. After teaching back a section the group should discuss and record in the appropriate column: implications of what they have read under “So What” actions they might take as a result of this knowledge in the “Now What” column Share back with the large group the kind of actions that may be taken as a result of the research they shared. Jigsaw What?, So What?, Now What? Advance Organizer. Large group discussion Slides 5-8 Worksheet 10 Introduce the concept of Professional Capital as a framework for leading learning. Review the definitions of Human capital Social capital and Decisional capital Slides 9-13 J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter 3 Facilitator’s Script The First Key—Leading Learning Time (min) Content Process Resources 40 Use the Park Manor Video Case Study [ to examine professional capital in action. Form groups of 4 and assign each member one corner of the placemat. Participants will record observations on the placemat while viewing. You may want to stop the video midpoint and have the group discuss their observations then continue the video viewing and discuss part 2. Debrief as a large group using the Wows and Wonders questions What was interesting? What Questions do you have? Video case Placemat Advance organizer Slides 14-19 Worksheet Summarize using the final quote on slide 20 Slide 20 J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

What Research Tells Us: What? So What? Now What? Advance Organizer
Researcher What? Key Points So What? What are the implications of the research? Now What? What will I do differently as a result? Viviane Robinson Helen Timperley & Ken Leithwood Lyle Kirtman Tony Bryk J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Park Manor Middle School Video Case Study Evidence of Professional Capital Social Capital… collaboration to improve student learning Human Capital… improvement of teaching Decisional Capital… how decisions are made Evidence of Principal as Lead learner J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter Four: The Second Key— Being a District and System Player PURPOSE Provides an examination of the new role of the Principal as a District and System Player. Explores the concept of district-wide coherence. TIME 60 minutes PARTICIPANT WORKSHEETS SLIDES 1-5: Being a District and System Player 6-7: Intradistrict Development 8-10: District Coherence 11-13: Strategy for District Coherence 14: Maximizing your Impact J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter 4 Facilitator’s Script The Second Key–Being a District and System Player Time (min) Content Process Resources 10 Review the graphic showing the 3 keys to maximizing impact using the graphic in slide 2. Introduce the Principal’s new role as a district and system player using the quote on slide 3. Use a Point and Go strategy to form trios. Ask the trios to discuss the quote noting: What are the positives? What are the challenges Presentation Point & Go Slides 1-5 Introduce the concept of building external networks and partnerships using the quote on slide 5. Share strategies for intra-district development using slide 6. Discuss with the large group other examples of intra-district connections Record these on chart paper or the ppt slide. Group discussion Slides 6-7 20 Introduce the concept of coherence which occurs when there are shared mindsets and understandings about the goals and strategies for achieving improvement. Use slide 9 to describe the four quadrants that result depending on the degree of connection across the organization and the degree of vertical connections. Atomistic Informal networking Line authority System coherence Use a think pair share to discuss: How coherent is our district? What could we do to be more coherent? Think Pair Share Slides 8-10 J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter 4 Facilitator’s Script The Second Key–Being a District and System Player Time (min) Content Process Resources 20 Use the Say Something strategy to examine how district 96 built coherence. Form pairs. Each pair will identify a place to stop reading midway through the passage. Pairs will have a brief discussion of key ideas at the midpoint and end of the passage. Debrief in the large group having the pairs suggest ways for school to school sharing. Say Something Group discussion Slide 11-13 Reading pages Summarize the chapter using slide 13 Slide 14 J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter Five: The Third Key— Becoming a Change Agent PURPOSE Provides an organizer for examining the skills of Principals as Agents of Change. TIME 45 minutes PARTICIPANT WORKSHEETS Read, Retell, Relate, Reflect Advance Organizer SLIDES 1-5: The Principal as Change Agent 6-11: Change Competencies for Leading Change J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter 5 Facilitator’s Script The Third Key–Becoming a Change Agent Time (min) Content Process Resources 10 Introduce the third key, becoming a change agent, using a think pair share Share a time when you made a significant change to improve student learning. Debrief by eliciting a few couple of examples from the group. Use slides 4 and 5 to discuss the role the Principal plays as a change agent. Think Pair Share Large group discussion Presentation Slides 1-5 25 Outline Kirtman’s 7 strategies for leading change Use a jigsaw and the Read, Retell, Relate Reflect advance organizer to examine the 7 change competencies. Form groups of 3 and number off 1,2,3. Assign reading as shown on slide 8. Steps 1-3 are done as individuals and step 4 as a group Step 1: READ- record key ideas Step 2: RETELL- be prepared to retell a summary of the competency you are assigned Step 3: RELATE- give a personal connection or example Step 4: REFLECT on ways you could deepen the competency Jigsaw Read, Retell, Relate, Reflect Advance Organizer Slides 6-10 Worksheet Summarize the role of Principal as Agent of Change using the quote on slide 10 Slide 11 J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Competencies for a Change Leader Read, Retell, Relate, Reflect
Competency Read and record key ideas Relate to your experiences Reflect on how to deepen your skills Challenge the Status Quo Build Trust Create a Commonly Owned Plan Focus on Team and Self Have a Sense of Urgency Commit to Continuous Improvement Build External Networks and Partnerships J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter Six: The Future is Now PURPOSE Examines change challenges and effective strategies. Provides an example of a leader’s new role in action Consolidates themes and provides a process for designing a Maximizing Impact Plan. TIME 90 minutes PARTICIPANT WORKSHEETS Video Case Study: The New Leader in Action Maximizing Impact Plan SLIDES 1-3: The Principal’s New Role 4-5: The Learning Journal 6-9: The Unplanned Digital Revolution 10-15: Video Case Study: Central Peel Secondary School 16-17: Anticipation Guide Moving to Action J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter 6 Facilitator’s Script The Future is Now Time (min) Content Process Resources 15 Review the 3 Keys of the Principal’s new role using the graphic and quote. Ask participants to review their Learning Journals and select an insight to share. Use the point and go strategy to form pairs Presentation Point and Go Slides 1-3 Slides 4-5 10 Highlight the two types of change challenges facing Principals today: the unplanned digital revolution and the CCSS. Lead a discussion of the changes participants are facing. slides 6-9 40 Use a video case to consolidate the 3 Keys and to see a leader in Action. Introduce the Central Peel Secondary School video [ Form trios. Assign one segment of the placemat to each member and have them record observations: Agent of change Lead Learner Being a District and System Player Debrief using the elements of success and ways to Create conditions for success on slides 14 & 15. Video Case Study Central Peel SS. Placemat Advance organizer Slides 10-15 Worksheet J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Chapter 6 Facilitator’s Script The Future is Now Time (min) Content Process Resources 20 Consolidate the key themes by asking the participants to complete the “After” column of the Anticipation guide from Chapter 1. Share how their thinking has changed with a colleague Anticipation guide Paired reflection Slides 16-17 Move to action by providing the Maximizing Impact Plan worksheet to apply the ideas to their role. Participants should select one change issue or challenge on which they would like input. Form two lines facing each other. Line A shares their issue and the partner in line B gives suggestions.( 3 min.) Reverse roles. Repeat the cycle two times. Close with the quote on slide 22 Maximizing Impact Plan advance organizer Consulting Line Slide 18 – 22 Worksheet J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

Maximizing Impact Plan Key Questions Reflections What are the PUSH-PULL dynamics in your situation? What change are you willing to fight for? What steps will you take to create conditions for success? 1. 2. 3. 4. What have your learned from the 3 roles that will help you? J. Quinn & E. Adam. © John Wiley & Sons, Inc. All rights reserved.

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