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

2. 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

4. 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.

5. What factor has the greatest Impact on Student Learning?

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

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

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

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

12. Quality of Teaching

13. Professional Development

14. Relationships

15. Formative Evaluation

16. 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

17. 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

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

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

20. Better principals=higher student achievement

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

22. 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

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

24. 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

25. 25

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

27. 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

28. 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

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

30. 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

31. 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

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

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

34. 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

35. 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

36. 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

37. Dr. Mike Pomarico
KASB
Dr. Doug Moeckel