General Session The 21 st Century Leadership Challenge

General Session The 21 st Century Leadership Challenge: Leading Second Order Change

20 th Century Expectation: TIME 21 st Century Expectation: PROFICIENCY Perspective The Welsh Congregation’s Dilemma We must build the new system while we’re in the old system

Q - If you LEAD an organization over time, and it significantly improves, what happened to the organization? A- CHANGE

The “Practice” of Leadership Largest-ever Sample for Research on Leadership Practice Marzano, Waters, & Mc. Nulty, 2005 • All studies, 1971 -2001 • > 5, 000 studies of relationship between school leadership & achievement examined • 69 met Mc. REL’s criteria for rigor • 2, 802 schools, all levels, K-12 represented • 14, 000 Teachers • 1. 4 million students

Three Findings • School-level leadership impacts student achievement • Principals use 66 leadership practices to fulfill 21 essential responsibilities that correlate with student achievement. • Strong principals can have either a positive or negative impact on student achievement

Finding #1: School leadership impacts student achievement. • School Leadership that Works: The Effect of Principal Leadership on Student Achievement If principal’s leadership improves from 50 th to 84 th percentile, researchers predict a 10 percentile gain in student achievement

Finding #2 The “Practice” of Leadership • Identified 21 Principal responsibilities that positively correlate with student achievement Marzano, Waters, & Mc. Nulty, 2005 • All 21 responsibilities are important for raising student achievement. All are important in First-order change. • 7 responsibilities are essential for Second-Order change.

Finding #3: Strong leaders who have established purposeful communities can have either a positive or negative impact on student achievement. Why? Leadership

Leadership Purposeful Community

Collective Efficacy: “We can make a difference. ” Building a Purposeful Community • Collective Efficacy - The group members’ shared perception or belief that they can dramatically enhance the effectiveness of an organization. The collective efficacy of the teachers in a school is a better predictor of student success in schools than is the socioeconomic status of the students. Goddard, Hoy, and Hoy, 2004

Definition: Purposeful Community “A purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that matter to all community members through agreed-upon processes. ” Marzano, Waters, Mc. Nulty, 2005

Ø Build a purposeful community Focus on the right things Assess and manage the magnitude of change Focus Magnitude Leadership

Finding #3: Strong leaders who have established purposeful communities can have either a positive or negative impact on student achievement. Why? Leadership

Leadership Focus Magnitude Maintain stability in existing system Challenge normal routines that do not produce results that achieve mission Leadership Purposeful Community

Leadership Focus Magnitude Classroom Research School Research Student Research Create demand Implement change Manage transitions Monitor/Evaluate Leadership Purposeful Community

The Four Phases of Change Create Demand 1 st Order Monitor and Evaluate First Order Change Implement Mc. REL

The Four Phases of Change Create Demand Implement Monitor and Evaluate 2 nd Order Manage Personal Transitions Mc. REL

Leadership Focus Magnitude of Change On the right things Gentle pressure, applied relentlessly Leadership Purposeful Community

How Do We Lead for Systemic Change? • Knowing what to do • Knowing how to do it • Knowing when to do it • Knowing why to do it

“First-Order” Change* • An extension of past knowledge • Implemented with existing knowledge and skills • Within existing paradigms • Consistent with prevailing values and norms • Incremental *Marzano, Waters, Mc. Nulty, 2005

First-Order Change? 1. Professional development to implement new editions of social studies textbooks 2. Reading The Five Dysfunctions of a Team and establishing norms for faculty meetings 3. Implementing a new dress code 4. Revamping the master schedule, moving from 7 periods per day to 6 5. Converting your school to International Baccalaureate (IB) status

“Second-Order” Change* • A break with the past • Outside of existing paradigms • Conflicts with prevailing values and norms • Complex • Requires new knowledge and skills to implement Marzano, Waters, Mc. Nulty, 2005

First- or Second-Order Change? 1. Adopting mathematics textbooks 2. Adding 15 additional minutes of instruction to the school day 3. Moving to non-graded classrooms 4. Assessing writing across the curriculum 5. Standardizing cafeteria menus across all schools in the district to meet new government requirements 6. Implementing new student data management software

First Order Second Order When stakeholders see the change as: When stakeholders: • Consistent with existing values and norms • Are unclear about how it will make things better for them • Advantageous for stakeholders • Must master new knowledge, practices, or approaches to implement the change • Readily implement-able with existing knowledge and resources • Feel the change conflicts with prevailing personal values and organizational norms

First or Second Order Change? It’s a matter of perspective!

Systemic Change School Board Superintendent Strategy Team § Program Design § Achievement Monitoring § School Support Governance Team §Community Engagement §System Values & Policy • Beliefs, Vision, Mission • Goals & Operational Expectations §Superintendent Accountability Leadership Team and Central Staff Principals School Staff Instructional Team § Student Achievement § Program Delivery § School-based Decisions

First or Second Order Change? It’s a matter of perspective!

20 th Century Expectation: TIME 21 st Century Expectation: PROFICIENCY Perspective

Balanced Leadership Framework Responsibilities q q q q q Affirmation Change Agent Communication Contingent Rewards Culture Curriculum, Instruction, Assessment involvement Discipline Flexibility Focus Ideals/beliefs q q q Input Intellectual stimulation Knowledge of C, I, A Monitors/evaluates Optimizer Order Outreach Relationship Resources Situational awareness Visibility

Leadership Focus Magnitude Leadership Purposeful Community

Purposeful Community Focus Magnitude Affirmation Contingent rewards Change agent Communication Discipline Flexibility Culture Involvement C, I, A Ideals/Beliefs Focus Input Order Intellectual stimulation Relationships Outreach Knowledge of C, I, A Situational awareness Resources Monitor/evaluate Visibility Optimize

Balancing Leadership Principal leadership in highly effective schools is: • Helpful but not threatening, • Directive but not overbearing, • Facilitative but not laissez faire. Rosenholtz, 1989 Louis & Murphy, 1994

Balancing Leadership for Change What an organization needs from its leader depends on the magnitude of change occurring for the organization / Direct ------------- Support / / Answer ------------ Question / / / Step up / Manage ------ Step back / Learn

The art of progress is to preserve order amid change and preserve change amid order. ~ Alfred North-Whitehead

7 Responsibilities Critical for 2 nd Order Change** Affirmation Change Agent** Contingent Rewards Communication Culture Discipline Flexibility** Focus Ideals/beliefs** Input Intellectual stimulation** Involvement in C, I, A Knowledge of C, I, A** Monitoring/Evaluating** Optimizer (Optimist)** Order Outreach Relationships Resources Situational Awareness Visibility

7 Responsibilities Critical to Support Second-Order Change 1. 2. 3. 4. 5. Change Agent Flexibility Ideals & beliefs Intellectual stimulation Knowledge of Curriculum Instruction, Assessment 6. Monitor and evaluate 7. Optimizer

Responsibility 1. Change Agent 2. Flexibility 3. Ideals and Beliefs 4. Knowledge of CIA 5. Intellectual Stimulation 6. Monitor and Evaluate 7. Optimizer Definition Practice

Responsibility Definition Practice 1. Change Agent Actively challenge status quo • Challenges status quo • Comfortable leading change • Looks for new, better ways 2. Adapts behavior; OK with dissent • Comfortable making change • OK w/ diverse opinions Flexibility • Well-defined beliefs • Behavior models beliefs 3. Ideals and Beliefs 4. Knowledge of CIA Content, instruction, and assessment • Extensive knowledge • Provides guidance -teachers 5. Intellectual Stimulation Discusses current theory, practice • Keeps informed • Fosters discussions, etc. 6. Monitor and Evaluate Impact and effectiveness of practice • Continually monitors C-I-A • Impact of practice on achievement 7. Optimizer Inspires, leads new & challenging innovation • Inspires; driving force • Positive attitude @ challenges

2 nd order change • Is a horse of a different color from a leadership perspective. To successfully implement a second order change initiative, a school leader must ratchet up her/his idealism, energy, and enthusiasm. • Additionally, he must be willing to live through a period of frustration and even anger from some staff members. No doubt this takes a great personal toll on a school leader and might explain why many promising practices have not led to improved student achievement and ultimately have been abandoned. Ron Heifitz Marzano, Waters, Mc. Nulty

Ideals and Beliefs What Is Our Purpose? • To improve the quality of human life. • To create schools in which every child learns at high levels. To secure America’s future—one student at a time!

What Do We Value? • We put service to students above all else. • We take responsibility for the success of all students. • We care passionately about our work with children. • We build strong, positive relationships with students, staff, parents, and community. • We model and promote civility and integrity.

PAGE 9 Building a Culture of Continuous Improvement What/How We Taught What Students Learned Knowing the connections that enhance and increase learning

Change Agent ~ Leadership is Difficult! • “Perhaps the most revealing aspect of analysis is that some responsibilities are negatively affected by second-order change: ” • Culture (Strongest negative relationship with 2 nd order change) • Communication • Order • Input

Possible perceptions of principal leading 2 nd order change • Team spirit, cooperation, and common language have deteriorated as a result of the innovation (Culture) • Communication has deteriorated as a result of the innovation (Communication) • Order and routine have deteriorated as a result of the innovation (Order) • The level of input from all members of the staff has deteriorated as a result of the innovation (Input)

Pages 12 & 13 Leadership Focus Magnitude Classroom Research School Research Student Research Create demand Implement change Manage transitions Monitor/Evaluate Leadership Purposeful Community

The Four Phases of Change 1 st Order Second Order Mc. REL

Leadership—A Balancing Act • Adaptive work creates risk, conflict, and instability because addressing the issues underlying adaptive problems may involve upending deep and entrenched norms. Thus, leadership requires disturbing people—but at a rate they can absorb. Heifitz

True Leadership is Risky Business • “When exercising leadership, you risk getting marginalized, diverted, attacked, or seduced. Regardless of the form, however, the point is the same. When people resist adaptive work, their goal is to shut down those who exercise leadership in order to preserve what they have. ” Leithwood

The Challenges of Leadership • The more complex society gets, the more sophisticated leadership must become. Michael Fullan • The most essential prerequisite for success is commitment from leaders. Joseph Murphy • Leadership is second only to classroom instruction among all factors that contribute to what students learn in school. Kenneth Leithwood • Leaders. . . challenge people’s habits, beliefs, and values. Ron Heifitz

Change is MESSY! • Fullan: “The more accustomed one becomes to dealing with the unknown, the more one understands that creative breakthroughs are always preceded by periods of cloudy thinking, confusion, exploration, trial and stress; followed by periods of excitement and growing confidence as one pursues purposeful change, or copes with unwanted change.

Change is like a planned journey into uncharted waters on a leaky boat with a mutinous crew. Michael Fullan

Five minutes before the party is not the time to learn to dance. - - Snoopy

ALL students achieving at high levels Why We Can’t X How We Can

Fullan • Those individuals and organizations that are most effective do not experience fewer problems, less stressful situations, and greater fortune, they just deal with them differently.

Change will be uncomfortable at times. “Can’t say that I was lost, but I was bewildered once. . . for three days. ” Daniel Boone

FIDO

Always Give 100% at Work 12% Monday 23% Tuesday 40% Wednesday 20% Thursday 5% Friday

Lifelong Guidelines* • Trustworthiness • Truthfulness • Active Listening • Doing Your Personal Best • No Put Downs *from Susan Kovalik & Associates, Inc.

FINDING JOY IN THE WORK Dr. Martin Luther King Jr. The Wright Brothers Eleanor Roosevelt COURAGE CONFIDENCE ENTHUSIASM

Dum spiro, spero As I breathe, I hope.

Contact Information • Mc. REL documents were referenced throughout this presentation. Copies of Mc. REL research reports can be downloaded from their website: mcrel. org • Gerrita Postlewait [gerritap@stupski. org] 617 Ellsworth Court Myrtle Beach, SC 29579