Contemporary School Leadership

An Iowa Initiative

Fall, 2009

Dr. Susan Leddick

PKR, Inc.

552 Triple Tree Road

Bozeman, MT 59715

SusanLeddk@pkrnet.com

Program Overview: The Retreat

Understand the contemporary school contextUnderstand the contemporary school context

Get acquaintedGet acquainted

Establish conceptual frameworksEstablish conceptual frameworks

Define termsDefine terms

Define personal expectationsDefine personal expectations

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The Age of Accountability

Results – especially in learningResults – especially in learning

New definition of improvementNew definition of improvement

From opportunity to outcomeFrom opportunity to outcome

Ethics, values, missionEthics, values, mission

Leadership critical elementLeadership critical element

Development of peopleDevelopment of people

Intention, alignmentIntention, alignment

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Meet and Greet

Introduce yourself…Introduce yourself…

NameName

Current jobCurrent job

One leadership role you have nowOne leadership role you have now

One thing you look forward to in this One thing you look forward to in this coursecourse

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I have an opinion, you know...

A Leaders are born, not made.Leaders are born, not made.

B If you want to be a leader you should be If you want to be a leader you should be tough enough to make the hard decisions.tough enough to make the hard decisions.

C Having too many leaders in one Having too many leaders in one organization creates chaos.organization creates chaos.

D School leaders should always involve the School leaders should always involve the community in the workings of the school.community in the workings of the school.

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Program Overview: The Course

RelationshipsRelationships: teaming, networking, self-: teaming, networking, self-leadershipleadership

ImprovementImprovement: principles, methods, use of : principles, methods, use of data, meaning of system improvementdata, meaning of system improvement

SystemsSystems: concepts, tools, challenges of system : concepts, tools, challenges of system leadership, design practiceleadership, design practice

Planned Change and CulturePlanned Change and Culture

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Focus Question for the Retreat

How is the context for How is the context for public education public education

changing…with what changing…with what implications for implications for

practice?practice?

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Tony Wagner’s “Forces of Change”

The Knowledge Economy and its effect on all The Knowledge Economy and its effect on all workwork

Shift from information that is limited in Shift from information that is limited in amount and availability to information amount and availability to information characterized by flux and glutcharacterized by flux and glut

Impact of media and technology on how Impact of media and technology on how young people learn and relate to the world young people learn and relate to the world and each other and each other

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What is the Knowledge Economy?

Working with your table team, review the Working with your table team, review the handout contrasting the Knowledge Economy handout contrasting the Knowledge Economy with the traditional economy.with the traditional economy.

Identify 3-5 characteristics that hold the Identify 3-5 characteristics that hold the biggest implications for schools.biggest implications for schools.

Explain the implications.Explain the implications.

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The Knowledge Worker

Again with your table group, review the Again with your table group, review the handout on the knowledge worker.handout on the knowledge worker.

First, what does the passage suggest for First, what does the passage suggest for students already in school and aspiring to be students already in school and aspiring to be knowledge workers?knowledge workers?

Second, what does it suggest for teachers who Second, what does it suggest for teachers who are already knowledge workers?are already knowledge workers?

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The Information Explosion

The 2009 Version of Did You Know?

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What does it all mean?

Draw 5 important conclusions from the video Draw 5 important conclusions from the video presentation.presentation.

• How aware do you think your colleagues are of How aware do you think your colleagues are of this information?this information?

• How aware were you?How aware were you?

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Technology and Media

LOL for my dsi

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The Role of Technology and Media

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Disrupting Class

Four Jobs Education Is Hired to Do

1.1. Preserve the democracy and Preserve the democracy and inculcate democratic valuesinculcate democratic values

2.2. Provide something for every studentProvide something for every student

3.3. Keep America competitiveKeep America competitive

4.4. Eliminate povertyEliminate poverty

- Christensen (2008)- Christensen (2008)

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The Disruption

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50% Computer-Based by

2019

50% Computer-Based by

2019

Christensen (2008)

High school courses delivered online

A 4th Force to Be Reckoned With:

Federal Education Policy

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Perspective on the Policy Context

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• 1950’s – Civil Rights; Brown v. Board of Education

• 1960’s– War on Poverty; Headstart

• 1970’s– Special Education; Lau v. Nichols; Title IX

• 1980’s– A Nation at Risk; globalization; quality

revolution• 1990’s

– State standards and accountability systems• 2000’s

– No Child Left Behind; IDEA

Pause to Reflect

What are the implications of What are the implications of the four drivers for the four drivers for

education change for kids? education change for kids? Teachers? Leaders?Teachers? Leaders?

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The “Global Achievement Gap”

“…“…the gap between what even our the gap between what even our bestbest suburban, urban, and rural public suburban, urban, and rural public schools are teaching and testing versus schools are teaching and testing versus what what allall students will need to succeed students will need to succeed as learners, workers, and citizens in as learners, workers, and citizens in today’s global knowledge economy.”today’s global knowledge economy.”

Tony WagnerTony Wagner

The Global Achievement GapThe Global Achievement Gap, p. 8, 2008, p. 8, 2008

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Demand for New Student SkillsWagner: 7 Survival Skills Iowa Core: 21st Century

Skills

Critical thinking & problem solving

Employability skills

Collaboration across networks & leading by influence

Financial literacy

Agility & adaptability Health literacy

Initiative & entrepreneurialism Technology literacy

Effective oral & written communication

Civic literacy

Accessing & analyzing information

Curiosity & imagination

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Digging Deeper: What is the international benchmark?• What is PISA (search with OECD)? What is PISA (search with OECD)?

• Review 2006 sample test items for science, math, Review 2006 sample test items for science, math, or reading.or reading.

• How do these items compare to standardized tests How do these items compare to standardized tests taken by your students?taken by your students?

• What would a classroom be like that produces What would a classroom be like that produces students who do well on these assessments?students who do well on these assessments?

• Bonus: What was special about the 2003 test?Bonus: What was special about the 2003 test?

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New Skills for Teachers

Authentic Intellectual Work

Within the standards for AIW, special emphasis is placed on cognitive Within the standards for AIW, special emphasis is placed on cognitive complexity, or teaching for understanding. Formative assessments are complexity, or teaching for understanding. Formative assessments are used to determine the progress of students toward deeper levels of used to determine the progress of students toward deeper levels of understanding. “Research on authentic intellectual work throughout the understanding. “Research on authentic intellectual work throughout the United States indicated that in grades 3-12, across the subjects of United States indicated that in grades 3-12, across the subjects of mathematics, social studies, language arts, science, and regardless of mathematics, social studies, language arts, science, and regardless of race, gender, or social class, students who experienced higher levels of race, gender, or social class, students who experienced higher levels of instruction and assessment that promoted authentic intellectual work instruction and assessment that promoted authentic intellectual work showed higher achievement than students who experienced lower levels showed higher achievement than students who experienced lower levels of instruction and assessment aimed toward authentic intellectual work.” of instruction and assessment aimed toward authentic intellectual work.” (Newmann, Fred M., Bruce King, and Dana Carmichael. Authentic (Newmann, Fred M., Bruce King, and Dana Carmichael. Authentic Instruction and Assessment. Prepared for the Iowa Department of Instruction and Assessment. Prepared for the Iowa Department of Education, 2007.)Education, 2007.)

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Demand for New Skills: Iowa Core Curriculum

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Level of change?

Are the 21Are the 21stst Century changes Century changes in the education system in the education system likely to be perceived as likely to be perceived as first-first- or or second-ordersecond-order??

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Two “Orders” of ChangeA change is first-order when it is

perceived asA change is second-order when it

is perceived as

An extension of the past A break with the past

Within existing paradigms Outside of existing paradigms

Consistent with prevailing values and norms

Conflicted with prevailing values and norms

Incremental Complex

Implemented with existing knowledge & skills

Requires new knowledge & skills to implement

Implemented by experts Implemented by stakeholders

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"There are no revolutions in "There are no revolutions in education. Schools have an education. Schools have an incredible immune system. They incredible immune system. They react to new things coming into react to new things coming into the system the same way our the system the same way our immune system does: they gather immune system does: they gather around it and try to kill it as soon around it and try to kill it as soon as they can." as they can."

-Joe Hofmeister, Cincinnati Country Day School -Joe Hofmeister, Cincinnati Country Day School

((District AdministrationDistrict Administration, October 2004, p.47), October 2004, p.47)

New Skill Demands for Leaders

• Using the implementation of Iowa Core Using the implementation of Iowa Core Curriculum as your context, identify some of Curriculum as your context, identify some of the leadership challenges that will face your the leadership challenges that will face your schools.schools.

• How can teacher leaders and AEA staff share How can teacher leaders and AEA staff share in the leadership role? in the leadership role?

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Elmore: “Capacity”

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Educator Knowledge

& Skill

Internal Accountability

Journaling Suggestions• What insights or What insights or

new learning have new learning have you had today?you had today?

• What applications What applications or situations or situations came to mind as came to mind as you talked with you talked with colleagues about colleagues about the education the education context?context?

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• 3 things I learned on the first day3 things I learned on the first day

• 2 things I can use immediately2 things I can use immediately

• 1 thing I intend to “work on” in my 1 thing I intend to “work on” in my own leadership contextown leadership context

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Teachers who choose the path

of teacher leadership…become

owners and investors in their

schools rather than mere

tenants.

-Roland Barth (1999)

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Day Two: CSL Retreat• Focus Question: What can Focus Question: What can teacher teacher

leaders do about the challenges leaders do about the challenges facing education? (What are the facing education? (What are the implications for practice?)implications for practice?)

• The CEO’s perspectiveThe CEO’s perspective

• Synthesis…Synthesis…

• The Business ViewThe Business View

• A systems definition of leadershipA systems definition of leadership

• Three ErasThree Eras

• Leading to CollaborationLeading to Collaboration

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From the CEO’s Perspective

• What do you want to What do you want to share with this group share with this group about your about your perspective on perspective on school leadership school leadership and the education and the education context in Iowa?context in Iowa?

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The Current Context

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• You have been asked to give a 10-minute You have been asked to give a 10-minute presentation to the local Kiwanis (or Optimist) Club presentation to the local Kiwanis (or Optimist) Club that describes the current context in Iowa that describes the current context in Iowa education.education.

• From yesterday’s work, identify 3 trends, 3 From yesterday’s work, identify 3 trends, 3 opportunities, and 3 challenges. opportunities, and 3 challenges.

• Is it a good time to be a school leader? Why?Is it a good time to be a school leader? Why?

From the Business World

• Whiplash changeWhiplash change

• Fleeting advantagesFleeting advantages

• Omnipotent customersOmnipotent customers

• Technological disruptionsTechnological disruptions

• Seditious competitorsSeditious competitors

• Fractured marketsFractured markets

• Rebellious stakeholdersRebellious stakeholders

““2121stst Century challenges are Century challenges are testing the design limits testing the design limits of organizations and of organizations and exposing the limits of a exposing the limits of a management model that management model that has failed to keep pace has failed to keep pace with the times.”with the times.”

- Gary Hamel (2007)Gary Hamel (2007)The Future of ManagementThe Future of Management

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Fathers of 20th C Management

The Man The Ideas

Frederick Winslow Taylor -Scientific Management -Efficiency as primary goal-Data, laws, principles would guide

Max Weber -Bureaucracy…-Division of labor & responsibility for every member-Hierarchy of positional authority-Members selected on basis of technical competence or education-Managers worked for owners-Employees subject to rules and controls, impersonal and uniformly applied

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From 20th to 21st C…Hamel

Principles of Modern Management (20th C)

• StandardizationStandardization

• SpecializationSpecialization

• Goal alignmentGoal alignment

• HierarchyHierarchy

• Planning and controlPlanning and control

• Extrinsic rewards Extrinsic rewards

Management Innovation (21st C)

• Life: Creating VarietyLife: Creating Variety

• Markets: Flexibly allocating Markets: Flexibly allocating resourcesresources

• Democracy: Enabling activismDemocracy: Enabling activism

• Faith: Finding courage in Faith: Finding courage in meaningmeaning

• Cities: Increasing the Odds of Cities: Increasing the Odds of SerendipitySerendipity

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The Group Task

• Think of one initiative active in your Think of one initiative active in your organization today.organization today.

• Is it organized more along 20Is it organized more along 20thth or 21 or 21stst Century Century management principles?management principles?

• Choose ONE of the 21Choose ONE of the 21stst C principles and apply C principles and apply the questions on pp. 181-182 to your initiative. the questions on pp. 181-182 to your initiative. What insights do you gain? How could you What insights do you gain? How could you influence the initiative in the direction of 21influence the initiative in the direction of 21stst C? C?

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A Systems Definition of Leadership

Leadership is the act of influencing Leadership is the act of influencing those whom you do not control.those whom you do not control.

-Gharajedaghi-Gharajedaghi

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Three Eras in Leadership/Systems

• Mechanistic ViewMechanistic View

• Biological ViewBiological View

• Socio-cultural ViewSocio-cultural View

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The Group Task

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• Use matrix of key pointsUse matrix of key points

• How does “school” reflect this view?How does “school” reflect this view?

• How would a leader with this viewpoint How would a leader with this viewpoint lead?lead?

• 1010

How would you lead a machine?

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How about an organism?

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Or a socio-cultural system where...• People have choice.People have choice.

• They learn.They learn.

• They think.They think.

• They are assertive.They are assertive.

• They have self-interest.They have self-interest.

• They expect to be heard.They expect to be heard.

• They are expensive.They are expensive.

• They have great potential.They have great potential.

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Skills of Leadership

• Reciprocal Learning Reciprocal Learning ProcessesProcesses

– Surface, clarify, Surface, clarify, define (finding and define (finding and challenging challenging assumptions)assumptions)

– Inquire into practiceInquire into practice– Construct meaning, Construct meaning,

knowledgeknowledge– Frame action and Frame action and

implementation implementation

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Plan

Do

Study

Act

Two Ways of Talking

DialogueDialogue

UnderstandingUnderstanding(Inquiry)(Inquiry)

DiscussionDiscussion

DecisionDecision(Advocacy)(Advocacy)

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Circling Back to the Iowa Core

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Virtual Classroom Visits:

10th Grade and 5th Grade• Watch the video clips from Watch the video clips from Mountlake

Terrace High School and and Ferryway ElementaryElementary

• Referring to Iowa Core Curriculum and Referring to Iowa Core Curriculum and yesterday’s learning, critique the approach yesterday’s learning, critique the approach these teachers take.these teachers take.

• What assumptions have the teachers What assumptions have the teachers challenged about current requirements for challenged about current requirements for teaching the curriculum?teaching the curriculum?

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What will it take to lead staff to collaboration on the Iowa Core and new teaching practice?

• A conceptual modelA conceptual model

• Diagnosing current statusDiagnosing current status

• Leadership actions: from Leadership actions: from

here to collaborationhere to collaboration

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Dimensions of Agreement

Common hopes for what they gain by membership but differ on what

actions will be required to fulfill those hopes

Members agree on what they want and how to get there. Strong culture. High satisfaction and

agreement on how to maintain it.

Members disagree on what they want and how the world works.

Perpetual conflict.

Little passion for organization’s goals but willing to follow

prescribed procedures if they agree that those actions will produce

needed results

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Extent of agreement on cause and effectNo consensus Broad consensus

No c

onse

nsus

Bro

ad c

onse

nsus

Pick Your Quadrant

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The Tools of Cooperation

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Leadership Tools-Charisma

-Salesmanship-Vision

-Role modeling

Culture Tools-Folklore-Rituals

-Tradition-Democracy

-Apprenticeship

Power Tools-Role definition

-Fiat-Coercion-Threats

-Control systems

Management Tools-Measurement systems

-Standard operating procedures-Training

Extent of agreement on cause and effectNo consensus Broad consensus

No c

onse

nsus

Bro

ad c

onse

nsus

-Strategic planning-Negotiation

-Hiring/promotion - Financial incentives

Christensen’s Assessment

• Schools and the education system are in the bottom Schools and the education system are in the bottom left quadrantleft quadrant

• Strategies/toolsStrategies/tools

• Common languageCommon language

• PowerPower

• SeparationSeparation

• What insight does this assessment give you relative What insight does this assessment give you relative to the role of the federal government in education?to the role of the federal government in education?

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10 Things Contemporary

School Leadership Does• Engages people.Engages people.

• Inspires people.Inspires people.

• Motivates people to Motivates people to action.action.

• Focuses attention on Focuses attention on the aim.the aim.

• Limits distractions.Limits distractions.

• Builds capacity.Builds capacity.

• Replaces dependency with Replaces dependency with collegiality.collegiality.

• Has concern for Has concern for improvement of whole.improvement of whole.

• Answers, “Why?”Answers, “Why?”

• Strengthens relationships.Strengthens relationships.

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Success in Leadership Is Shifting…

From…From… To…To…

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Key References

Clayton M. Christensen (2008)Clayton M. Christensen (2008). Disrupting Class: . Disrupting Class: How disruptive innovation will change the way the How disruptive innovation will change the way the world learnsworld learns. New York: McGraw-Hill.. New York: McGraw-Hill.

Gary Hamel (2007). Gary Hamel (2007). The Future of Management.The Future of Management. Boston: Harvard Business School Press.Boston: Harvard Business School Press.

http//www.iowa.gov.educate http//www.iowa.gov.educate

Tony Wagner (2008). Tony Wagner (2008). The Global Achievement GapThe Global Achievement Gap. . New York: Basic Books.New York: Basic Books.

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