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Dr. Marilyn KatzenmeyerMr. Jecky Misieng
Developing District Leaders for Reinventing Education
FASCD Conference
November 30, 2007
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Agenda
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• Overview of the Executive Leaders Program• Executive Leaders Participants and Coaches• Protocol Standards and Evaluation Levels• Participant & Supervisor Data• Coach Survey Data• Plans for Dissemination of Executive Leaders Program
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Who should attend?
• Persons new to executive leadership roles
• Persons who aspire to positions at the district level (director and above)
• Persons at the university with a significant leadership role
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PROGRAM GOALS
To provide time and opportunity for individual leadership development based on diagnostic assessment, feedback and coaching
To develop leaders who progress from application of entry level to executive leadership competencies
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PROGRAM GOALS
To impact systemic change within the participants’ teams, departments and organizations
To engage participants in creating cultures within their organizations that focus on improving student and employee performance
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Communication with retired leader serving as a coach
Application of concepts within work setting through Active Learning Application (ALA)
Diagnostic assessment and feedback
EXECUTIVELEADERSPROGRAM
One day orientation and three two-day retreats
Development Planning
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Diagnostic Assessments
Myers Briggs Type Indicator
360 by Design
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Coaching
An ongoing partnership that
facilitates personal and professional
support & development
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Expectations
Twice monthly contact in person or by phone
Guide review of self-assessment information
Assist with vision & goals
Provide support through discussion of day-to-day challenges
Aid in monitoring progress & accountability
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Competencies
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• Change Management• Influencing, Leadership, Power• Acting Systemically• Getting Information, Making Sense of It; Problem Identification• Recognizing Trade-Offs• Knowledge of Job, Business• Communicating Information, Ideas• Risk-Taking, Innovation• Leading Employees• Building Relationships• Differences Matter• Committed to Making a Difference• Doing Whatever it Takes• Ethics/Culture• Handling Disequilibrium
360 BY DESIGNSM is a service mark owned by the Center for Creative Leadership. Performance 360 TM is a registered trademark of SMG Strategic Management Group Inc. © 2002 Center for Creative Leadership
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Active Learning Applications
The leader is asked to consider an important
project that he/she cares about and is frustrating.
Guidelines
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Guidelines
Active Learning Applications
The ALA may be a goal, project, district change, system-wide problem.
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Guidelines
Active Learning Applications
The leader must have the ability to influence the outcome of the ALA.
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Active Learning Applications
The ALA should be complex: multiple
constituents, work over several months, no prescribed
way to proceed.
Guidelines
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•Application and transfer to work site•Coaching component•Evaluation component•Resources on web and leadership library
Consistency with Florida Protocol Standards
•Relevant to improving student and employee performance•Specified outcomes for all sessions•Sustained training•Use of technology and web-based learning
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Guskey, Thomas R.Evaluating Professional Development, Corwin Press, 1999
•
Guskey’s Professional Development Evaluation
•Participants’ reaction•Participants’ learning•Organizational support and change•Participants’ use of knowledge and skill•Students’ learning outcomes
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Kirkpatrick, Donald and Kirkpatrick, James.Evaluating Training Programs: The Four Levels, 3rd Edition, Berrett-Koehler Publishers, 2006
•
Kirkpatrick’s Four Levels of Evaluation
•Reaction•Learning•Behavior•Results
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Who should attend?
• Persons new to executive leadership roles
• Persons who aspire to positions at the district level (director and above)
• Persons at the university with a significant leadership role
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Participants’ Gender
Frequency
Female 64
Male 36
Total 100
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Pasco14%
Hillsborough2%
Pinellas21%
Sarasota10%
Manatee18%
Lee17%
Polk5%
USF13%
Participants by Organizationupon Entry into Program
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Participants by
Position Upon Entry into
Program
Frequency
Director 26
Supervisor 18
Coordinator 11
Assistant Director 9
Manager 9
Specialist 4
Assistant Principal 3
Assistant Superintendent 3
Executive Director 3
Principal 3
Administrator on Assignment 1
Area III Superintendent 1
Associate Director 1
Chief Academic Officer 1
Educational Diagnostician 1
House Administrator 1
Interim Assistant Superintendent 1
Interim Director 1
Staff Developer 1
Teacher on Special Assignment 1
Total 100
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Participants according to instructional, non-instructional and higher
education categories
Frequency
Instructional 42
Non-instructional 45
Higher Education 13
Total 100
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Participant Survey
Data
N=51
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Reaction Level
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Data suggest participants viewed the following program activities
as having the most impact on growth & development as an
Executive Leader
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1. 360 By Design Diagnostic Assessment
2. Understanding the Organizational Context for my Leadership
3. Understanding Conflict Styles
4. Applying LIFO Styles communication strategies
5. Use of Situational Leadership and strategies
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6. Understanding emotional intelligence concepts
7. Knowledge of concepts of leading change
8. Application of five methods for decision making
9. Creating developmental plan based on feedback
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Learning Level
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Competency 2004- 05 2005-06 2006-07 Overall
Building Relationships 5 6 11 22
Doing What Ever It Takes 5 4 6 15
Leading Employees 5 4 2 11
Handling Disequilibrium 4 1 4 9
Recognizing Trade-Offs 1 4 3 8
Change Management 4 1 2 7
Communication 3 2 2 7
Influencing, Leadership, Power 3 1 2 6
Knowledge of Job, Business 2 2 2 6
Acting Systemically 2 1 3 5
Getting Information, Problem Identification 2 1 2 5
Committed to Making a Difference 2 1 2 5
Differences Matter 1 1 2 4
Risk-taking, Innovation 0 1 2 3
What Leadership Lessons Learned
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Results Level
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To what extent do you believe the EL Program helped you become
more effective leader?
To a small degree2%
Fully/Totally22%
Moderate4%
Not at all2%To a great extent
70%
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Participant Responses
What has been the impact of the program
on your work as a leader?
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“I have been able to assume responsibilities which prior to the EL program were out of my comfort zone.”
“I was very new to the public school system, and the Executive Leaders Program helped me to better understand how to navigate the system successfully.”
“The single greatest benefit derived from the ELP experiencewas gaining a better understanding that administrators must be leaders, not simply effective managers.”
Selected comments
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64%
32%4% Maintained
Position
Promoted
Left Organization
Promotion/Retention
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36%
17%
21%
12%
13%
1%
Shared learning with others
Changed leadership behavior
Been reinforced by others to demonstrate new leadership behaviors
Been discouraged by superiors in efforts to use what is learned
Supported with time & resources
Modeled new leadership behaviors with subordinates
Results since completing EL Program
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Organizational Support Level
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Fully or totally24%
Moderate18%
To a great extent58%
Knowledge & competenciesfit with organization’s culture
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Encouraged to try new leadership practices in area of responsibility based on
knowledge & competencies acquired
Fully/totally26%
Moderate22%
Not at all2%
To a great extent46%
To a small degree4%
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Fully/totally30%
Moderate24%
To a great extent40%
To a small degree2%
Not at all4%
Direct supervisor reinforced use of knowledge & competencies
acquired
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Fully/totally18%
Moderate20%
To a great extent54%
To a small degree 6%
Not at all2%
Other senior leaders supported effortsto apply knowledge & competencies
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Fully/totally18%
Moderate12%
Not at all2%
To a great extent64%
To a small degree4%
Successes as a result of applying leadership knowledge & competencies recognized
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Supervisor Survey
Data
N=39
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Behavior Change Level
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Competencies Developed % Fully/Totally and To a Great Extent
Ethics/Culture 94Doing What Ever It Takes 94Getting Information, Problem Identification 89Committed to Making a Difference 89Change Management 87Knowledge of Job, Business 86Recognizing Trade-Offs 83Communicating Information, Ideas 83Differences Matter 83Handling Disequilibrium 81Influencing, Leadership, Power 81Building Relationships 80Leading Employees 80Risk-taking, Innovation 80Acting Systemically 78
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Results Level
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Fully/totally27%
Moderate22%
To a great extent45%
Not at all3%
To a small degree3%
Program has helped participant to become more effective leader
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Supervisor Responses
What has been the impact of the program on the participant’s
work in improving student oremployee performance?
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“She is able to articulate the connection between what herdepartment does and how it supports student achievement.”
“The participant is now aware of the impact of leadershipon the improvement of student performance.”
“The key factor in improving her success is anchored in her understanding of her own work and interacting with ALL stakeholders in the organization. She has honed her leadership skills to become more proficient in this area and continues to seek coaching.”
Selected comments
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Organizational Support Level
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Fully/totally51%
To a great extent35%
To a small degree3%
Not at all3%
Moderate8%
Encouraged EL participant totry new leadership practices
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Fully/totally35%
Moderate16%
To a great extent43%
To a smalldegree
3%
Not at all3%
Reinforced EL participant’s useof knowledge & competencies acquired
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Fully/totally43%To a great
extent51%
Moderate3%
Not at all3%
EL participant’s successes were recognized
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Executive Leadership
Program Evaluation: Coaching
Component
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Data reflective
of four cohorts
2003-2007
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Coaching most
effective when…
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Focusedon
needs of participant
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Focusedon
day to day challengesfaced by participant
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Assisted participant with
development planning and progress
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Aided participant in determining actions
related to the Active Learning Application
(ALA)
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Most effective behavior
Listening
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Coaches direct participants to
other resources
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Focusedon
needs of participant
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Outside perspective
valued
Suggestionsby coach
appreciated
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Face to facecommunication
preferred
…email and telephone contact beneficial also
Coach initiative in making contact
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Willingness to just listen,
allow venting
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Building confidence
of participant
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Assistance
with
adjustment
to new
roles
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Day to day challengesfaced by participants
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• Issues with supervisors
• Issues with other teams or departments
• New tasks acquired by participant
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Coach most frequently
assisted with planning
and organizing
skills
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Coach assisted with
weighing options,
providing alternatives
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Assisted participant with
development planning and progress
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Coaches assisted with setting goals
and offering feedback
on the development plan
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Reviewing diagnostic data
Helping participant remain focused
Monitoring progress
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Aided participant in determining actions
related to the Active Learning Application
(ALA)
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Developing action Developing action
steps steps
for the ALAfor the ALA
(Active Learning (Active Learning
Application)Application)
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Coaches involvementCoaches involvementin planning the ALAin planning the ALA
andandassisting with assisting with developmentdevelopmentof timelinesof timelines
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•Helping leader define ALA
•Monitoring progress of ALA
•Helping leader remain focused on ALA over time
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Coaching Styles
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Ability
to
listen
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• Willingness to
share knowledge
• Ability to be honest
and straightforward
• Offering help and
resources
• Encouraged reflection
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Results of Coaching Effectiveness Check-Up across 4 cohorts on a
rating scale of 1-6
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Participants felt heard and understood by
coaches
Rating 5.7 out of 6
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Participants looked forward to calls from
coaches
Rating 5.5 out of 6
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Participants believe that they have grown
personally
Rating 5.4 out of 6
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Participants set and reached goals they would not have achieved without
coaching
Rating 5.0 out of 6
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The lowest ratings (though still considered above average) relate to the
helpfulness of agreed upon “homework” between calls.
Rating 4.9 out of 6
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Next StepsExecutive Leaders
Program
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• Complete data analysis
• Write comprehensive evaluation report and provide to districts
• Disseminate the program
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Facilitator and Operations Manuals Certification Workshop April 14, 15, 16, 2008 University of South Florida
For more information contact: [email protected]
Executive Leaders ProgramDissemination Plans