Leadership, Direction, Change: Supervision that Creates a Catholic School Culture of Continuous Improvement

Leadership, Direction, Change: Supervision that Creates a Catholic School Culture of Continuous Improvement

Merylann Mimi Schuttloffel, Ph.D.The Catholic University of AmericaMinneapolis Convention CenterMinneapolis, MNApril 7, 2010

MJS Education Services

5 Cs for Catholic School LeadershipChallenger and Change AgentCommunication CredibilityCurriculum Community BuildingContemplative practice

2Components of Catholic LeadershipCommunityCurriculumCredibilityContemplativePracticeCommunication3Why School Reform Fails?Teachers never really understood the changeTeachers did not know how to use the pedagogy/innovationMaterials needed for implementation were not availableCulture and institutional organization of the school were not consistent with the changeTeachers became discouraged and lost their motivation

(F.Fowler on Policy ImplementationGross et al, 1971, Implementing organizational innovations)

4

Supervision

A vehicle for changeHelps individuals to confront mental modelsHelps individuals to create new mental modelsHow? Data collection that leads to decisions about what good teaching means within your school.Neighbor to NeighborDescribe how supervision of teachers takes place at your school.Name one positive feature.Name one weakness.SuperVisionProgram EvaluationEvaluating the programEvaluating the processEvaluating the productClassroom EvaluationsEvaluating the instructional decisionsEvaluating the implementationEvaluating the assessments7What is the relationship between program evaluation and teacher evaluation?A Program might be described as what the teacher is doing. It is an instructional tool. Program evaluation focuses on the content, the implementation process, and the results.Teaching is the decision making that chooses instructional strategies and methods. Teacher evaluation focuses on the teachers decision making and the results that follow from that decision.Classroom Walk-ThruSupervision toolSkillsDescribing what has been observedInterpreting what has been observedMaking decisions about what to do next9Communication and culture of improvementWhat do we plan for?What do we monitor?What questions do we ask?What do we model?How do we allocate our time?What do we celebrate?What are we willing to confront?Contemplative practice: What is distinctively Catholic about what /how we communicate?Leader BehaviorsTask-related behaviorsTellingSellingParticipatingDelegatingRelational-related behaviorsListeningEncouragingSharingSupporting

UnwillingUnableWilling Unable

Unwilling Able

WillingAbleTelling

Selling

ParticipatingDelegatingLow RHigh THigh RHigh THigh RLow TLow RLow TLeader DirectedLeaderDirectedTeacherDirectedTeacherDirected12Hersey and Blanchard Situational Leadership Model

This provides a scale of supervision and participation for followers.Types of Teachers (or principals)Unwilling

Wont do it

Unable

Cant do it

Willing

Will do it

Unable

Cant do itUnwilling

Wont do it

Able

Can do it

Willing

Will do it

Able

Can do it

T

st

SEmphasis on TeacherEmphasis on SupervisorSECURITYMoneyBenefitsTenureRole ConsolidationAFFILIATIONAcceptanceBelongingFriendshipSchool membershipFormal work groupInformal work groupSELF-ESTEEMSelf-respectRespected by others as a person & professionalCompetenceConfidenceRecognitionAUTONOMYControlInfluenceParticipantShareholderAuthoritySELF-ACTUALIZATIONWorking at top potentialGiving allPeak satisfactionAchievementPersonal & professional successAbraham Maslows theory of motivation, 195415Neighbor to NeighborGive an example when you had the teacher control the supervision process.

Give an example when you, the Supervisor, controlled the supervision process.NondirectiveTeacher self-planCollaborativeMutual planDirective informational SupervisorSuggested planDirective controlSupervisorAssigned plan

17CredibilityCommunicates vision: Always forward thinkingProvides opportunity for growthCongruent: Did what they said they would doHigh expectations plus supportAcknowledge others giftsDirective when necessary Unassuming: Genuine in encountersWorks from spiritual frameworkSecure: Balanced risk-takingProblem solversStrong convictions and level headedNon-judgmental: Understands others positionSense of humor

18Developing Credibility through CollaborationTime for collaboration has to be built into the day and year.The purpose for collaboration must be explicit.Training to be effective collaborators.Educators must accept their responsibility to work together as true professional colleagues.19DuFour and Eaker Neighbor to Neighbor: CredibilityThink of someone you consider a credible leaderWhat is the personal quality did this person exhibits(ed) that you could acquire to assist you in shaping the culture of your school?

20Conditions for the Acceptance of ChangeEncouraging ParticipationProviding on-going professional developmentEncouraging failureStory sharing

21Managing the Grieving ProcessDenial and isolationAngerBargainingDepressionAcceptance22DenialThe principle of concreteness

Presentation of accurate dataAngerAnger as a coping mechanism

Provide a venue to vent anger

BargainingSelf-interest-driven negotiation

Explicit value and vision boundaries

DepressionDepression is a reaction to loss

Anxiety is a reaction to threatAcceptancePassive acceptance of ones fate

Proactive integration of acceptance by redesigning ones destiny

Neighbor to NeighborDescribe an occasion of resistance to change that represents one of the stages of grief.Considering this persons action within the stages of grief, how might you have handled the situation differently.

Building a Learning CommunityLeaders ResponsibilitiesAttend to Mission, vision, values and goalsCommunicate their importance every dayCreate collaborative structures that focus on teaching and learning.Shape school culture for learning communityFoster focus on learning rather than teachingEncourage teachers to think as leadersPractice enlightened leadership strategiesEstablish credibility.Be fixated on resultsRecognize that continuous improvement requires continuous learning.

Neighbor to Neighbor: Community BuildingHow does community building intersect with our efforts to build a culture of continuous improvement and life long learners?Share 1 example from your school or diocese.

Reflection in ActionHow are you going to use supervision to make change at your school?What will be your first steps as principal?How are you going to monitor your progress?What leadership knowledge and skills do you need to strengthen?What supportive conditions do you need to create?31Contemplative PracticeThe key concept within contemplative practice is that a leader must demonstrate coherence in thinking by making decisions based in their critical beliefs. Within the Catholic leadership context that means beliefs shaped by the Gospel and Church teaching. 32Contemplation to ActionCreate some personal goals that address the following items:Assessing my supervision practice in my school in relation to Catholic identity Assessing my willingness to change my behavior to more explicitly put the Gospel into action through leadership decision makingIntegrating Gospel Values into the larger vision and mission of my Catholic school (Why is this important? What message does it send? How am I/we going to undertake the process?)

33Contact Information:Merylann Mimi Schuttloffel, Ph.D.schuttloffel@cua.edu orDepartment of EducationThe Catholic University of AmericaWashington, DC 20064