Andy Hargreaves - SASPAl. ___ _ __

Copyright Andy Hargreaves. Not to be used in professional development or other settings including publication without proper attribution1

Andy Hargreaves

Sustainable Leadership

Welcome to

Copyright Andy Hargreaves. Not to be used in professional development or other settings including publication without proper attribution 2

Sustainable development

Sustainable development, democracy and peace are indivisible as an idea whose time has come.

Wangari Maathai


Development of the term “sustainability”

1980 Term first coined by Lester Brown, founder of the World Watch Institute

1987 Sustainable development defined by Brundtland Report ofthe World Commission on Environment and Development

1992 Agenda 21, United Nations Conference on Environment and Development, Rio De Janeiro systematically addressed sustainable development

2002 United Nations Johannesburg Summit – developed practical goals for sustainable development

2005 Beginning of UN Decade of Education for Sustainable Development


United Nations Decade of Education for Sustainable Development 2005-2015


SustainabilitySustainability does not simply mean whether something can last. It addresses how particular initiatives can be developed without compromising the development of others in the surrounding environment, now and in the future.

Hargreaves & Fink 2000


Sustainable leadershipSustainable leadership matters, spreads and lasts. It is a shared responsibility that does not unduly deplete human or financial resources, and that cares for and avoids exerting damage on the surrounding educational and community environment.



Sustainability

Sustainability is the capacity of a system to engage in the complexities of continuous improvement consistent with deep values of human purpose.

Fullan 2004


Seven principles of sustainable leadership1 Depth

2 Endurance

3 Breadth

4 Justice

It matters

It lasts

It spreads

It does not harm the surrounding environment

Continued…


Seven principles of sustainable leadership5 Diversity

6 Resourcefulness

7 Conservation

It promotes diversity & cohesion

It conserves expenditure

It honours the past in creating the future


Unsustainability

Repetitive change syndrome is

Initiative overload +

Change-related chaos

Abrahamson 2004


Unsustainability

Imposed, short-term targets (or adequate yearly progress) transgress every principle of sustainable leadership and learning



Principle 1: DepthSustainable

leadership matters. It preserves,

protects, and promotes deep

and broad learning for all in relationships of care for others.


Nelson MandelaThe human body has an enormous capacity for adjusting to trying circumstances. I have found that one can bear the unbearable if one can keep one’s spirits strong even when one’s body is being tested. Strong convictions are the secret of surviving deprivation: your spirit can be full even when your stomach is empty.

1. Depth

http://en.wikipedia.org/wiki/Image:Nelson_Mandela_2.jpg


Standards and SustainabilityLearning Achievement Testing

NOT

Testing Achievement Learning

Hargreaves & Fink, 2006

1. Depth


The five pillars of learning

1. Learning to know2. Learning to do3. Learning to be4. Learning to live togetherUNESCO 19965. Learning to live sustainablyHargreaves & Fink, 2006

1. Depth


BasicsOld basics• Literacy• Numeracy• Obedience• Punctuality

New basics• Multiliteracy• Creativity• Communication• IT• Teamwork• Lifelong Learning• Adaptation &

Change• Environmental

Responsibility

1. Depth


What does the doctor reply?

1. Depth


Activity

1. Depth


Slow schooling• starts formal learning later• reduces testing• increases curriculum flexibility• emphasizes enjoyment• doesn’t hurry the child• rehabilitates play alongside purpose

Honore, 2004

1. Depth


Principle 2: EnduranceSustainable leadership lasts. It preserves and advances the most valuable aspects of learning and life over time, year upon year, from one leader to the next.


Endurance• It is a common defect in men not to

consider in good weather the possibility of a tempest

Machiavelli, 1532• All leaders, no matter how charismatic

or visionary, eventually dieCollins & Porras, 1994• Few things succeed less than leadership

successionHargreaves & Fink, 2006

2. Endurance


Four Issues in Succession

1. Succession Planning2. Succession Management3. Succession Duration & Frequency4. Succession and the Self

2. Endurance


Succession Planning Patterns

Planned(purposeful)

Unplanned(accidental/unintentional)

Hargreaves & Fink2006

Continuity Discontinuity

Planned PlannedContinuity Discontinuity

Unplanned UnplannedContinuity Discontinuity

2. Endurance


Good succession plans• Are prepared long before leaders’ anticipated

departure or even from the outset of their appointment• Give other people proper time to prepare• Are incorporated in all school improvement plans• Are the responsibility of many, rather than the

prerogative of lone leaders who tend to want to clone themselves

• Are based on a clear diagnosis of the school’s existing stage of development and future needs for improvement

• Are transparently linked to clearly defined leadership standards and competencies that are needed for the next phase of improvement

2. Endurance


Successful Succession Management

• Distributes leadership effectively• Builds strong professional communities• Deepens and broadens the pools of leadership

talent• Establishes leadership development schools• Stresses future leadership competencies• Supports and sponsors aspiring school leaders• Replaces charismatic leadership with

inspirational leadership• Plans early for the incumbent leader’s exit• Moderates and monitors leadership

succession frequency

2. Endurance


Sound succession, strong selves, through

• Availability of counselling and coaching for exiting leaders

• Quick, clear and open communication of reasons for departure

• Acceptance of emotional confusion and vulnerability• Celebration of the leader’s contributions• Recognition that succession is subject to the four stages

of grief – denial, awakening, reflection and execution• Confrontation of the Messiah and Rebecca myths• Prepares oneself and others early for the possibility of

succession

Hargreaves & Fink, 2006

2. Endurance


Principle 3: BreadthSustainable leadership spreads. It sustains as well as depends on the leadership of others


Professional learning community

Collaboration

Learning, reflection & review

Use of evidence

Learning & teaching focus

Achievement and

Engagement

3. Breadth


Professional learning communities aren’t…X Merely convivial and congenial – they are

demanding and criticalX Just a collection of stilted teams looking at

data togetherX Obsessed with scores and results, instead of

depth of learningX Forced and imposed, they are facilitated and

supportedX Ways to hijack teachers to carry out

administrative agendas

3. Breadth


Relationships

It’s hard to eat something you’ve had a relationship with

Hargreaves & Fullan, 1998

3. Breadth


Distributed leadershipsees leadership practice as a product of theinteraction of school leaders, followers and theirsituation.• Leadership practice involves multiple

individuals within and outside formal leadership positions

• Leadership practice is not done to followers. Followers are themselves part of leadership practice.

• It is not the actions of individuals, but the interactions among them that matter most in leadership practice.

Spillane, 2005

3. Breadth


Raising the temperature of distributed leadership

Anarchy

Assertive distribution

Emergent distribution

Guided distribution

Progressive delegation

Traditional delegation

Autocracy

Too hot

Too cold

3. Breadth


Principle 4: Justice

Sustainable leadership does no harm to and actively improves the surrounding environment by finding ways to share knowledge and resources with neighboring schools and the local communities.


Sustainability and Social Justice

do not steal your neighbor’s capacityuse multiple indicators of accountabilityemphasize collective accountabilitycoach a less successful partner schoolmake a definable contribution to the community your school is inpair with a school in a different social or natural environmentcollaborate with your competitors

4. Justice


Responsible leadershipMutual relationships among the domainsof ethical responsibility

Starratt, 2005

4. Justice


Principle 5: DiversitySustainable leadership promotes cohesive diversity and avoids aligned standardization of policy, curriculum, assessment, and staff development and training in teaching and learning. It fosters and learns from diversity and creates cohesion and networking among its richly varying components.


Differences

You learn more from people who are different from you, than ones who are the same

Hargreaves & Fullan, 1998

5. Diversity


Networked learning communities

• Share and transfer knowledge• Stimulate professional fulfilment & motivation• Capitalize on positive diversity• Provide for lateral leadership• Are evidence-informed• Promote innovation• Give teachers voice• Personalize schools as learning communities• Are flexible and resilient

Continued…5. Diversity


Network risks

• Restricted to enthusiasts• Shared delusions• Self-indulgent• Limited scale• Unaccountable• Over-regulation• Over-participation

5. Diversity


Strong networks have…• Strong branding, definite products• Clear moral purpose• Clarity, focus, discipline• Evidence informed substance• Accessibility in real and chosen time• Hacker ethic• Embedded in altered structures• Support from lateral leadership• PLCs as nodes

5. Diversity


Networking and interaction• Paired schools• University-school

partnerships• Internet communities• Families of schools• Collaborative

accountability• Professional

networks

5. Diversity


Principle 6: ResourcefulnessSustainable leadership develops and does not deplete material and human resources. It renews people’s energy. Sustainable leadership is prudent and resourceful leadership that wastes neither its money nor its people.


Energy Restraint


Energy Renewal


Energy Release


Four Forms of Energy Renewal

1. Physical Renewal2. Emotional Renewal3. Intellectual Renewal4. Spiritual Renewal

Loehr & Schwartz

6. Resourcefulness


Energy restraint

• No achievement without investment

• Shared targets, not imposed ones• Slow leading, slow learning• Time• Political continuity and stability

6. Resourcefulness


Three Sources of RenewalTrust

Confidence Positive emotion

6. Resourcefulness


Three forms of trust & betrayal

Communication

Contract Competence

Hargreaves, 2002

6. Resourcefulness


Principle 7: Conservation

Sustainable leadership respects and builds on the past in its quest to create a better future.

Page 83


Modes of organisational forgetting

New Knowledge Established Knowledge

Accidental

Purposeful

Failure to consolidate DISSIPATION

Failure to maintain

DEGRADATION

Abandoned innovation

SUSPENSION

Managed unlearning PURGING

DeHolan & Phillips, 2004

7. Conservation


The Past, Present & Future of Change

Acknowledge the past. Preserve the best. Learn from the rest.Wildness, diversity and disorder have value.The past is not pure. Do not romanticize it.The past has no Golden Age to which we should return.We view the past differently. We must therefore interpret it together.When we dismiss or demean the past,we fuel defensive nostalgia among its bearers.

7. Conservation


Three Cultures of Teaching• Veteran dominated

– serves experienced teacher interests– feels exclusionary– offers few leadership opportunities

• Novice orientated– surrounded by fellow novices– feels inclusive– driven by enthusiasm rather than expertise

• Blended– provides mentoring– offers leadership– reciprocal learning

Johnson et al, 2004

2. Endurance


Stop, Start, Continue…

STOP

What is less valuable

START

What is more valuable

CONTINUE

What remains highly

valuable

SUBVERT

What is formally required but threatens what is

valuable

7. Conservation


Conserving the past through…• Retreats that renew the vision• Audits of the organization’s memories of analogous

change• Asset inventories of existing experience and knowledge• Organizational abandonment meetings• Appointments made mid-term to cultivate learning of

the culture• Storytelling to pass on wisdom• Mentoring that runs in both directions• Good written records• Creation of blended professional cultures• Creative recombination, not repetitive change

7. Conservation


The Long and Short of Sustainable Improvement


RATLA Network of Over 300 Underachieving Secondary “Schools Helping

Schools”

An Invitational Process to Three Annual Cohorts

A “No Strings Attached” Stipend of 9,000 pounds per annum

Conferences

Expert Analysis of School Achievement Data

Mentor Schools and Consultant Heads

Data-Informed Reflection and Decision Making

A Menu of Short, Medium, and Long-term Strategies

A Web Portal with a Chat Room and Discussion Forum


Research DesignIndividual and focus group interviews with school heads,

teachers, and policy makers

Conference attendance, site visits to schools, and

ethnographic observations of instruction

Review of pupil achievement data

Analysis of RATL’s web portal

Targeted interviews of heads in the top and bottom quartiles


QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.


The Failures Car Park

… there was a bit of a joke that we’re going to have our wrists slapped because we didn’t do terribly well, and we met a whole lot of other headteachers who we knew who said, “well, you’re in the failures car park,” you know, those sorts of things.


Achievement Gains63.2% of Cohort A Schools (141 of 224) maintained or improved

GCSE results from 2003 to 2004--an increase of 2.4% in contrast to .8% among all secondary schools

82% of Cohort B Schools (86 of 105) maintained or improved GCSE results from 2004 to 2005--an increase of 5.4% in contrast to 2.9% among all secondary schools

73% of Cohort A Schools (173 of 224) maintained or improved their performance from 2003 to 2005--an increase of 4.7% compared to 3.7% among all secondary schools


What about the schools without gains?

Leadership transitions

Leadership instability

Leadership isolation

No prior networking experience


Short-Term StrategiesProviding students with test-taking strategies

Offering revision sessions after school and on weekends

Creating tutoring opportunities with peer and subject specialists

Celebrating student accomplishments

Implementing supplementary materials using ICT

Initiating parent-teacher conferences

Providing nutrients before exams


Medium-Term Strategies

Teacher mentor programs to assist struggling or coasting colleagues to improve instruction

SAM technology learning program to track and encourage pupil homework on challenging curricula

Data-informed assessment to target specific groups of pupil for further study and customized interventions

School training days to enhance awareness of new approaches to raise achievement and transforming learning


Long-Term Strategies

Organizational restructuring of a school’s leadership team

Increasing student voice through Learning to Learn

Emphasizing continuing assessment and improvement

Building professional learning communities that

continuously review upon and revise instruction

Developing new strategies for creating local capacity that

include parents and other community constituencies


Short Term NecessityThe new reality is that governments have to show progress in relation to social priorities…within one election term [typically four years.] Our knowledge base is such that there is no excuse for failing to design and implement strategies that get short-term results.

Fullan, M., Leadership and Sustainability 2005.


Unsustainability

Imposed, short-term targets (or adequate yearly progress) transgress every principle of sustainable leadership and learning



The Long and Short of Change

Hargreaves and Fink’s Proposition

The urgency of targets is inversely related to the degree of power held by those responsible for implementing them.


SHORT LONG

cynical,

opportunistic

evasive,

unaccountable

urgent,

confidence-boosting

enduring,

sustainable

–

+


SHORT LONG

Government-imposed

short-term

achievement targets

UN Millenium Goals

shared targets,

quick “wins”

authentic transformations

In practices and beliefs

–

+


Negative Longs• Long-term targets, such as Millenium

Goals, that are evasions of political and corporate responsibility

• Mission and vision building processes that do not survive the leaders who initiated them

• Long-range plans that are soon made obsolete by unanticipated events


Negative ShortsTargets that are• Imposed upon the powerless• Do not engage those responsible

for reaching them• Are politically convenient and

arbitrary• Are imposed in cultures of distrust

and fear


Positive Shorts

• Also demand changed behavior among the powerful

• Are collectively shared• Are inspired by cultures of trust and

hope• Build confidence to persevere with

longer term struggles


Positive Longs

• Promote and depend on patience, discipline and perseverance

• Inspire people to see beyond the present

• Symbolically guide and articulate short-term measures


Happiness

Comes from

• Choice, but not too much• Control over one’s own destiny• Achievement of purposes along

the way

Jonathan Haidt, The Happiness Hypothesis


Sustainable Leadership

One of t he mo st impor tant and neg lect ed as pects of leaders hip i s l eadership s uccession. Schools tend to focus on improv ing schoo ls or remaking t hem anew rather than sus taining what has been cre ated by past leader s. Similarly, leaders rar ely think about how the improve ment s they ma ke wil l surviv e their own departur e. In this book, Andy H argreav es and D ean Fink examine wh at we kno w about ma king leaders hip last and offer seven p rinci ples of sust aina bility. They provide an ov ervi ew of the topi c, a s ummary of res earch, examp les of good practi ce, and guid elines for the future. This is a volu me in The Jos sey-Bass Lead ershi p Library in Educa tion, Andy Hargrea ves, Cons ulting Editor.

• This landmark book focu ses on the importa nt (bu t neg lected ) top ic of leaders hip succession in school s. • Offers a con cise, pra ctical, and easy -to-rea d guid e for the busy professio nal. • Wri tten for both aspi ring and practicing l eader s who mu st ke ep curre nt in thi s dynam ic field.

Andy Hargrea ves is co-director of the Intern ational Centre for Education al Change at the Uni vers ity of Toronto, and professor of educ ation al l eadership and change at the Univer si ty of Nott ingham and the Nation al Col lege for School L eade rship in E ngland. Dr. Hargreav es consul ts w idely in the United S tates, Europe, and Austr alia and is the author of numerous books including Learning to Change . Dean Fink is prof essor of education a t the Ontario Inst itute for S tud ies in Ed ucation a t the Univer sity of Toront o .

Jossey-Bas s, A W iley Im print į 10475 Cr ossp oint Drive, India nap olis, IN 46256 į PH : 800.956.7739 į FX : 800.605.2665 į ww w.jbp .com

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Seve n Principles of Sus tainabi lity • Depth Š Learning and Integrity • Length Š Enduran ce and Su ccession • Breadth Š Distribution not Dele gation • Justice Š Others and Ou rselves • Diversity Š Complexity and Co hesion • Resour cefulness Š Restraint and Ren ewal • Conservation Š History an d Leg acy

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SSSuuussstttaaaiiinnnaaabbbllleee LLLeeeaaadddeeerrrssshhhiiippp

By Andy Har greaves and Dean Fink

Copyright Andy Hargreaves. Not to be used in professional development or other settings including publication without proper attribution77

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