Carney for Kids, 2011

The Four Frames

Principal Entry Plan

Adapted from LIFT, LAUNCH, & CLASS 2005

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DEVELOPING A PRINCIPAL ENTRY PLAN

All successful leaders have plans. They modify and redirect their plans as needed in order to meet changing demands and circumstances. Leaders who are new to their role need a special plan – an Entry Plan. Entry plans are designed to help individuals systemically collect information about the new context in which they are working. Leaders enhance their opportunities to be successful when they possess a deep and rich understanding of their work context. The Entry Plan outlined in this document is designed to help new principals in the entry process. For organizational purposes, the Entry Plan is built around Bolman and Deal’s four frames of leadership. These include:

Ø Structural Frame Emphasizing rules, roles, goals, policies, environment

Ø Human Resource Frame

Emphasizing needs, skills, and relationships

Ø Political Frame Emphasizing power, conflict, competition, and scarce resources

Ø Symbolic Frame

Emphasizing culture, rituals, stories, myths, and symbols

The frames provide windows on the world and lenses that bring the world into focus. Frames filter out some things while allowing other things to pass through easily. Frames can help leaders order experiences and determine what actions to take. Beyond analyzing your new context using the Four Frames, it is also suggested that you review the following documents to compliment your Entry Plan.

ü School Improvement Plan ü Budget ü Student Data including state assessment data and attendance data ü Organizational Chart of roles, responsibilities and school committees ü Demographic information about the school and community

Also take time to get to know classroom instructional practices in your school. The more you know about your context, the more you will be able to successfully focus and lead significant school improvement efforts.

Carney for Kids, 2011

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STRUCTURAL FRAME

1. School Goals • What are the priority goals of the School Improvement Plan? • What activities and work plans support these priority goals? • How was last year’s SIP developed? Who was involved? • Is the SIP monitored regularly by staff and the leadership team? How?

2. Organizational Structures

• What are the committee and/or school structures of the school? • When are meetings scheduled? • How are roles and responsibilities identified and shared?

Who does what? • How are decisions made? Who participates in decision-making? • Who makes most of the decisions in the school? • Are timelines stated for the purpose of closure?

3. Communication Processes

• What structures exist to support coordination and articulation? • How is information communicated across the school both vertically and horizontally? • What are the specific ways individuals communicate in the building and with the

community? • What role does technology play in supporting communication?

4. Personal Analysis and Reflection

• What are your strengths and weaknesses in the structural frame? • Are you well organized? How well do you manage your time? • Are you attentive to deadlines and details? • What mechanisms, strategies, or techniques do you use to focus yourself? • How can you use your strengths to enhance the school’s SIP in the Structural Frame?

Carney for Kids, 2011

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HUMAN RESOURCE FRAME

1. Individual Information Profiles • What are the styles and strengths of individuals in the school? • What sources of information are you using to gather this information? • How well do teachers and staff members know one another – professionally and

personally?

2. Needs and Goals

• What are the needs and goals of individuals in the school? • How does the school support individuals in meeting individual need and achieving individual goals? • What is done to help teachers and staff members “connect” with others who have similar needs and goals? • Is there evidence of distributed leadership? Explain.

3. Autonomy and Resources

• What degree of autonomy do individuals have to do their work? • Do individuals have the resources they need to do their work well? • What is the process for individuals to access these resources? • What is the pattern of resource distribution – Who gets what?

4. Personal Analysis and Reflection

• What are your interpersonal strengths and weaknesses as a leader? • How well do you communicate your thoughts and feelings? • How well do you listen to the thoughts and feelings of others? • How well do you know yourself as a leader – What are your needs and goals? • How can you use your strengths to enhance the school goals in the HR Frame?

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POLITICAL FRAME

1. Power and Authority • What behaviors indicate the true sources of formal and informal power in the school? • Who appears to hold power? • Are their sources of power related to the structures of the school?

2. Cliques and Alliances • Are there formal or informal cliques and alliances in the school? • What perceived power do they hold, if any? • What are the positive or negative effects of these cliques and alliances?

3. The Politics of Resource Allocation • How is the political frame used to secure resources for the school? • How are resources allocated? • How are decisions made to determine who gets what? • How are conflicts resolved when there are disagreements?

4. Personal Analysis and Reflection • What are your strengths and weaknesses in the areas of conflict resolution, decision

making, and leading initiatives? • How comfortable are you with power in your role? • How could you build alliances to create and forward a school vision? • What could you do to confront negative cliques and strengthen positive alliances? • How can you use your strengths to enhance the school’s SIP?

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SYMBOLIC FRAME

1. Vision and Mission Analysis • How are the vision and mission of the school exemplified in daily behaviors? • Are all members of the school community aware of the vision and mission? • Do daily practices and procedures support6 and reinforce the vision and mission? • Are the vision and mission deeply tooted in the culture of the school? • How are the school’s vision and mission communicated to the community?

2. Stated and Espoused Values

• What appear to be some of the stated and espoused values of the school culture? • Is the culture strong or weak – healthy or unhealthy? Why? • What are the unwritten “rules” of the school? (The way we do things around here) • How are students treated? • How do teachers and staff treat one another? • How are parents treated?

3. Behaviors and Indicators as Symbols

• What patterns of behavior and indicators communicate the values? • Who are the perceived heroes and heroines in the school? • What are some of the stories and myths of the school? • What are the rituals and ceremonies of the school and community?

4. Personal Analysis and Reflection

• What are your strengths and weaknesses in understanding the meaning of symbolic behaviors and values demonstrated?

• How well can you identify and articulate your own values? • What is a lesson you learned about your school or community through the “analysis” of a

symbolic action or behavior? • How well can you “read and analyze” the culture of your school? • How can you use your strengths to enhance the school’s SIP?

Carney for Kids, 2011 Adapted from LIFT, LAUNCH, & CLASS – Chicago Leadership Academies for Supporting Success 2005