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Leading Improvement Efforts: Theories and Challenges
Pete Bylsma, EdD, [email protected]
Presentation Overview
1. Characteristics of Effective Leaders– Perspectives of the sages– What research says about effective
leadership in schools and districts
2. Creating Change– Theoretical models– Practical implications for leaders
3. Using data to lead change
4. Other things on your mind
Characteristics of Effective Leaders
• Effective leaders are found in both private and public sector organizations.
• Effective leadership is multi-faceted.
• Most writers view effective leaders as people who do certain things and have certain qualities.
Per Jack Welch,former General Electric CEO
Leaders need
– Head (intelligence, competence, wisdom, savy)
– Heart (emotional intelligence and “soft” relational skills such as empathy, understanding, and communications that foster candor and openness)
– Guts (the self confidence to make hard decisions)
– Character (prerequisites of humility, trustworthiness, strong work ethic)
Mind
Energy
People skills
Work habits
Head on straight (maturity)
Mask shortcomings
Resume
Per John Wareham(The Anatomy of a Great Executive)
Means to get you where you are headed
Misdirect with resumes
Per Jim Collins (Good to Great)
Level 5 – ExecutiveBuilds enduring greatness through a paradoxical blend of personal humility and professional will (“fierce resolve”)
Level 4 – Effective LeaderCatalyzes commitment to and vigorous pursuit of a clear and compelling vision, stimulating higher performance standards
Level 3 – Competent ManagerLevel 2 – Contributing Team MemberLevel 1 – Highly Capable Individual
Common Characteristics of Effective Leaders
1. They establish and pursue a simple, clear, and compelling vision.– Know what should be, inspire others to work toward it
– Vision is not too complicated, is constantly in view
– Continuous communication in multiple forms to reinforce the message
Common Characteristics of Effective Leaders
2. They understand their environment.– Proactive and flexible when dealing with external
variables influencing the work (economic and political conditions, competition, beliefs and values of the local community)
– Advocate for supportive conditions, policies, and laws through networking, building relationships
– Foresee the implications of others’ actions and adjust accordingly
Common Characteristics of Effective Leaders
3. They think and plan strategically.– Understand internal and external challenges and the
multiple ways needed to address the challenge (see the big picture and know what levers to pull)
– Work with others and use a range of information and data to design and implement a sound multi-system strategy to address obstacles and help them meet their goals
– Establish aligned structures and systems that work well together
Common Characteristics of Effective Leaders
4. They select and support talented people.– Recognize need to develop other leaders
– Know how to select and develop other leaders who can spread the message of the mission
– Have good people skills and encourage, inspire, and recognize their staff when appropriate
– Help staff acquire the skills and knowledge needed to do their work
Common Characteristics of Effective Leaders
5. They are learners.– Listen to other perspectives, encourage diverse
perspectives, seek honest feedback
– Balance the urgency to meet their goals with reflection to learn from their successes and failures
– Take calculated risks and have the courage to admit when things do not go as planned
– Learn from mistakes and are willing to change
– Remain optimistic and resilient when problems arise
Common Characteristics of Effective Leaders
6. They have integrity.– Have a strong moral code that guide their actions
– Honest, fair, and just when dealings with others
– Treat others with respect, have high regard for all types of people
– Keep their word and follow through on their commitments(“walking the talk” creates trust, motivates others to do the same)
– Actions are consistent with their values and goals.
Common Characteristics of Effective Leaders
7. They get results.– High expectations, passion for excellence for its own sake
– Track record of accomplishing goals by working hard and smart
– Set goals and select metrics to measure progress toward the goal
– Inner intensity to improve, sense of urgency
– Creative problem-solvers who persevere and persistUse lessons learned from listening to change practice, generate new ideas
– Hold themselves and others accountable for results
Common Characteristics of Effective Leaders
7. They get results (continued)– Action-oriented, decisive, willing to make hard decisions
after receiving enough information and assessing context
– Not afraid to move (or remove) staff who do not produce
– Use small victories to build momentum and confidence that can eventually get big results
– Accomplish goals by reflecting all the other characteristics
Characteristics of Effective Leaders
Effective leaders often have a combination of certain skills and knowledge, dispositions, and values that motivate and inspire others. In general, they are …
intelligent, insightful, productive, versatile, flexible, creative, optimistic, hopeful, confident, energetic, hard working, decisive, disciplined, courageous, organized, approachable, proactive, fair, compassionate, trustworthy, team players
Nine Characteristics of High-Performing Schools
Nine Characteristics: Effective Leadership
Leadership is essential to implement all the characteristics of high performing schools• Deeper Understanding of Effective Leadership
–Distributive leadership–Sustainable leadership–Lateral capacity building–Relational trust
• Leadership Attributes and Behavior–Demonstrate value-added leadership
–Build community of learners/leaders
–Promote second-order change
• Leadership Approaches–Develop positive respectful relationships
–Create collaborative professional learning communities
–Focus on learning
Nine Characteristics: Effective Leadership (continued)
Characteristics of Improving School Districts
Characteristics of Improved School Districts: Effective Leadership
Leadership is at the center when implementing all characteristics of improved districts.
• Focus on All Students Learning• Dynamic & Distributed Leadership• Sustained Improvement Efforts over Time
Improved School Districts:Effective Leadership (cont.)
• Focus on All Students Learning– Focus on all students learning to high standards
– Share beliefs & values, have clear goals & shared vision of change
– Hold all district staff, programs & operations responsible for student learning
• Dynamic/Distributed Leadership– Exhibit dynamic leadership, united in purpose,
visible in schools, interested in instruction
– Expand to encompass central office, principals, teacher leaders and others
– Provide moral leadership that moved from talking to doing, to ensure students learn
Improved School Districts:Effective Leadership (cont.)
• Sustained Improvement Efforts over Time– View education improvement as long-term
commitment & processes
– Persevere, persist, and stay the course
– Help staff internalize the changes
Improved School Districts:Effective Leadership (cont.)
Small Group Discussion
• Form small groups; select a recorder, speaker• Discuss one of the questions for reflection• Select 2 or 3 key ideas from your discussion from
your experiences about effective leadership• Share in whole group
1. How can school/district leaders develop & share their vision for improving student learning?
2. How can school/district leadership be distributed throughout the educational system?
3. How can leaders create political will & moral responsibility to take action to provide equity & excellence in learning for all students?
4. How can school/district leaders communicate their commitment to school improvement?
5. How can school/district leaders maintain stability and sustain improvement in a climate of political & social change?
Questions for Reflection
Part II: Creating Change
Gleicher's FormulaD x V x F > R
• D Dissatisfaction What is not working; concern• V Vision for future A compelling, attractive, and
achievable goal• F First Steps A start toward a vision• R Resistance Forces opposed to change
Model relates to change management based on its experience with hundreds of companies around the world
Awareness of why the change is needed Desire to support and participate in the change Knowledge of how to change Ability to implement new skills and behaviors Reinforcement to sustain the change
Prosci Research - ADKAR
Larger Context(social/political/economic)
My Theory of Change
Leadership
Mission &Expectations
Internal & external
pressure to motivation to
change
Vision
Assessment of current conditions
Improvement strategy
Capacity to enact changes
Opposing Forces
Interactive Process
Implement strategy
Assess results
Data as a feedback
loop
Creating Change in Your System
1. What external and internal pressures exist in your school/district that motive people to change? What other pressures could be brought to bear to stimulate change?
2. What are your strategies to close the gap between your vision of the future and the current reality? How do you know they will work?
3. How can you build capacity to enact the desired change?
4. What are the forces in system that oppose change? How can they be addressed (mitigated, neutralized, or eliminated)?
Part III:Using Data to Stimulate Change
• Cross sectional data and disaggregation• Longitudinal analyses• Considering the context• Data problems to watch for• Sneak preview of things to come
Cross Sectional DataA snapshot in time of multiple groups
3 4 0
3 6 0
3 8 0
4 0 0
4 2 0
4 4 0Gr
ade
3Gr
ade
4Gr
ade
5Gr
ade
6Gr
ade
7Gr
ade
8Gr
ade
10
Grad
e 3
Grad
e 4
Grad
e 5
Grad
e 6
Grad
e 7
Grad
e 8
Grad
e 10
Grad
e 3
Grad
e 4
Grad
e 5
Grad
e 6
Grad
e 7
Grad
e 8
Grad
e 10
Grad
e 3
Grad
e 4
Grad
e 5
Grad
e 6
Grad
e 7
Grad
e 8
Grad
e 10
Grad
e 3
Grad
e 4
Grad
e 5
Grad
e 6
Grad
e 7
Grad
e 8
Grad
e 10
N ot Low Incom e Low -Incom e
Re ading Scale Score s by Incom e Le ve l, A ll G rade s (2007)
Am er. India n As ia n/Pa c Is B la ck H is pa nic W hite
Longitudinal Analysis ExerciseA
chie
vem
ent l
evel
2002 2003
NCLB passed
Longitudinal Analysis Exercise
In groups, add at least 2 more years on each side of the trend line to create 3 graphs to show:
• NCLB had a positive impact
• NCLB had a negative impact
• NCLB had no impact
Longitudinal AnalysisMath Helping Corps
0%
10%
20%
30%
40%
50%
60%
70%
1997 1998 1999 2000 2001 2002 2003 2004
WA
SL
pe
rce
nt
me
eti
ng
sta
nd
ard
State
MHC - 1st cohort
Period of assistance
Longitudinal AnalysisMath Helping Corps
0%
10%
20%
30%
40%
50%
60%
70%
1997 1998 1999 2000 2001 2002 2003 2004
WA
SL
pe
rce
nt
me
eti
ng
sta
nd
ard
State
MHC - 1st cohort
MHC - 2nd cohort
Period of assistance
Longitudinal Analysis:What’s Going On?
Source: http://election.princeton.edu/history-of-electoral-votes-for-obama/
2002 Results (average of 3 tests) WA Achiever Schools
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Percent Low Income (F/RL)
Perc
ent M
eetin
g St
anda
rd (3
-test
ave
rage
)
State: 23.0%
State: 50.3%
Correlation -.693R-square .48
All other high schools
0
20
40
60
80
100
0 10 20 30 40 50 60 70 80 90 100
Percent Low Income (F/RL)
Perc
ent M
eetin
g St
anda
rd (3
-tes
t ave
rage
)
State: 29.4%
State: 71.0%
All schools improved by 2006
Schools experienced different levels of improvement since 2002
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Percent Low Income (F/RL)
Perc
ent M
eetin
g St
anda
rd (3
-test
ave
rage
)
Mabton
Yelm
West Valley
Stevenson
Cleveland
Davis
Lincoln
Kent-Meridian
Tonasket
Mt Tahoma
Kittitas
Clover Park Foss
Mariner
Foster
2006 results
2002 results2006 state trend
2002 state trend
Five OutcomesResults from 4 assessments (reading, writing, math, science)
aggregated together from all gradesExtended graduation rate for all students
Four Indicators1. Achievement (% of all students meeting standard/ext. grad rate)
2. Achievement by low income students (those eligible for FRL)
3. Achievement vs. Peers (Learning Index and ext. grad rate controlling for ELL, low-income, special education, mobility)
4. Improvement (change in Learning Index from previous year)
Creates a 5x4 matrix with 20 outcomes40
SBE’s New Accountability System
Accountability Matrix
Indicator Reading Writing Math Science Grad rate Avg.
Achievement
Ach. of low income
Achievement vs. Peers
Improvement
Average Index
41
Linear Regression
0.0 25.0 50.0 75.0 100.0
Pct low income
0.000
1.000
2.000
3.000
4.000
Mat
h L
earn
ing
Inde
x, 2
007
Math Learning Index, 2007 = 3.26 + -0.01 * PctLowIncR-Square = 0.70
A
B
Illustration of Ach. vs. Peers
42
43
Data Issues
• Data quality continues to improve• Important data are missing• Simpson’s paradox
All subgroups are improving but the overall level is declining due to higher percentages of lower performers
•Unit of analysis (classroom, grade, school, district)•Unusual cases (outliers, special schools)•Getting an outside/neutral perspective
44
Concerns About Survey Results
• Self perceptions reflect self awareness• Our perceptions may not be realistic
– Psychologists have noted our tendency to inflate ourselves and be blind to our shortcomings or suffer from “groupthink”
– Conversely, sometimes we are too hard on ourselves
• If educators don’t have accurate perceptions of their condition, they won’t to identify their problems, which will lead to efforts not focused on the right solutions– Needed changes won’t occur, outcomes may not improve– Lead to discouragement, less effort to improve in the future, and a
belief that external conditions are to blame for the problems
45
Stages of Learning
Unconscious Competence
Conscious Incompetence
Unconscious Incompetence
Conscious Competence
Conscious of Unconscious Competence
46
Matrix of Perceptions of School Quality
Unrealistic
Unaware of limitations
(unconscious (unconscious incompetenceincompetence
))
Realistic
Aware of success
(conscious (conscious competence)competence)
Realistic
Aware of limits/success
Realistic
Aware of limitations
(conscious (conscious incompetenceincompetence
))
Unrealistic
Unaware of success
Staff Perceptions of School Quality (consciousness)
HIGHmost positive
MEDIUM
LOWleast positive
LOW MEDIUM HIGHStudent Outcomes controlling for school SES(competence)
47
Other Things on your Mind