The Learning Leader Douglas B. Reeves
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Transcript of The Learning Leader Douglas B. Reeves
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The Learning LeaderDouglas B. ReevesHow to Focus Improvement for Better Results
Part I
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Focus Improvement
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Complexity of Leadership Research
Contrived Complexity “Pretentious Terminology” “Laborious Processes” Lack Substance Enslaved by Process The focus has become the
plan, not the quest for improvement
We do improvement plans, we don’t improve achievement
Artificial Simplicity “Unwarranted Simplicity” Propose easy steps to
success 3 rules 7 steps Easy, simple, quick Groundless in research No long-term gains
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Both Types of ComplexityFrustrate participants Waste timeWaste resourcesAvoid real issues of improvementProduce plans for “planning’s sake”Check off “steps accomplished”Never identify/engage the issues
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Must Strike a Balance Between
Complexity Grapple with complex data Analyze issues to
determine the essential Understand the
“multivariate” nature of all problems
Accept the lessons of failure
Complex human systems
Simplicity
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Keys to ImprovementMonitoringEvaluationValuesBeliefsImplementationAll are, by definition, difficult human endeavors
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REMEMBER“Someone must actually do the hard work of
slogging through the data, assessing the intersection of tens of thousands of data points, comparing the results of quantitative and qualitative analyses, and filtering each hypothesis through the multiple lenses of research, experience and:
common sense”
Doug Reeves
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Messy Leadership Preferred
Messy Review data Mid-course corrections Focus on leverage points Repeat steps to focus
improvement
Neat Planning Processes Procedures Precedence over
achievement
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LeadershipLeading or Learning?
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RESULTS
ACHIEVEMENT ANTECENDENTS OF
EXCELLENCE
LEADERSHIP FOR LEARNING FRAMEWORK
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The LuckyHigh Results, No Understanding of Antecedents
Achievement not related to instruction
Performance predates teaching
Success not sustainable or attributed to adult actions
Replication of success unlikely
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The LoserLow results, no understanding of antecedents
Attribute failure to students, parents, SES, ethnicity, etc.
No reason to change
Victimhood, “Belligerent indifference”
Irresponsibility
Replication of failure highly likely
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The LeaderHigh Results, good understanding of antecedents
Pursues continuous improvement
Realizes that success that is static is transitory
Replication of Success is likely
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The LearnerLow results, high understanding of antecedents
Engages with data
Tests hypothesis
Does not blame
Identifies successes
Searches to Learn to improve learning
Replication of success likely
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Research-Based Truths of Leadership
Adult Actions MatterSpecific Leadership Actions Link to Improved
Student AchievementLeadership is not one skill nor the action of an
individual
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Adult Actions MatterLeadership, teaching and adult actions have more power in determining achievement than demographic factors.
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Specific Leadership Actions Improve Achievement
Inquiry: successful determination of failure and success (adult causes, “blaming victim” is statistically untrue”)
Implementation: specific elements of improvement are implemented with students at the classroom level, and are implemented continuously
Monitoring: ongoing assessment of success and failure, not at program level, but at the student level
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Leadership Not One Skill or Actions of an Individual
Leadership utilizes a variety of skills, attitudes and beliefs
Leadership utilizes a variety of people from all parts of the organization many of whom are not called “leader.”
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Leadership: A Data-Based Human Endeavor
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Challenging Leadership Myths
Historical ModelsAnalytical ModelsRelationship Models“The One Thing You Need to Know”
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Historical Myths“Historical Heroes” as Leadership Models
All historical accounts skewed by reporters and their context;
While models of heroism are useful, actions do not transfer directly across space and time.
Historical biography at best good reporting not sound research;
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Analytical MythsAnalysis alone is the attempt to quantify human behavior, and alone is due to fail.
Myth: Since “low SES schools” perform more poorly than “high SES” schools, poverty determines achievement.
(When most Low SES schools also have a lower percentage of quality teachers.)
“Two variable correlations insinuate only one cause and effect”
Life is “Multivariate”
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Relationship MythsWhile “emotional intelligence” has been proven a significant factor in leadership success, sole reliance on positive relationships and conflict avoidance is ineffective and not supported by results.
Evidence: 1. The leader that avoids
conflict at the expense of results.
2. The leader that may be criticized as impersonal but is revered for results after they leave.
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The One Thing You Need to Know Myth
Leadership defies one-dimensional definition.
The range of variability in human behavior approaches the infinite.
Understanding of Leadership can be informed by history, analysis, and relationship theory.There is never “one thing,” in an organization.
Leadership is multi-dimensional.
Leadership is not solitary: “We cannot do it alone.”
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Learning Listening BreakGroup review of Learning to Lead Podcasts by
Doug ReevesListen, Discuss, Summarize, Report Out
Model Teachers
The Value of Culture
3 Challenges of Web 3.0
Looking Deeper in Data Avoiding the Landmines
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Let’s Start Again With Some Humor
A Video Portrait of this Class in a few Years!
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Can’t Do It AloneLeadership is multi-dimensional.
No single person is capable of excellence in all dimensions.
Leadership must be an organizational function.
Shared responsibility with complementing leadership roles.
No single person bears the brunt of being exemplary in all aspects.
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Wisdom of the GroupLeadership decision-making more accurate when entrusted to a group or team.
Likelihood of success greater via the team than the individual.
Even in Probability the greater the number of trials the greater the accuracy.
Coaches pick those that complement not those that repeat the same strengths and weaknesses.
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Architectural LeadershipLeaders are the Architects of Organizational Improvement
Vision alone cannot lead.
Leadership then becomes
Distributive, Collaborative,
Connective, Complimentary,
Empowering, Inclusive