© mcrel 2004. do not copy without permission school leadership that works the magnitude of change

© McREL 2004. Do not copy without permissionSC

HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

The Magnitude of Change


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Common labels describing types of change

McREL uses labels based on the implications of change.

vs.

vs.

vs.

vs. First-order Second-order

Technical Adaptive

Continuous Discontinuous

Incremental Fundamental

SC

HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Understanding the Magnitude of Change

2nd order change

1st order change


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

McREL’s view of change

A change is defined by the implications it has for the people expected to implement it or those who will be impacted by it.

The same change can be perceived differently by different stakeholders.

SC

HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Characteristics of First Order Change

•Consistent with current values, beliefs, and practices

•Can be carried out with existing knowledge and skills

•Can be implemented by others,

including outside experts

SC

HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS Characteristics of

Second Order Change•A break with the past

•Conflicts with prevailing norms, beliefs, and behaviors

•Implemented by stakeholders

•Complex

•Requires new knowledge and skills


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

First- or second-order?

Do stakeholders perceive the change as…Do stakeholders perceive the change as…

an extension of the past? a break from the past?

consistent with prevailing organizational norms?

inconsistent with prevailing organizational norms?

congruent with personalvalues?

incongruent with personalvalues?

easily learned using existing knowledge & skills?

requiring new knowledge & skills?

First-order Implications Second-order Implications


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Estimating the implications of a change

Measuring the implications of a change for stakeholders requires thoughtful consideration of how different individuals and groups will perceive and respond to the change.

Picture retrieved October 28, 2004 from, http://inventors.about.com/library/inventors/blseismograph.htm


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

The magnitude of change

C H A N G E


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

The magnitude of change

SC

HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Retrieved November 11, 2004 From, http://www.afn.org/~gestalt/fignd.htm

SC

HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Retrieved November 10, 2004 From, http://www.nwlink.com/~donclark/hrd/history/gestalt.gif


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Understanding Magnitude of Change

To understand the magnitude of a change,

leaders must be able to compare/contrast the:

Meaning of key criteria for the

proposed change

Implications of that meaning

for stakeholders


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Understanding Magnitude of ChangeKey Criteria Key Questions

Problem definition agreement What problem does the change propose to solve? Is there agreement on problem/solution relationship?

Understanding of (in)consistency of values

What does the change value?

Understanding of (in)consistency of norms

What does the change require relative to our ways of interacting?

Understanding of type of learning required

How complex is the (re)learning of knowledge or skills required?

Understanding of urgency and incentives

Is there a sense of urgency and incentives to move forward??

SC

HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

ASSESSING ORGANIZATIONAL CONDITIONS

ESTIMATING THE MAGNITUDE OF ESTIMATING THE MAGNITUDE OF CHANGECHANGE

CORE CONTEXTCORE CONTEXT

RECEPTIVITY TO CHANGERECEPTIVITY TO CHANGE

READINESS FOR IMPLEMENTATIONREADINESS FOR IMPLEMENTATION


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

CORE CONTEXT

Conditions Affecting Magnitude of Change

Key Questions for Assessing Conditions

Problem Definition

Is there agreement among those who will be impacted by the initiative that there really is a problem to solve? Is there agreement about the dimensions of the problem?

Problem Solution

Is there agreement among stakeholders that the proposed initiative will solve an agreed upon problem?

Personal Values

Is the proposed initiative consistent with the values of individual stakeholders?

Organizational Norms

Is the proposed initiative based on the current organizational norms of operation?


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

RECEPTIVITY TO CHANGE



Choice

Are there multiple approaches, from which people can choose to implement the proposed initiative?

Responsibility

Are the people who are responsible for the implementing the proposed initiative involved in creating it?

Motivation

Is there agreement among stakeholders that the current levels of performance are unacceptable or a shared vision of a more attractive future?


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

READINESS FOR IMPLEMENTATION



Knowledge

Do the majority of stakeholders have the basic knowledge they need to do what will be asked of them?

Skills

Do the majority of stakeholders have the skills required to be successful in the proposed initiative?

Resources

Are all of the resources needed available and accessible to those who will be asked to implement the proposed initiative?


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Understanding Magnitude of ChangeActivity #4

• Locate the handout entitled, “ Understanding the Magnitude of Change Worksheet”

• Individually, think about a change your school will be facing or one in which your school is currently engaged.

• Using the worksheet, write the answers to the questions, and determine whether the change has 1st or 2nd order implications for most stakeholders.

• In triads, share your findings and discuss why the change has 1st or 2nd order implications for most stakeholders.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

SCHOOL LEADERSHIP THAT WORKS™UNDERSTANDING MAGNITUDE OF CHANGE WORKSHEET

KEY CRITERIA

Problem definition agreement

KEY QUESTIONS

What problem does the change propose to solve? Is there agreement on problem-solution relationship?

ANSWERS/ 1ST OR 2ND ORDER IMPLICATIONS

Understanding of (in)consistency of values

What does the change value?

Understanding of (in)consistency of norms

What does the change ask relative to our ways of interacting?

Understanding of type of learning required

How complex is the (re)learning, knowledge or skills required?

Understanding of urgency and incentives

Is there a sense of urgency and incentives to move forward?


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Finding #4:results of a factor analysis

• Two major factors–General leadership–Positive and negative correlations with 2nd order change

There were insufficient factor loadings to collapse any of the 21 leadership responsibilities


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Leadership for first order change

All 21 responsibilities are necessary and should be considered SOP in a school.

First order change is a “by product” of the day-to-day operations of the school

Review of rank order of leadership responsibilities and practices


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS Leadership for first order Change

Rank ordered

1) Monitor and evaluate2) Culture3) Ideals and Beliefs4) Knowledge CIA5) Involvement CIA6) Focus7) Order8&9) Affirmation and

Intel. Stimulation10) Communication11) Input

12) Relationships13) Optimizer14) Flexibility15) Resources16) Contingent rewards17) Sit. Awareness18) Outreach19) Visibility20) Discipline21) Change Agent


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Leadership for Second Order Change

Factor analysis

Positive and negative correlations


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS Finding # 5:

Positive Correlations with 2nd Order Change (rank ordered)

• Knowledge of curriculum, instruction, and assessment

• Optimizer• Intellectual stimulation• Change agent• Monitor and evaluate • Flexibility• Ideals and beliefs


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Leadership Responsibilities Positively Associated with Changes with

Second Order Implications

Responsibility Practices

Knowledge of

curriculum, instruction,

& assessment

•Is knowledgeable about assessment practices

•Is knowledgeable about instructional practices

•Provides conceptual guidance for teachers regarding effective

classroom practice.

Optimizer •Inspires teachers to accomplish things that might seem beyond their grasp•Portrays a positive attitude about the ability of the staff to accomplish substantial things•Is a driving force behind major initiatives.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS


Second Order ImplicationsResponsibilities Practices

Intellectual Stimulation

•Keeps informed about current research & theory regarding effective schooling•Continually exposes staff to cutting edge ideas about how to be effective•Systematically engages staff in discussions about current research & theory•Continuously involves the staff in reading articles & books about effective practices.

Change

Agent

•Consciously challenges the status quo•Is comfortable with leading change initiatives with uncertain outcomes•Systematically considers new & better ways of doing things.

Monitors/ Evaluate

•Monitors & evaluates the effectiveness of curriculum, instruction, & assessment.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS


Second Order ImplicationsResponsibilities Practices

Flexibility •Is comfortable with major changes in how things are done•Encourages people to express opinions contrary to those with authority•Adapts leadership style to needs of specific situations•Can be directive or non-directive as the situation warrants.

Ideals/ Beliefs •Holds strong professional beliefs about schools, teaching, & learning•Shares beliefs about schooling, teachers & learning with staff and parents•Demonstrates behaviors that are consistent with beliefs.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Responsibilities Positively Associated with 2nd Order Change

• Locate the 7 (pink) leadership responsibility cards that are positively associated with 2nd order change.

• Use the change initiative you identified in the “Understanding Magnitude of Change” activity to discuss how the responsibilities help to lead change with 2nd order implications.

• Refer to the sentence stems to guide your conversation.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Responsibilities Positively Associated with 2nd Order Change

To guide your team’s conversation, consider the following sentence stems:- I think the 7 responsibilities

help to lead change with 2nd order implications because . . .

- In my situation, this leadership responsibility [pick one] would help initiate change because . . .

- In my leadership practice, I haven’t considered this responsibility [pick one] because . . .


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS Leadership for first order Change

(rank ordered)





HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS Finding #6:

Negative Correlations with 2nd Order Change (rank ordered)

• Culture

• Communication

• Order

• Input


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Leadership Responsibilities/Practices Negatively Impacted by Changes with


Responsibilities Practices

Culture•Develops a shared vision of what the school could be like

• Promotes a sense of well being

• Promotes cohesion among staff

• Promotes cooperation among staff

• Develops an understanding of purpose

Communication

• Develops effective means for teachers to communicate with one another

• Is easily accessible to teachers

• Maintains open and effective lines of communication with staff


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Leadership Responsibilities/Practices Negatively Impacted by Changes with


Responsibilities Practices

Order • Establishes routines for running of the school that staff

understand and follow

• Provides and reinforces clear structure, rules and

procedures for staff

• Provides and reinforces clear structure, rules and

procedures for staff

Input • Provides opportunities for staff to be involved in

developing school policies

• Provides opportunity for input on all decisions

• Uses leadership team in decision making


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS Responsibilities Negatively

Impacted by 2nd Order Change

• Locate the 4 (pink) leadership responsibility cards that negatively impact 2nd order change.

• Use the change initiative you identified in the “Understanding Magnitude of Change” activity to discuss how the responsibilities can be negatively impacted by changes with 2nd order implications.

• Refer to the sentence stems to guide your conversation.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Responsibilities Negatively Impacted by 2nd Order Change

To guide your team’s conversation, consider the following sentence stems:

- I think the 4 responsibilities can be negatively impacted by changes with 2nd order implications because . . .

- In my situation, these 4 leadership responsibilities look like . . .

- In my leadership practice . . .


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS Leadership for First Order Change

(rank ordered)




SC

HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

The magnitude of change: Four stages of the change process


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

The Art and Science of

Leadership

“The art of progress is

to preserve order amid

change and preserve

change amid order.”~ Alfred North-Whitehead


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

The Personal Impact of 2nd Order Change

“It’s not so much that we’re afraid of change or so in love with the old ways, but it’s that place in between that we fear . . . It’s like being between trapezes. It’s Linus when his blanket is in the dryer. There’s nothing to hold on to.”

~ Marilyn FergusonThe Aquarian Conspiracy


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Leadership Responsibilities Associated with Purposeful

Community

• Culture• Ideals and Beliefs• Communication• Visibility• Input• Relationships• Situational Awareness• Affirmation


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Leadership Responsibilities Associated with Focus on

Research-based Practices

• Resources

• Curriculum, Instruction, and Assessment

• Focus

• Outreach

• Order

• Discipline

• Contingent Rewards


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Leadership Responsibilities Associated with Leading change

• Ideals and Beliefs• Optimizer• Flexibility• Knowledge of Curriculum, Instruction,

and Assessment• Intellectual Stimulation• Change Agent• Monitor and Evaluate


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Develop a

Purposeful

Community


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Definition: Purposeful Community

A purposeful community is one with the collective efficacy and capacity to develop and use assets to accomplish purpose and

produce outcomes that matter to all community members through agreed upon

processes.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Develop a Purposeful Community

• collective efficacy and capacity

• develop and use assets

• accomplish purpose and produce outcomes

that matter to all community members

through

• agreed upon processes


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Strategies and Tactics

for Leading Change


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Distribute Leadership Responsibilities

• Culture

• Order

• Communication

• Input


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Operational Definitions

Distributed leadershipDistributed leadership implies shared responsibility and mutual accountability toward a common goal or goals for the good of an organization. Distributed leadership is not a “program” or a “model.” It is a condition that can be enabled and sustained through organizational authority.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Rationale: Why Distributed Leadership is Important

Depending on the complexity of an organization, and the implications of the changes it is attempting to implement, leadership demands more than what one person can provide. Distributed leadership is important because it creates a condition for maximizing the collective strengths of all individuals within a coherent, adaptive, and sustainable organization as they strive to adapt, learn, and grow. It requires each person to assume responsibility and take action for the good of the whole.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Distributed Leadership

True forms of distributed leadership require that:

• multiple people work together to complete the right work regardless of positional authority, and,

• the group is grounded in responsibilities and tasks rather than position.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Distributed Leadership

• The group capitalizes on individual strengths to create a common approach to improvement

• They create an intentional shared responsibility towards accomplishing the right work, which in turn creates internal accountability

• Over time, they increase their capacity to do the right work


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

The Importance and Use of a “Balanced” Approach to Leading Change

With 1st and 2nd Order Implications

Balancing

Directing and Supporting

Answers and Questions

Stability and Instability

Stepping up and Stepping back

Within and Between


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

“InsanityInsanity is doing the

same thing you have

always done and

expecting different

results.” ~ Albert Einstein


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Be the change

you want to see

in the world

Mahatma Gandhi


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Everyone has a dream he can

follow or squander.

It is no failure to fall short of realizing all that we might dream.

The failure is to fall short of dreaming all that we might realize.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Balanced Leadership

Development

Work


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Other Development• Online Questionnaire • Distributed Leadership

–Superintendents–Teachers

• Leadership Consortia• Fieldbook• Administrator standards• HPHN Study (5th year)


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

McREL’s research and ISLLC standards

The ISLLC standards include:• 44 knowledge statements• 43 dispositions• 97 performances• which can be found in 184 indices

However, 17 of the practices identified in McREL’s analysis are not included in the ISLLC standards.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS 17 balanced leadership practices not found

in the ISLLC standards

Responsibility Associated Practices

Affirmation: The extent to which the principal recognizes and celebrates school accomplishments and acknowledges failures

Systematically and fairly acknowledges failures and celebrates accomplishments of the school

Contingent Rewards: The extent to which the principal recognizes and rewards individual accomplishments

Uses hard work and results as the basis for reward and recognition Uses performance vs. seniority as the primary criterion for reward and advancement

Curriculum, Instruction, & Assessment: The extent to which the principal is directly involved in the design and implementation of curriculum, instruction, and assessment practices.

Is involved with teachers in designing curricular activities and addressing instructional issues in their classrooms Is involved with teachers to address assessment issues


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS 17 balanced leadership practices not found

in the ISLLC standards continuedResponsibility Associated Practices

Flexibility: The extent to which the principal adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent.

Adapts leadership style to needs of specific situations Can be directive or non-directive as the situation warrants

Outreach: The extent to which the principal is an advocate or spokesperson for the school to all stakeholders.

Interacts with parents in ways that enhance their support for the school Ensures that the central office is aware of the school’s accomplishments

RelationshipsThe extent to which the principal demonstrates an awareness of the personal aspects of teachers and staff.

Remains aware of the personal needs of teachers and staff Acknowledges significant events in the lives of teachers and staff Maintains personal relationships with teachers and staff Is informed about significant personal issues in the lives of teachers and staff


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

17 balanced leadership practices not found in the ISLLC standards continued

Responsibility Associated Practices

Situational AwarenessThe extent to which the principal is aware of the details and undercurrents in the running of the school and uses this information to address current and potential problems.

Can predict what can go wrong from day to day

VisibilityThe extent to which the principal has quality contact and interactions with teachers and students.

Makes systematic and frequent visits to the classroom Has frequent contact with students Is highly visible around the school


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

“Principal leadership in … schools is based on a

balance of emphasis. It is supportive and

facilitative of expertise and initiative distributed

widely across the school. At the same time it is

assertive of the school’s collective vision and

goals. It is helpful but not threatening, directive

but not overbearing, facilitative but not laissez-

faire” (p.430)Smylie, M.A. & Hart, A. W. School Leadership for Teacher Learning and Change: A Human

and Social Capital Development Perspective(1999)


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Leadership

“…we should be calling for leadership that will challenge us to face problems for which there are no painless solutions . . . problems that require us to learn in new ways.”

~ Ronald A. Heifetz


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

For more information

• Visit the McREL Web site

– www.mcrel.org– Access Balanced Leadership under

“What’s New”

• Visit McREL’s online newsroom

– www.mcrel.org/newsroom – Click on “education topics”

– Click on “leadership”


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS At-risk synthesis =

www.mcrel.org/atrisksynthesis

A Theory-based Meta-Analysis of Research on Instruction =

www.mcrel.org/instructionmetaanalysis

Classroom Instruction that Works video = www.mcrel.org/video

Out-of-school time synthesis =

www.mcrel.org/oststudy

A New Era of School Reform =www.mcrel.org/newera

McREL Fellows Program =

www.mcrel.org/fellows


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

Colorado critical friends network protocolshttp://www.coloradocfg.org/Summer04/coaches_handbook.htm

ISLLC Standards and Balanced Leadershipwww.mcrel.org/leadershipweneed

Other web resources


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS Partial list of

References

Argyris, C. and Schön, D. (1996). Organisational learning II: Theory, method and practice. Reading, Mass: Addison Wesley.

Beckard, R. & Pritchard, W. (1992). Changing the essence: The art of creating and leading fundamental change in organizations. San Francisco: Jossey-Bass.

Bennis, W., Biederman, P.W. (1997). Organizing Genius: The secrets of creative collaboration. Reading, MA: Perseus Books.

Bennis, W., Nanus, B. (1985). Leaders: The strategies for taking charge. New York: Harper & Row.

Bolman, L.G., Deal, T.E. (2002). Reframing the path to school leadership: A guide for teachers and principals. Thousand Oaks, CA: Corwin Press, Inc.

Block, P. (2002), 1st ed. The answer to how is yes: Acting on what matters. San Francisco: Berrett-Koehler Publishers, Inc.

Bridges, W. (2001). The way of transition: Embracing life’s most difficult moments. New York: Perseus Publishing.

Bridges, W. (1991). Managing transitions: Making the most of change. Reading, MA: Addison-Wesley.

Bridges, W. (1980). Transitions: Making sense of life’s changes. Cambridge, MA: Perseus Books. Buckingham, M., Clifton, D.O. (2001). Now, discover your strengths. New York: The Free Press.Buckingham, M., Coffman, C. (1999). First, break all the rules: what the world’s greatest managers

do differently. New York: Simon & Schuster.Collins, J. (2001), 1st ed. Good to great: Why some companies make the leap…and others don’t.

New York: HarperCollins Publishers, Inc.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

• Fullan, M. (2001) 3rd ed. The new meaning of educational change. New York and London: Teachers College Press.

• Fullan, M. G. (1993). Change forces: Probing the depths of educational reform. Bristol, PA: Falmer Press.

• Gardner, J.W. (1990). On leadership. New York: The Free Press.• Hanson, M. (Dec. 2001). Institutional theory and educational change. Educational Administration

Quarterly, 37 (5), 637-661). University for Educational Administration.• • Heifetz, R.A., Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of

leading. Boston, MA: Harvard Business School Press.• Heifetz, R. (1994). Leadership without easy answers. Cambridge, MA: Belknap Press. • Hesslebein, F. & Johnston, R. (Eds.). (2002). On leading change: A leader to leader guide. San

Francisco: Jossey-Bass.• Kanter, R.M. (1983). The change masters: Innovation & entrepreneurship in the american

corporation. New York: Simon & Schuster, Inc.• Kouzes, J.M., Posner, B.Z. (1988). The leadership challenge: How to get extraordinary

things done in organizations. San Francisco: Jossey-Bass.• Marzano, R. J. (2000). A new era of school reform: Going where the research takes us. Aurora,

CO: Mid-continent Research for Education and Learning.• Marzano, R. J., Gaddy, B. B., & Dean, C. (2000). What works in classroom instruction. Aurora,

CO: Mid-continent Research for Education and Learning.• Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA:

Association for Supervision and Curriculum Development.• Murphy, J. (2002) 1st printing. The educational leadership challenge: Redefining leadership for

the 21st century. Chicago, IL: University of Chicago Press.• Nadler, D. A., Shaw, R. B., Walton, A. E., & Associates. (1994). Discontinuous change. San

Francisco: Jossey-Bass.• Nanus, B. (1992). Visionary Leadership. New York: Jossey-Bass.• Quinn, R.E. (1996). Deep change: Discovering the leader within. San Francisco: Jossey-• Bass.• Rogers, E. (1995). Diffusion of innovations. New York: The Free Press.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS

• Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., Kleiner, A. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Currency Doubleday.

• Senge, P.M., (1990). The fifth discipline: The art & practice of the learning organization. New York: Currency Doubleday.

• Spillane, J., Halverson, R., Diamond, J. (2003). Towards a theory of school leadership practice: Implications of a distributed perspective. Journal of curriculum studies.

• Spillane, J., Hallet, T., & Diamond, J. (2003). Forms of capital and the construction of leadership: Leadership in urban elementary schools. Sociology of Education, 76 (1).

• Spillane, J., Diamond, J., Jita, L. (2003). Leading instruction: The distribution of leadership for instruction. Journal of Curriculum studies.

• Spillane, J. & Seashore-Louis, K. (2002). The practice of school improvement. National society: The study of education (NSSE) yearbook. Chicago: University of Chicago.

• Tucker, M.S., Codding, J.B. (2002). The principal challenge: Leading and managing schools in an era of accountability. San Francisco: Jossey-Bass.

• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.

• Wheatley, M.J. (1999). Leadership and the New Science: Discovering order in a chaotic world. San Francisco: Berrett-Koehler Publishers, Inc.

• Wheatley, M.J. and Kellner-Rogers, M. (1996) A simpler way. San Francisco: Berrett-Koehler Publishers


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS • De Pree, M. (1990). Leadership is an art. New York: Bantam Doubleday Dell Publishing

Group, Inc.• Elmore, R. (2003). Knowing the right thing to do: School improvement and performance-based

accountability. Washington, DC: NGA Center for Best Practices. • Elmore, R. F. (Winter 2000). Building a new structure for school leadership. The Albert

Shanker Institute.• Fullan, M. (2001) 3rd ed. The new meaning of educational change. New York and

London: Teachers College Press.• Fullan, M. G. (1993). Change forces: Probing the depths of educational reform. Bristol, PA:

Falmer Press.• Gardner, J.W. (1990). On leadership. New York: The Free Press.• Hanson, M. (Dec. 2001). Institutional theory and educational change. Educational Administration

Quarterly, 37 (5), 637-661). University for Educational Administration. • Heifetz, R.A., Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of

leading. Boston, MA: Harvard Business School Press.• Heifetz, R. (1994). Leadership without easy answers. Cambridge, MA: Belknap Press. • Hesslebein, F. & Johnston, R. (Eds.). (2002). On leading change: A leader to leader guide. San

Francisco: Jossey-Bass.• Kanter, R.M. (1983). The change masters: Innovation & entrepreneurship in the american

corporation. New York: Simon & Schuster, Inc.• Kouzes, J.M., Posner, B.Z. (1988). The leadership challenge: How to get extraordinary

things done in organizations. San Francisco: Jossey-Bass.• Marzano, R. J. (2000). A new era of school reform: Going where the research takes us. Aurora,

CO: Mid-continent Research for Education and Learning.• Marzano, R. J., Gaddy, B. B., & Dean, C. (2000). What works in classroom instruction. Aurora,

CO: Mid-continent Research for Education and Learning.• Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA:

Association for Supervision and Curriculum Development.


HO

OL

LE

AD

ER

SH

IP T

HA

T W

OR

KS • Murphy, J. (2002) 1st printing. The educational leadership challenge: Redefining leadership for the

21st century. Chicago, IL: University of Chicago Press.• Nadler, D. A., Shaw, R. B., Walton, A. E., & Associates. (1994). Discontinuous change. San

Francisco: Jossey-Bass.• Nanus, B. (1992). Visionary Leadership. New York: Jossey-Bass.• Quinn, R.E. (1996). Deep change: Discovering the leader within. San Francisco: Jossey-

Bass.• Rogers, E. (1995). Diffusion of innovations. New York: The Free Press.• Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., Kleiner, A. (2000). Schools that

learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Currency Doubleday.

• Senge, P.M., (1990). The fifth discipline: The art & practice of the learning organization. New York: Currency Doubleday.

• Spillane, J., Halverson, R., Diamond, J. (2003). Towards a theory of school leadership practice: Implications of a distributed perspective. Journal of curriculum studies.

• Spillane, J., Hallet, T., & Diamond, J. (2003). Forms of capital and the construction of leadership: Leadership in urban elementary schools. Sociology of Education, 76 (1).

• Spillane, J., Diamond, J., Jita, L. (2003). Leading instruction: The distribution of leadership for instruction. Journal of Curriculum studies.

• Spillane, J. & Seashore-Louis, K. (2002). The practice of school improvement. National society: The study of education (NSSE) yearbook. Chicago: University of Chicago.

• Tucker, M.S., Codding, J.B. (2002). The principal challenge: Leading and managing schools in an era of accountability. San Francisco: Jossey-Bass.

• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.

• Wheatley, M.J. (1999). Leadership and the New Science: Discovering order in a chaotic world. San Francisco: Berrett-Koehler Publishers, Inc.

• Wheatley, M.J. and Kellner-Rogers, M. (1996) A simpler way. San Francisco: Berrett-Koehler Publishers

© mcrel 2004. do not copy without permission school leadership that works the magnitude of change

Documents