Courageous, CollaborativeLeadership

Patti KinneyPresident, National Middle School Association

Principal, Talent Middle Schoolpatti.kinney@phoenix.k12.or.us

work with peopleproblem-solve listencommunicateorganize laugh at oneself be patient

Leadership is …the ability to

school management budgetingstaff supervisionstudent disciplinedistrict office requirementsand on and on!

Leadership is …dealing with the never-ending responsibilities of

Leadership is …being an instructional leader with the best

interests of students at heart establishing a culture where teachers, parents,

community members, and students work together to turn a shared vision of high expectations into reality

thinking outside-the-box to continually challenge the status quo in the name of school improvement

Creative Leadership requires…

A passion for your workIndependenceAbility to set goalsOriginalityFlexibilityWide range of interestsIntelligenceSelf-motivation

Research also gives credence to the critical nature of leadership in transforming

schools.

High-performing middle schools have high-performing, learning-centered leaders – principals and teachers – working collaboratively to enhance student learning. Research and Resources in Support of This We Believe

(NMSA, 2003)

One of the most consistent findings in educational research is that high-achieving schools have strong,

competent leaders. Turning Points 2000

How leadership influences

student learning (Wallace Foundation 2005)

1. Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.

2. Leadership effects are usually largest where and when they are needed most

How leadership influences

student learning (Wallace Foundation 2005)

Three sets of practices make up the basic core of successful leadership practices:

setting directions developing people redesigning the organization

Courage

derived from the French word

coeurmeaning heart

Billy Elliot

Group Task …

As a group discuss …What are examples of courage displayed in the

video clip?What is your definition of courage?How does your definition of courage apply to

your position as a leader?What are some personal examples of

courageous leadership?

It begins with a vision

Leadership is the capacity to translate vision into reality

Warren G. Bennis

The pig who knew

what he wanted to do!

Vision begins in the mind and heart of the school leader

be developed, nurtured, and shared with others before it can become a full-fledged reality

Be based on a set of sound educational beliefs that speak to the dignity, equality, and uniqueness of the students served by the school.

be able to clearly articulate these beliefs and demonstrate by both actions and words that he or she holds firm to them.

requires courage to challenge practices that are detrimental to students or to deal with issues or situations that are out of alignment with the school’s vision.

“If you don’t know where you are going, you will end up somewhere

else.”

Yogi Berra

Group Task: Vision

What are three words that capture the essence of your vision for your school?What evidence of your vision would a visitor see at your school?What area of your vision needs to be given additional attention?

A culture of collaboration and shared decision-making

If you attempt to implement reforms but fail to engage the culture of a school,

nothing will change.

Sylvester Sarason

Healthy School Climates

Honest, open communicationHigh expectationsTrust and confidenceRecognition and appreciationTeacher involvement in decision makingCollegialityCaring and humorTraditions that strengthen school culture

Toxic School CulturesBlame students/parents for lack of progressLack a clear sense of purposeHave few traditions to celebrate what is goodAvoid seeking new ideas because they believe they are doing the best they canRarely have collegial gatherings to share materials, ideas, or solutions to school problemsShare stories that are discouraging and demoralizing

To sustain change, the principal must nurture a culture that …

Promotes teamworkEncourages debate on effective practicesValues input from all members of the school communityCultivates leadership skills in othersEmpowers others to make decisions and enact changes

Today’s principal must…

Ask questions rather than provide all answersFacilitate the process of school improvement rather than prescribe how it should be doneSuggest alternatives to former policies and practices rather than mandate the ones that will be used

Today’s teacher must …

Participate in discussions regarding their professional practicesBe involved members of the school, seeking ways to make curriculum integrative, relevant, and challenging for ALL studentsCollectively share expertise to help the school solve problems, make decisions, and set policy

A passion for young adolescents

Is it best for the students?

Creating Great Schools

Every Teacher a LeaderEvery Leader a TeacherEvery Child a Success

by Phil Schlechty

Advocacy is no longer an option

advocacy - local level Superintendent, board members, key community members, parents

Advocacy - state level Policy makers, state legislators, Department of Education

ADVOCACY - national level Federal officials, congressmen, senators

A role model for risk-taking and reflective learning

Example is not the main thing in influencing others. It is the only

thing.Albert Schweitzer

Take a Risk!

On a blank sheet of paper, draw a pig!

Do our students and staff see us …Trying new things?Admitting we don’t have the solution for every problem?Making mistakes and learning from them?Sending the message it’s okay not to know something, but it’s NOT okay to refuse to seek out the answer?

Risk Taking …

It’s the very action of taking a risk, rather than the result, that creates the opportunity for personal growthThe very definition of taking a risk implies a chance of loss or harm, be prepared to model how best to handle the consequences of an unsuccessful endeavor.

Reflective learners are risk takers

Try new things to learn new thingsRe-examine and challenge their professional practicesTake charge of their own learningBuild a culture of learning - for both students and staff

Risk Taking and Reflection: Key elements in school improvementSchool improvement is about people improvement Challenging, changing, refining, strengthening the pedagogy, beliefs, and values of those who work together in the school.

Professional development is infused into the school routine Sharing/discussion of professional articles,

existence of study groups, exchange of new ideas, action research, formal/informal discussions regarding best practices, commitment to student success

An acceptance of responsibility for student achievement

We need leaders committed to:

Hiring teachers that are highly qualified AND highly effective Those who understand developmental needs, competent in

content, skilled in delivering instruction, knowledgeable of appropriate assessment practices…

Ensuring new teachers are effectively inducted into school culture through mentoring and professional developmentHelping teachers develop the skills, knowledge, and resources necessary to make effective learning-based decisions.

Encourage effective teaching by:

Providing feedback that promotes effective instructionAnalyzing and using data to drive school achievementKeeping the school focused on maintaining high expectations for every student

School Leadership that WorksMarzano, Waters, McNulty (ASCD)

Research Project

21 Leadership responsibilities and their correlation to

student achievement

Affirmation - recognize and celebrate school accomplishmentsChange Agent - actively challenge the status quoContingent Rewards - recognize and reward individual accomplishmentsCommunication - establish strong lines with and between teachers and students

Culture - foster shared beliefs and a sense of community/cooperationDiscipline - protect teachers from issues and influences that detract from teaching time or focusFlexibility - adapt behavior to the needs of the current situation, comfortable with dissentFocus - establish clear goals and keeps them in the forefront of school’s attention

Ideals/Beliefs - well-articulated and sharedInput - involve teachers in design and implementation of decisions and policiesIntellectual Stimulation - ensure staff is aware of most current theories and practices, regularly discussedInvolvement in Curriculum Instruction, and Assessment - directly involved in design/implementation of curriculum, instruction, and assessment activities at the classroom level

Knowledge of C, I, and A - knowledgeable of current/best practices in these areas Monitoring/Evaluating - monitor the effectiveness of school practices and their impact on student achievementOptimizer - inspire and lead new and challenging innovationsOrder - establish a set of standard operating principles and routines

Outreach - advocate for and speak about the school to all stakeholdersRelationships - demonstrate an awareness of the personal lives of teachers and staffResources - provide teachers with necessary materials and professional developmentSituational Awareness - aware of the details and undercurrents in the school and use the information to address current and potential problemsVisibility - quality contact and interactions with teachers, students, parents

Group Task …

Read through the list of 21 leadership responsibilities and choose your top five in

rank order in terms of their impact on student

achievement.

Research Results…1. Situational Awareness2. Flexibility3. Discipline4. Outreach5. Monitoring/Evaluating

6. Culture7. Order8. Resources9. Knowledge of C, I, and

A10.Input11.Change Agent

12. Focus13. Contingent Rewards14. Intellectual

Stimulation15. Communication16. Ideals/Beliefs17. Involvement in C, I

and A18. Visibility19. Optimizer20. Affirmation21. Relationships

A Parable to Remember…

Resources

This We Believe in Action, NMSA 2005Editor, Tom Erb

School Leadership that Works, ASCD 2005Robert Marzano, Timothy Waters, Brian McNulty

The Leadership Brain, Corwin Press 2003 David Sousa