mcrel’s balanced leadership dr. doug moeckel kasb leadership services
TRANSCRIPT
McREL’s Balanced Leadership
Dr. Doug MoeckelKASB Leadership Services
It is not the strongest of the species that survives, nor the most intelligent that survives. It is the most adaptive
to change.Charles Darwin
The willingness to adapt…
New Expectations
Leading increasingly complex change
Relentless focus on student achievement
Sharing leadership
The principal cannot do it alone.
What factor has the greatest Impact on Student Learning?
District, School, Teacher on District, School, Teacher on Reading AchievementReading Achievement
DistrictDistrict SchoolSchool TeacherTeacher Gain-50Gain-50thth
AverageAverage AverageAverage AverageAverage 00
AverageAverage AverageAverage SuperiorSuperior 1010
AverageAverage AverageAverage ExcellentExcellent 2020
SuperiorSuperior SuperiorSuperior AverageAverage 77
ExcellentExcellent ExcellentExcellent AverageAverage 1313
District, School, Teacher on District, School, Teacher on Math AchievementMath Achievement
DistrictDistrict SchoolSchool TeacherTeacher Gain-50Gain-50thth
AverageAverage AverageAverage AverageAverage 00
AverageAverage AverageAverage SuperiorSuperior 1414
AverageAverage AverageAverage ExcellentExcellent 2626
SuperiorSuperior SuperiorSuperior AverageAverage 99
ExcellentExcellent ExcellentExcellent AverageAverage 1717
Weak
Strong
Low HighStudent Expectations
Rela
tions
hip
with
Stu
dent
s
Sentimentalists
Sophisticates
Traditionalists
Warm Demanders
Visible LearningJohn Hattie
A synthesis of over 800 meta-analyses relating to achievement.
Quality of Teaching
Professional Development
Relationships
Formative Evaluation
There are three basic skills that students need if they want to thrive in a knowledge economy: – the ability to do critical thinking and problem-
solving; – the ability to communicate effectively; – the ability to collaborate.
Tony Wagner, the Harvard
Six findings from McREL’s meta-analysis
• School Level Leadership Matters• 21 leadership responsibilities• The Differential Impact• Two major factors
– First and Second Oder Change• Responsibilities that are positively correlated are
first order change• Some responsibilities that are negative
correlated are second order change
Purposeful Community
Purposeful Community
Balanced Leadership Framework®
School-Level Leadership
School-Level Leadership
Focusof
Leadership
Focusof
Leadership
Magnitudeof
Change
Magnitudeof
Change
Meta-Analysis
• Dependent variable was always student achievement.
• Independent variable was “leadership”– Quantitative- standardized student
achievement– Qualitative- perceptions of principal by
teachers
Better principals=higher student achievement
21
21 leadership responsibilities
66 leadership practices
All correlated to student achievement
Each correlation is statistically significant
Leadership Responsibilities
22
Focus of Leadership
Magnitude of Change
Purposeful Community
Contingent rewards
Discipline
Focus
Involvement in curriculum, instruction, and assessment
Order
Outreach
Resources
Change agent
Flexibility
Ideals/beliefs*
Intellectual stimulation
Knowledge of curriculum, instruction, and assessment
Monitor/evaluate
Optimize
Affirmation
Communication
Culture
Ideals/beliefs*
Input
Relationships
Situational awareness
Visibility
Purposeful Community
Outcomes that
matter to all
Agreed-uponprocesses
Use of all available
assets
Collective
efficacy
23
Characteristics of a Purposeful Community
• Accomplish purpose and produce outcomes that matter to all
• Development and use of all available assets
• Agreed-upon processes
• Collective efficacy
Collective efficacy is the characteristic that distinguishes purposeful community from other theories about communities.
24
25
Not all principals that are perceived as strong leaders
have a positive effect on student achievement.
Three Reasons:
• Focused on practices that don’t work well
• If principals don’t take into account the magnitude of change.
• Poor implementation and support of change
28
Balancing Leadership for Change
Direct Support
AnswerQuestion
Step up Step back
What an organization needs from its leader depends on the magnitude of
change for the organization.
29
First-Order change
Second-Order change
Two major factors
First or Second Order?
30
Do stakeholders perceive the change as . . .
An extension of the past? A break with the past?
Consistent with prevailing organizational norms?
Inconsistent with prevailing organizational norms?
Congruent with personal values?
Incongruent with personal values?
Easily learned using existing knowledge & skills?
Requiring new knowledge and skills?
First-Order Implications
Second-Order Implications
31
1. Knowledge of curriculum, instruction, and assessment
2. Optimize3. Intellectual stimulation4. Change agent5. Monitor/evaluate6. Flexibility7. Ideals/beliefs
(Marzano, Waters, & McNulty, 2005)
(rank ordered)
Responsibilities positively correlated with change
perceived as second order
32
(rank ordered)
1. Culture
2. Communication
3. Order
4. Input
(Marzano, Waters, & McNulty, 2005)
Responsibilities negatively correlated with change
perceived as second order
33
Phases of the Change Process
1st Order
Create Demand
Manage PersonalTransitions
ImplementMonitor and Evaluate
34
Influences on Student Learning
School 1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism
Teacher 6. Instructional Strategies
7. Classroom Management
8. Classroom Curriculum Design
Student 9. Home Environment
10. Learned Intelligence and Background Knowledge
11. Motivation
Influences on Student Learning
35
Focus of Leadership
School 1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism
Teacher 6. Instructional Strategies
7. Classroom Management
8. Classroom Curriculum Design
Student 9. Home Environment
10. Learned Intelligence and Background Knowledge
11. Motivation
Collective Efficacy
Outcome that matter to all
Use
of
all a
vaila
ble
ass
ets A
greed
up
on
pro
cessThe Balanced Leadership
Framework™
Leadership
Leadership
Lea
der
ship Lead
ership
MAGNITUDE
Create demand
Implement
Manage transitions
Monitor and evaluate
FOCUS
School practices
Classroom practices
Student characteristics
Dr. Mike Pomarico
KASB
Dr. Doug Moeckel
KASB
800-432-2471