Transcript Slide 1

The relationship among the adults in the schoolhouse has
more impact on the quality and the character of the school and
on the accomplishment of youngsters than any other factor
Roland Barth 2001
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Great principals attract great
talent. They nurture that great
talent and they develop that
great talent.
Bad principals are the reverse:
bad principals don’t attract
good talent, they run off good
talent. They don’t find ways to
improve those that are trying to
get better. They don’t engage
the community.
U.S. Education Secretary Arne L. Duncan, addressing The Wallace Foundation’s National
Conference on Education Leadership, October 2009.
Children: the new commodities
We no longer look at children as
children with all their quirks,
idiosyncrasies, and all the things
that make them unique human
beings. We see them as grade
enhancers and grade detractors.
Will they add value or lower our
scores?
(David Berliner, AERA, 2006)
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Managing paradox
innovate
avoid mistakes
think long term
deliver results now
be flexible
follow the rules
collaborate
compete
delegate
retain control
encourage teamwork
assess individuals
promote generic
approaches
specialise
Leadership as a subversive activity
• (re)
focus on learning
• (re) create conditions for learning
• Foster the dialogue
• Share leadership
• Strengthen internal
accountability
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The Vise Principal - Fullan
What’s new for the principal? Powerful changes forces have certainly
bombarded the principalship, making life more onerous, but also
containing glimpses of new interdependent components.
1. Initiativitis
2. High-stakes vulnerability
3. Managerial diversions
4. Unfit for purpose
5. Strategies with potential
6. Recruitment and succession
7. Clusters, networks, and partnerships
8. International benchmarks
Eight high-magnitude change forces
Initiativities: In Change Without Pain, Abrahamson
(2004) calls this the “repetitive change syndrome”:
The symptoms? Initiative overload, change-related
chaos and widespread employee anxiety, cynicism
and burnout” (p. 2).
.
Eight high-magnitude change forces
High stakes vulnerability: One culprit in initiativitis is the
accountability scheme that is externally imposed, illconceived, and punitively driven. Richard Elmore (2004) has
made the case more than once that no amount of external
accountability can succeed in the absence of internal-to-theschool accountability.
Otherwise external intervention by itself will result in pro
forma compliance and, if anything, spawn practices that prop
up short term test scores in ways that actually harm schools
in the mid- to long-term.
.
Eight high-magnitude change forces
Managerial Diversion: Some school leaders are
more comfortable doing the paperwork first, and
strategic direction second (if they have time for it,
which of course they never do). (PWC, 2007, p. vii).
Eight high-magnitude change forces
Unfit for Purpose: Ken Leithwood and colleagues’ (2004) description of the
basic core of the work of school leaders (“building strategic direction,
understanding and developing people, redesigning the organization, and
managing the teaching and learning program”), or
PWC’s big six (“strategic direction and ethos, teaching and learning, developing
and managing people, networking and collaboration between schools and with
other agencies, operations, and accountability”), or
PWC’s portrayal of “the changing landscape of schools includes: new
relationships with schools, the learning environment, the learning and social
agency agenda, personalized learning, and partnerships”.
Eight high-magnitude change forces
Strategies with Potential: Most systemic change has not worked. It
is a time for radical experimentation.
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6.
Voluntary participation
Networks of schools
Mentor schools and heads
Inspirational PD and project leadership
Share practical strategies
Incentive participation through funding
Eight high-magnitude change forces
Recruitment and Succession: As the Wallace Foundation (2003)
leadership report argues, part of the solution involves role clarity and
better preparation.
Success in Finland is being attributed to teachers being required to have
master’s degrees prior to entering the teaching force. It starts with a
foundational bedrock of quality teachers across the board.
Hargreaves and Fink (2006) found that episodic, unplanned succession
was the norm.
Eight high-magnitude change forces
Clusters Networks and Partnerships: The networks or
partnerships we envision must be powerful.
1. Improvement by schools, with schools, and for schools
2. Being driven simultaneously by research-based evidence and
professional experience and wisdom
3. Engage in iterative cycles of research and development and vice versa
4. Use and value outside-in leadership and expertise, as well as insideout
Eight high-magnitude change forces
International Benchmarks: Jurisdictions should compare
themselves in 3 ways:
1. Themselves with themselves over time. What is the extent
of progress relative to previous performance?
2. Apples with apples. How are they doing in comparison with
other schools facing similar circumstances?
3. To some absolute standard. What is the % of students
achieving proficiency, both within the local system and
compared to international standards?
Highlights
Complex Challenges are Resisting Solutions and Driving the Need for New Approaches
• More than 40% of respondents noted that their organizations have been facing a
complex challenge for two years or more, which shows the challenges are either
resisting solutions or morphing into new challenges. Further, these challenges are
affecting organizations by forcing leaders to create more innovative solutions and work
more collaboratively.
Highlights
Talent and Talent Development is a Top Priority
• Respondents placed talent acquisition/talent development and believe there
will be a talent crisis in the next five years.
ACEL
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ACEL: Organisational Challenges
To Be Effective in the Future, Leaders Will Need to Develop New Skills
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Future leadership skills will focus on collaboration (49 percent), leadership change, building effective
teams, and influence without authority.
ACEL
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Highlights
Complex Challenges are Resisting Solutions and Driving the Need for Ne
Rewarding Leaders in the Future Will Require a New Approach
• Most organizations currently reward their employees based almost entirely targets (33
percent) and individual performance (24 percent). However optimal scenario, developing
others, collaboration, and innovation rose significantly.
Seven strong claims about successful school leadership
Kenneth Leithwood, Christopher Day, Pam Sammons, Alma Harris and David
Hopkins
Seven strong claims
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School leadership is second only to classroom teaching as an influence on pupil
learning.
Almost all successful leaders draw on the same repertoire of basic leadership
practices.
The ways in which leaders apply these basic leadership practices – not the
practices themselves – demonstrate responsiveness to, rather than dictation
by, the contexts in which they work.
School leaders improve teaching and learning indirectly and most powerfully
through their influence on staff motivation, commitment and working
conditions.
School leadership has a greater influence on schools and students when it is
widely distributed.
Some patterns of distribution are more effective than others.
A small handful of personal traits explains a high proportion of the variation in
leadership effectiveness.
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Fundamentals
These fundamentals of succession planning include:
 Support from the principal;
 Build a development mindset in the organization;
 Approach should not be just top-to-bottom but also bottomto-top and cross-functional;
 Align succession plan with the overall strategy of the company;
 Ensure data-driven decision-making;
 Develop a “learning organization”; and
 Assess
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Overall, the pressures reveal that companies are struggling with all three components of
succession planning:
“Identifying” (difficulty finding successful management candidates, identifying high
potential talent early and devising strategies to retain talent)
“Developing” (improving the company’s bench-strength in key positions, need to evaluate
top talent)
“Retaining” (unexpected loss of key leaders, reducing the cost of replacing employees)
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In order to be robust enough to meet these demands, the process needs to
be an organization-wide approach.
In response to these pressures, companies are taking the following actions:
 Position succession planning as a key retention strategy 50%
 Acquire automated tools to track high achievers 9%
 Offer external leadership development programs 28%
 Offer executive coaching 34%
 Move employees laterally across the organization 28%
 Offer mentorship programs 23%
 Deploy internal leadership development tools 51%
Integrating succession planning with other processes is not the only challenge facing
companies. While 74% of companies implement or plan to implement a succession
planning program, these companies still confront several challenges to making it work.
Best versus Laggards
In the succession planning process, there are several distinguishing
factors between Best in Class companies and Laggards that are enabled by
technology:
• 87% of Best in Class companies are implementing or planning to
implement a succession planning initiative compared to 64% of Laggard
companies
• 93% of Best in Class companies are knowledgeable about their succession
planning programs compared to 79% of Laggard companies
• Strategic actions include the following: 39% offer executive coaching
compared to 25% of Laggard; 52% offer internal leadership development
programs compared to 45% of Laggard; 32% offer mentorship programs
compared to 15% of Laggard companies
• 60% of Best in Class companies are using automation compared to 28% of
Laggard Companies
Recommendations for Action
In addition to the Best in Class actions, companies should also
evaluate their processes to ensure they effectively accomplish
the following:
• Educate your school on the new trends in succession
planning and instill a strong process to build succession
bench strength;
• Ensure that succession planning is integrated with other
processes of talent management including performance
management, training and development, compensation,
and assessment;
• Link succession planning to competency management and
include a reporting and analytics component;
• Integrate with career development tools;
• Automate the succession planning process for greater
efficiency and less operational risk; and
• Develop both a top-to-bottom approach and also a
bottom-up approach for succession planning
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The report summarizes the
main findings from the
review and describes
international evidence and
practices relating to:
• The importance of
school leadershipƒƒ
• The role of school
leadersƒƒ
• The identification and
development
of ƒpotential leaders
• The selection and
placement of school
leadersƒƒ
• The development and
opportunities available
to serving school
leaders
• The role and
development of middletier leaders
The Transition to Middle
Leadership
75% of middle leaders stated
finding time management a
challenge/ very big challenge in
their first six months as a
middle leader.
Participants stated that “feeling
emotionally drained at work”
and “having the time to do the
work that must be done” were
the two biggest challenges
when joining the Teaching
Leaders
Programme.
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Intervention
Contextualizing
Sustaining
Ignition
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r
Capability Framework
e HeadeACEL Leadership