Transcript Leadership FOR Change A Review of Key Change Concepts A Brief Look at Key Leadership Practices West Virginia 21st Century Leadership for 21st Century.

Leadership FOR Change
A Review of Key Change Concepts
A Brief Look at Key Leadership Practices
West Virginia 21st Century
Leadership for 21st Century Schools
November, 2007
Jerry Valentine
Professor of School Leadership
Director, Middle Level Leadership Center
University of Missouri
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Morning General Session:
Gerrita Postlewait
• Leaders create a purposeful community
within the school…
• Focus on the right things…
• Know how to lead change…
• So, let’s look at “Leadership FOR Change”
for a few minutes…
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A Review: 1st & 2nd Order Change
• First Order
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Incremental
“Next most obvious step”
Relatively quick-fix solutions
Address simple problems where traditional solutions suffice
Single-loop learning where previous strategies will work
• Second Order
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Significant departure from the norm
Deep change affecting values, beliefs and assumptions
Slow, evolving process over time
Addresses complex problems requiring new, thoughtful, and often
creative comprehensive solutions
– Double-loop learning where new strategies are needed to solve
the problem
– Becomes institutionalized in the culture of the organization
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Another Perspective of Change:
Lewin’s Freeze/Unfreeze/Refreeze
Model of Change
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Ice Flow: Freezes, Thaws, Reshapes,
Refreezes with the Environment
Sun/Shade Current/Depth
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Freeze-Unfreeze Interpretation
• Freeze is our current state
• Unfreeze is the time spent to help the
school become receptive to change
• Transition is the actual implementation of
the change
• Refreezing is stabilizing the organization
so the new change can be internalized and
on-going until it needs to be changed
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Same Concept, Different Visual
Lewin’s Three Stages of Change:
Current State
Unfreeze
Transition
Freeze
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Three Common Change Models
• Authoritative (Top Down)
• Strategic (Established Sequential Steps)
• Transformational (Capacity Building)
Transformational leadership with flexible
strategies understood by all is usually
necessary to achieve lasting, second-order
change
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Authoritative: Historical, Commonly Used
Strategy for Change
• Increase Driving Forces
• Increase incentives, power, authority
• Decrease Resisting Forces
• Decrease fear, anxiety
• If resistance was low, leaders increased drive;
• If resistance was high, leaders increased drive while trying to
decrease resistance
• Basically…change was MANDATED!
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Comfort w/ ongoing change
Low
Comfort with
High
Staff Anxiety
On-going Emotions of School Change
Temporary
Optimism
current conditions
Persistence
Realization of
needed change
Realization of
urgency for
change
Engagement
& Problem
Solving
Frustrations of
implementing
the change
TIME
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Practical Stages of Strategic,
Capacity-Building Change
• Build the Sense of Need and Urgency
– Establish knowledge, understanding, and realization of need for
change (collaborative conversations)
• Empower Personnel
– Establish participative, problem-solving conversations across teams,
task groups, and whole faculty (collaborative conversations)
• Build Direction and Unity of Purpose via Comprehensive
Visions
– Establish goals and strategies involving all faculty throughout the
process (collaborative conversations)
• Monitor, Measure, and Assess Progress toward Visions
– Engage all staff in the collection and analysis of various forms of data
to monitor and change as needed (collaborative conversations)
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Four Stages of Change under
Transformational Leadership
• Making a compelling case for change
(intellectual stimulation and clarifying existing
values and beliefs)
• Inspiring a shared vision to guide the change
(broad-based input for direction setting)
• Leading the change with a sense of urgency
(maintain momentum and provide energy and
inspiration)
• Embedding the change (internalize the change
into the culture while fostering continuous
change)
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Adapted from Ian Hay www.weleadinlearning.org/transformationalleadership.htm
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Social Significance
Successful change strategies are…
Socially based and
Action oriented
Fullan 2006
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Collaborative
Collaborative
Conversations
Actions
Professional Relationships
Trust
Commitment Respect
School Change
Professional Community
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Staff Capacity
Assume that lack of personal and group
capacity is the problem….
and work on it continuously.
• Fullan, 2005
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Empowerment Supports Three Personnel
Concepts Important to Change
1.
Self-imposed Accountability
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Take ownership of their roles/responsibilities
Share information and seek feedback
Communicate more often and thus make better decisions
Establish high standards and value reaching these standards.
Collaboration
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3.
Teachers like to work with colleagues
Interpersonal relationships grow
Collegial support increases
Teachers develop a sense of belonging
Initiative
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Teachers feel what they do matters (worth/value)
Teachers believe they can make a difference (self-efficacy)
Teachers share ideas and suggestions
Expectations of success produce energy for extra effort and persistence
under pressure.
Adapted from Fullan 2006 and Kanter 2004
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Individualized Support of Staff
When studying factors that influence achievement:
• The difference (variance) among teachers in a
school can be two to three times as great as the
variance among schools.
• Naturally occurring teacher effects on
achievement are greater than naturally occurring
school effects on achievement.
• In poverty schools, the difference is even greater
than in affluent schools.
• Nye, Konstantopoules, Hedges 2004
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Quality Staff
• Individualized support to build the quality of
teachers on the bus….because……
• Variations in achievement are greater
across classrooms within a school than
across schools.
• Fullan 2006
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The Big Picture of Meaningful
School Change
• Set Directions and Build Commitment through
Meaningful Involvement
• Develop Individuals, Teams, and Whole Faculty
• Redesign the Organization, Internalize the Specific
Changes into the Culture (Second-Order)
• Internalize the “Change Process”…It has to
become CONTINUOUS (a part of the culture)
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References and Recommended
Readings
• Berliner, David (2005). Our Impoverished View of Educational Reform.
Teachers College Record, August>
• Cotton, Kathleen (2003). Principals and Student Achievement: What
the Research Says, ASCD.
• Danielson, Charlotte (2003). Enhancing Student Achievement: A
Framework for School Improvement, ASCD.
• DuFour, Richard, et al. (2004). Whatever It Takes, National Education
Service.
• DuFour, Richard, et al., Eds. (2005). On Common Ground: The Power
of Professional Learning Communities, National Education Service.
• Fullan, Michael (2003). The Moral Imperative of School Leadership,
Ontario Principals Council/Corwin Press.
• Fullan, Michael, et al. (2006). Breakthrough, Corwin Press.
• Fullan, Michael (2006). Turnaround Leadership, Jossey-Bass.
• Hargreaves, A. and Fink, D. (2006). Sustainable Leadership. JosseyBass.
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Recommended Readings
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Hopkins, David, et al. (1994). School Improvement in an Era of Change,
Teachers College Press.
Kanter, R. (2004). Confidence: How Winning and Losing Streaks Begin and
End. Corwin Press.
Lambert, Linda (2003). Leadership Capacity for School Improvement, ASCD.
Leithwood, Kenneth et al. Eds. (2000). Organizational Learning in Schools,
Swets & Zeitlinger Publishing.
Leithwood, Kenneth, et al. (2001). Making Schools Smarter: A System for
Monitoring School and District Progress, Corwin Press.
Leithwood, Kenneth, et al., Eds. (2006). Teaching for Deep Understanding:
What Every Educator Should Know, Corwin Press.
Leithwood, Kenneth. (2005) Teacher Working Conditions that Matter.
Toronto: Elementary Teacher Federation of Ontario.
Marzano, Robert, et al. (2001). Classroom Instruction that Works: Research
Based Strategies for Increasing Student Achievement, ASCD.
Marzano, Robert (2003). What Works in Schools: Translating Research into
Action, ASCD.
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Recommended Readings
• Marzano, Robert (2005). School Leadership that Works: From
Research to Results ASCD/McREL.
• Nye, B., Konstantopoulos, S., & Hedges, L. (2004) How Large are the
Teacher Effects! Educational Evaluation and Policy Analysis, #26.
• Painter, Bryan, et al. (1999). Engaging Teachers in the School
Improvement Process, NASSP/Middle Level Leadership Center,
University of Missouri.
• Painter, Bryan, et al. (2000). The Use of Teams in the School
Improvement Process, NASSP/Middle Level Leadership Center,
University of Missouri.
• Pheffer, J. & Sutton, R. (2000) The Knowing-Doing Gap, Harvard
Business School Press.
• Quinn, David, et al. (1999). Using Data for School Improvement,
NASSP/Middle Level Leadership Center, University of Missouri.
• Reeves, Douglas (2006). The Learning Leader: How to Focus School
Improvement for Better Schools, ASCD.
• Tschannen-Moran, Megan (2004). Trust Matters: Leadership for
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Successful Schools, Jossey-Bass.
Recommended Readings
• Valentine, Jerry (2001) Frameworks for School Improvement: A
Synthesis of Essential Concepts, International Confederation of
Principals Recommended Web Reading or Queensland Elementary
Journal 2002, or Middle Level Leadership Center, University of
Missouri.
• Valentine, Jerry, et al. (2004). Leadership for Highly Successful
Middle Level Schools, NASSP.
• Valentine, Jerry, et al. (2006). Project ASSIST: A Comprehensive,
Systemic Change Initiative for Middle Level Schools, Paper
presented at American Educational Research Association Annual
Conference, San Francisco, April. (Available from author or at Middle
Level Leadership Center web site).
• Wheatley, Margaret (2005). Finding Our Way: Leadership for an
Uncertain Time, San Francisco: Berrett-Koehler.
• York-Barr, Jennifer, et al. (2006). Reflective Practice to Improve
Schools: An Action guide for Educators, Corwin Press.
Jerry Valentine, Middle Level Leadership Center, 211 Hill Hall, University of Missouri
(573) 882-0944
[email protected]
www.MLLC.org
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Extra Info
• The following slides are extra slides
provided as a resource for your efforts for
change.
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Primary Conditions for Organizations to
Make Sense of Complex Circumstances
• IDENTITY
– Who are we and what do we stand for (values, beliefs)
• INFORMATION
– Flow of quality information with the purpose of creating
shared knowledge and eventually shared wisdom.
• RELATIONSHIPS
– Pathways to intelligence and commitment for without
them nothing happens
Margaret Wheatley 2005
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7 Principles of Sustainable
Leadership
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DEPTH (SL matters; it makes a difference)
LENGTH (SL endures; makes a difference over time)
BREADTH (SL spreads; diffuses across the
organization)
JUSTICE (SL does no harm to and actually improves
the surrounding environment)
DIVERSITY (SL promotes cohesive diversity)
RESOURCEFULNESS (SL develops and does not
deplete internal and human resources)
CONVERSATION (SL honors and learns from the best
of the past to create an even better future)
Hargreaves and Fink 2006
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During Times of Change in
Education…
it is essential that school leaders understand
the process of change
and the human dynamics of change.
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Power Changes during Change
• Implementing change processes, (such as
creating a leadership team, SI Team, or
“think-tank team”) means a change in
perceived power for teachers who were in
influential positions (such as team leaders
or department chairs).
• Such changes can obviously create
resentment or negativity toward the change
process.
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School Improvement Team
• Develop and maintain a school improvement
team that leads the faculty and champions
continuous improvement
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Enlist respected, quality, teacher-leaders who care
Participate in each session—make this your priority
Help the Team become the school’s ”think tank”
Help the team build the capacity to analyze, problem
solve, and design for change
– Work as a member of the team to lead the faculty in
visioning, problem-solving, and designing change
– Principals directly influence the success of the SI
Team, and thus the engagement of the whole faculty
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Support and Resources
• Most schools need outside expertise/support to
identify sources of knowledge and facilitate
school improvement activities
• Most meaningful school improvement requires
– personnel changes
– curricular and program changes
– professional development
– time and patience
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Why Teachers Resist Change
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Lack of trust
Absence of belief change is needed
Believe change is not feasible
Cost of change may shift resources
Loss of status or power
Threat to existing values and ideals
Resentment of interference
• Adapted from Yukl, 1998
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Factors that Affect Teacher
Motivation and Performance
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Sense of self-efficacy
Sense of collective efficacy
Sense of collective commitment
Job satisfaction
Stress and burnout
Morale
Engagement with the school & profession
Professional knowledge (content and pedagogy)
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Fullan (2006); Leithwood (2005)
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Barriers to Collective Change
• When talk and planning replace action
• When memory of what we did, what worked and
what did not override new thought
• When fear, anxiety, or stubbornness prevents
action grounded in knowledge and reflection
• When measurement impedes the use of good
judgment
• When internal competition and blame-pointing
override cooperation and relationship building.
Adapted from Pfeffer & Sutton 2000
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Changing Minds
• When changing someone’s mind, connect to
their reality as the point of departure.
• To change another’s mind, don’t espouse your
own point of view…
• Rather, engage the psyche of the other person.
• Command and control strategies for change get
results, but only for a short time and to a degree.
•
Adapted from Gardner, 2004; Fullan 2006
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