Transcript Leadership FOR Change Key Change Concepts and Leadership Practices West Virginia 21st Century Leadership for 21st Century Schools November, 2008 Jerry Valentine Professor of School Leadership Director, Middle.

Leadership FOR Change
Key Change Concepts
and Leadership Practices
West Virginia 21st Century
Leadership for 21st Century Schools
November, 2008
Jerry Valentine
Professor of School Leadership
Director, Middle Level Leadership Center
University of Missouri
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Jerry’s Baseball Lexicon
Situation: Bottom of the ninth, runners on first and
third, one out, losing by one run; there is urgency in
our effort to succeed together—so I need feedback!
1. Struck out looking;
1. I do not really
two out; up to next
understand what your
batter
mean
2. Hit into a double play;
2. I understand clearly and
game over
I completely disagree
3. Single; game tied
3. I think I understand
4. Ground rule double;
4. I understand clearly and
game tied; winning run
agree; I will give this
on third; still 1 out
some deep thought
5. Home run; home team
5. I understand, agree, and
wins
will find a way to apply it
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Leadership Matters
• Chuck’s presentation confirmed
unequivocally that…
LEADERSHIP MATTERS to school and
student success!
• So, let’s look at “Leadership FOR Change”
for a few minutes…
• Let’s begin with this concept:
“If you are not improving, you are declining”
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Why We Must Change: The
Knowledge-Implementation Gap
Our Implementation with No New Knowledge
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Baseball Metaphor Feedback:
Knowledge-Implementation Gap
1. Struck out looking;
two out; up to next
batter
2. Hit into a double play;
game over
3. Single; game tied
4. Ground rule double;
game tied; winning run
on third; still 1 out
5. Home run; home team
wins
1. I do not really
understand what your
mean
2. I understand clearly and
I completely disagree
3. I think I understand
4. I understand clearly and
agree; I will give this
some deep thought
5. I understand, agree, and
will find a way to apply it
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Lewin’s
Freeze/Unfreeze/Transition/Refreeze
Model of Change
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Mountain Stream Ice Flow: Freezes, Thaws, Reshapes,
Refreezes with the Environmental Factors of
Sun-Shade-Current Flow-Water Depth
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Freeze-Unfreeze-TransitionRefreeze Explanation
• Freeze is our current state—the way we are…
• Unfreeze is the time we spend realizing and
accepting that we need to change.
• Transition is the actual implementation of the
change
• Refreezing is stabilizing the organization so the
new change can be internalized and maintained
until it needs to be changed
• Learning organizations are in a continuous
cycle of change from freeze to unfreeze to
transition to refreezing just as the mountain
stream transitions in the fall or spring
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Same Concept, Different Visual
Lewin’s Stages of Change:
Current State
Unfreeze
Transition
Freeze
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Baseball Metaphor Feedback:
Freeze-Unfreeze-Transition-Refreeze Cycle
1. Struck out looking;
two out; up to next
batter
2. Hit into a double play;
game over
3. Single; game tied
4. Ground rule double;
game tied; winning run
on third; still 1 out
5. Home run; home team
wins
1. I do not really
understand what your
mean
2. I understand clearly and
I completely disagree
3. I think I understand
4. I understand clearly and
agree; I will give this
some deep thought
5. I understand, agree, and
will find a way to apply it
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Low
Comfort with
High
Staff Anxiety
Comfort-Discomfort-Comfort Cycle:
Staff Anxiety During 2nd Order Change
Optimism with
Decision to
Change
current conditions
Persistence
Realization of
needed change
Realization of
urgency for
change
Comfort w/ ongoing change
Engagement
& Problem
Solving
Frustrations of
implementing
the change
TIME
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2nd Order Change
and Rationalizations Against It
• 2nd Order Change requires a significant departure from
the norm and often means a shift in status or power.
– Comment: Why change. The way we have always done it works!
– Which really means: I don’t want to change that much. And I
resent those young teachers with their new ideas.
• 2nd Order Change is a threat to personal values, beliefs,
and abilities.
– Comment: That will be a lot of work. Why change that much? I
just don’t believe it’s the right thing to do.
– Which really means: I do not believe most kids can learn even if
we make the change. We will never get “those kids” to learn.
• 2nd Order Change is a slow, evolving process over time.
– Comment: This takes too much time and I have too many things
to do now. Besides, I plan to retire real soon.
– Which really means: I don’t want to work that hard at this stage in
my career. I am considering retirement, maybe in the next several
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years.
2nd Order Change
and Rationalizations Against It
• 2nd Order Change addresses complex problems
requiring new, thoughtful, and often creative
comprehensive solutions.
– Comment: This new change may be too hard for all of our
faculty to learn how to do. It will fail if we don’t all do it well.
– Which really means: Some of us may have trouble doing this. I
don’t think I will be able to do it.
• 2nd Order Change supports double-loop and
organizational learning which means building a culture
of continuous study, problem-solving, implementation,
evaluation.
– Comment: I don’t understand why we need to become a learning
organization. We have always been able to refine what we do
and make it work.
– Which really means: I am not good at creative thinking and
problem solving. I don’t understand organizational learning. I
am not really sure I can do higher-order thinking. I never come
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up with good ideas.
Three Leadership Styles
• Authoritative (Inform; Tell)
• Participative (Ask, Seek Input,
Involve then Decide)
• Transformational and Distributive
(Develop people and thus the
organization by distributing
responsibility and authority so
group can problem-solve)
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Authoritative: Increase Pressure,
Decrease Resistance to Make Change
• Increase the force/pressure to make the change
• By increasing incentives, power, authority, negotiate (transactional)
• Decrease the forces that create resistance to the change
• By decreasing fear, anxiety, impediments, neogtiate (transactional)
• If resistance was low, leaders did not worry about resistance and just
increased force/pressure to make change;
• If resistance was high, leaders increased force/pressure to make
change while trying to decrease resistance to change
• Basically…change was MANDATED!
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Authoritative, Participative, or
Transformational and Distributive?
Principal
Teacher
Teacher
Teacher
Authoritative
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Authoritative, Participative, or
Transformational and Distributive?
Teacher
Teacher
Teacher
Teacher
Principal
Teacher
Teacher
Teacher
Teacher
Participative
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Authoritative, Participative, or
Transformational and Distributive?
Teacher
Teacher
Teacher
Teacher
Principal
Teacher
Teacher
Teacher
Teacher
Participative
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Authoritative, Participative, or
Transformational and Distributive?
Teacher
Teacher
Teacher
Teacher
Teacher
Principal
Teacher
Teacher
Transformational and Distributive
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Baseball Metaphor Feedback:
Authoritative, Participative, Distributive,
Transformational Leadership Styles
1. Struck out looking;
two out; up to next
batter
2. Hit into a double play;
game over
3. Single; game tied
4. Ground rule double;
game tied; winning run
on third; still 1 out
5. Home run; home team
wins
1. I do not really
understand what your
mean
2. I understand clearly and
I completely disagree
3. I think I understand
4. I understand clearly and
agree; I will give this
some deep thought
5. I understand, agree, and
will find a way to apply it
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Traditional Faculty
“Discussions”
Principal
Talks
Teachers
Listen
(sometimes)
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A Model of Faculty Collaborative
Conversations for Change
Whole
Group
Whole
Group
Small Groups
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The Significance of Collaborative
Conversations
Collaborative
Collaborative
Conversations
Actions
Professional Relationships
Trust
Commitment
Efficacy
Professional Community
Organizational Learning
School Change
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The Design Team (for Change)
Provides Leadership
• Develop and maintain a teacher-leader team that leads the faculty
and champions continuous improvement
• If the Team’s Name reflected their tasks, they might be called:
– The Design Team
– The School Improvement Team
– The Think-Tank Team
– The Capacity Building Team
• Members of the Team should be respected, quality, teacher
leaders who care and want to make a difference across the whole
school
• The principal should participate as a member of the Team
• The Team’s responsibility it to be on the edge of knowledge and
needed change and support the development of a culture for
change across the school.
• The principal (and usually outside support) help guide the work of
the team and build capacity of the team to analyze, problem-solve,
and design for change
•
Painter et al. Engaging Teachers in the School Improvement Process, 1999.
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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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Transformational Leadership
Builds Staff Capacity
• Make a compelling case for change (intellectual
stimulation; clarify existing values and beliefs
through whole and small-group collaborative
conversations)
• Inspire a shared vision to guide the change
(broad-based input for direction setting via
collaborative conversations)
• Lead with a sense of urgency (maintain
momentum and provide energy and inspiration;
maintain collaborative conversations)
• Embed the change (internalize change into the
culture; assess progress and effectiveness via
collaborative conversations)
•
Adapted from Ian Hay www.weleadinlearning.org/transformationalleadership.htm 27
Baseball Metaphor Feedback:
Collaborative Conversations; Teacher Design
Teams; Staff Capacity
1. Struck out looking;
two out; up to next
batter
2. Hit into a double play;
game over
3. Single; game tied
4. Ground rule double;
game tied; winning run
on third; still 1 out
5. Home run; home team
wins
1. I do not really
understand what your
mean
2. I understand clearly and
I completely disagree
3. I think I understand
4. I understand clearly and
agree; I will give this
some deep thought
5. I understand, agree, and
will find a way to apply it
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• A purposeful community is one with the
collective efficacy and capability to develop
and use assets to accomplish goals that
matter to all community members through
agreed-upon processes.
• Marzano, Waters, McNulty 2005
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The Big Picture of Meaningful School
Change through Transformational and
Distributive Leadership
• Set Directions and Build Commitment through
Meaningful Involvement
• Develop Individuals, Teams, and Whole Faculty
• Redesign the Organization, Internalize Continuous
Change Processes into the Culture (SecondOrder)
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Final Thought…
Collaborative
Conversations are the
centerpiece for secondorder, meaningful,
continuous school
change!
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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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•
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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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