1 Bringing it All Together: Leadership and Change Six Leadership and Change Concepts West Virginia 21 st Century Leadership for 21 st Century Schools November 13, 2009 Jerry Valentine Professor of School Leadership Director, Middle Level Leadership Center University of Missouri
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1 Bringing it All Together: Leadership and Change Six Leadership and Change Concepts West Virginia 21 st Century Leadership for 21 st Century Schools November.
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Bringing it All Together: Leadership and Change
Six Leadership and Change Concepts
West Virginia 21st Century
Leadership for 21st Century SchoolsNovember 13, 2009
Jerry Valentine
Professor of School Leadership
Director, Middle Level Leadership Center
University of Missouri
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Where is your team (school)? Confident Charlie…
In Baseball terms it’s:
• A walk, a double…bottom of the ninth… home team wins!
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-Transition-Refreeze 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
Current State Unfreeze Transition Freeze
Lewin’s Stages of Change:
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Continuous Change…
Continuous change is a condition of life in schools…
We cannot afford to refreeze and stay frozen!
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Where is your team (school)? Freeze-Unfreeze-Transition-Refreeze Cycle
• 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 years.
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2nd Order Changeand 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 up with good ideas.
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Three Perspectives of Leadership for Continuous Change
• Authoritative (Decide then Inform)• Participative (Ask individuals and
groups for input. Involve then Decide)
• Collaborative (Engage everyone meaningfully. Reach a consensus, make a covenant, develop collective commitment)
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Authoritative, Participative, or Collaborative?
Principal
Teacher Teacher Teacher
Authoritative
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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, negotiate (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 Collaborative?
Principal
TeacherTeacher
Teacher
TeacherTeacher Teacher
TeacherTeacher
Participative
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Authoritative, Participative, or Collaborative?
Principal
Teacher
Teacher
TeacherTeacher
Teacher Teacher
Teacher
Collaborative
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Where is your team (school)? Authoritative-Participative-Collaborative
• 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
• Painter et al. Engaging Teachers in the School Improvement Process, 1999.
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The Design Team (for Change)Provides Leadership
• 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.
• 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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Staff Capacity
Assume that lack of personal and group capacity is the problem….
and work on it continuously.
• Fullan, 2005
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The Big Picture of Meaningful School Change through Transformational and
Distributive Leadership• Build Commitment for change through Meaningful
Involvement
• The Teacher makes the difference…Develop Individuals, Teams, and Whole Faculty (what happens in the classroom makes the difference… what happens outside the classroom enables what happens in the classroom)
• Redesign the Organization, Internalize Continuous Change Processes into a Collaborative Culture (Second-Order)
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Final Thought…
Continuous Collaborative Conversations are the
centerpiece for second-order, meaningful, continuous school
• 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. Jossey-
Bass.
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Recommended Readings• 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.
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