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Dean Fink

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Find someone you don't know very well, or at all. ... Autocracy. Too hot. Too cold. 3. Breadth. 43. Traditional delegation. Hand over some power ... – PowerPoint PPT presentation

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Title: Dean Fink


1
Sustainable Leadership
Welcome to
  • Dean Fink

2
ACTIVITY
  • Find someone you dont know very well, or at all.
  • Tell that person one thing in your school or
    organization that you are really proud of, and
  • some reasons you think it has been sustained
    over time. If the thing you are proud of is
    relatively new, how you propose to sustain it
    over time.
  • What have been some of the barriers, or what do
    you anticipate are some of the barriers to
    sustainability?

3
Development of the term sustainability
  • Term first coined by Lester Brown, founder of
    the World
  • Watch Institute
  • Sustainable development defined by Brundtland
    Report of
  • the World Commission on Environment
    and Development
  • Agenda 21, United Nations Conference on
    Environment
  • and Development, Rio De Janeiro
    systematically
  • addressed sustainable development
  • United Nations Johannesburg Summit developed
  • practical goals for sustainable
    development
  • Beginning of UN Decade of Education for
    Sustainable
  • Development

4
Sustainable leadership
  • Sustainable leadership matters, spreads and
    lasts. It is a shared responsibility that does
    not unduly deplete human or financial resources,
    and that cares for and avoids exerting damage on
    the surrounding educational and community
    environment.
  • Hargreaves Fink 2003

5
Educational Lessons of Environmental
Sustainability
  • Rich diversity, not soulless standardization
  • Taking the long view
  • Act urgently for change, wait patiently for
    results
  • Prudence about conserving and renewing human and
    financial resources
  • Examine the impact of our improvement efforts on
    others
  • All of us can be activists and make a difference
  • Hargreaves Fink 2006

6
Unsustainability
  • Repetitive change syndrome is
  • Initiative overload
  • Change-related chaos
  • Abrahamson 2004

7
Initiative Overload
  • The tendency of organizations to launch more
    change initiatives than anyone could ever
    reasonably handle
  • Abrahamson 2004

8
Change-related Chaos
  • The continuous state of upheaval that results
    when so many waves of initiatives have worked
    through at the organization that hardly anyone
    knows which change theyre implementing or why
  • Abrahamson 2004

9
Seven Principles of Sustainable Leadership
  • Depth
  • Endurance
  • Breadth
  • Justice
  • It matters
  • It lasts
  • It spreads
  • It does not harm the surrounding environment

Continued
10
Seven principles of Sustainable Leadership
  • Diversity
  • Resourcefulness
  • Conservation
  • It promotes diversity cohesion
  • It conserves expenditure
  • It honours the past in creating the future

11
Principle 1 Depth
Sustainable leadership matters. It
preserves, protects and promotes deep and
broad learning for all in relationship of care
for others.
12
What Matters?
  • Test scores?
  • Over subscribed schools?
  • Customer satisfaction?
  • Short-term achievement targets?
  • Adequate yearly progress?

13
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14
Educational leadership
  • is about a passionate, steadfast, obstinate
    commitment to the enhancement of deep learning
    for all students learning for life, learning
    for understanding, learning for an increasingly
    fluid, messy and risky world.

Leadership for Mortals Paul Chapman, 2005
15
Standards and Sustainability
  • Learning ? Achievement ? Testing
  • NOT
  • Testing ? Achievement ? Learning
  • Hargreaves Fink, 2006

1. Depth
16
The two hungers
  • In Africa, they say there are two hungers, the
    lesser hunger and the greater hunger.
  • The lesser hunger is for the things that sustain
    life, the goods, and services, and the money to
    pay for them, which we all need.

Commitment
17
Deep learning
  • 30 produce 50
  • The Creative Class
  • Florida, R. (2002). The Rise of the Creative
    Class. New York Basic Books

Commitment
18
We need
  • Entrepreneurialism
  • Failure
  • Questions
  • Nonconformity
  • Trust
  • Creativity
  • Imagination
  • Diversity
  • Innovation
  • Passion

Commitment
19
Present education delivers
  • Predictability
  • Control
  • Compliance
  • Conformity
  • Stability
  • Order
  • Standardization
  • Answers
  • Apathy
  • Distrust

Commitment
20
Going deeper
  • The greater hunger is for the answer to the
    question why, for some understanding of what
    life is for.
  • Handy, C. (1997). The Hungry Spirit. London
    Hutchison, p.13.

Commitment
21
Guided imagery
  • Think of a country road that you know well
  • Imagine how it looks in the Springtime

22
Deep learning
  • Our educational system does its best to ignore
    and suppress the creative spirit of children.
  • It teaches them to listen unquestioningly to
    authority.
  • It insists that education is just knowledge
    contained in subjects and the purpose of
    education is to get a job.
  • Whats left out is sensitivity to others,
    non-violent behaviour, respect, intuition,
    imagination, and a sense of awe and wonderment.
  • The Body Shop

Commitment
23
Wide Learning Queensland
  • Old basics
  • Literacy
  • Numeracy
  • Obedience
  • Punctuality
  • New basics
  • Multiliteracy
  • Creativity
  • Communication
  • IT
  • Teamwork
  • Lifelong Learning
  • Adaptation Change
  • Environmental Responsibility

24
The four pillars of learning
  • Learning to know
  • Learning to do
  • Learning to be
  • Learning to live together
  • UNESCO 1996
  • Learning to live sustainably
  • Hargreaves Fink, 2006

1. Depth
25
Slow Knowing
  • The unconscious realms of the human mind will
    successfully accomplish a number of important
    tasks if they are given the time. They will learn
    patterns of a degree of subtlety which normal
    consciousness cannot even see make sense out of
    situations that are too complex to analyze and
    get to the bottom of certain difficult issues
    much more successfully than the questing
    intellect.
  • Claxton 1997

26
What does the doctor reply?
1. Depth
27
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28
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29
Slow forms of knowing
  • are tolerant of the faint, fleeting, marginal and
    ambiguous
  • like to dwell on details that do not fit or
    immediately make sense
  • are relaxed, leisurely and playful
  • are willing to explore without knowing what they
    are looking for
  • see ignorance and confusion as the ground from
    which understanding may spring
  • are receptive rather than proactive
  • are happy to relinquish the sense of control over
    the directions the mind spontaneously takes
  • treat seriously ideas that come out of the blue
  • Claxton, 1997

1. Depth
30
Slow schooling
  • starts formal learning later
  • reduces testing
  • increases curriculum flexibility
  • emphasizes enjoyment
  • doesnt hurry the child
  • rehabilitates play alongside purpose
  • Honore, 2004

1. Depth
31
REFLECTION
Think of a recent staff development
experience that was successful or unsuccessful
(as assigned)
CONSIDER
  • In what ways did it (or did it not) include the
    five pillars of learning?
  • In what ways did it (or did it not) address the
    lesser and greater hungers?
  • In what ways did it embody or obstruct elements
    of slow learning?

32

DEANS CHALLENGE
  • Does this policy, practice, custom, or decision
    contribute to deep, wide, and slow learning for
    all students?

Commitment
33
Principle 2 Endurance
  • Sustainable leadership lasts. It preserves and
    advances the most valuable aspects of learning
    and life over time, year upon year, from one
    leader to the next.

34
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35
Trajectories
INBOUND
PERIPHERAL
BOUNDARY
INSIDER
OUTBOUND
36
Activity
Page 36
  • Carousel topics
  • Strategies to identify and recruit prospective
    leaders
  • Strategies to develop their inbound trajectories
  • Strategies to get from the periphery to the
    inside without being marginalized
  • Strategies as an insider to remain proactive
  • Strategies to appraise a leaders performance
  • Strategies to ensure the important parts of your
    outbound trajectory are sustained

Trajectories
37
Four Issues in Succession
  • Succession Planning
  • Succession Management
  • Succession Duration Frequency
  • Succession and the Self
  • Successi0n and Politics

2. Endurance
38
Succession Management
identify
recruit
transitions
appraisal
develop
support
celebrate
select
induct
39
Succession management
  • POTENTIAL
  • NOT
  • PROFICIENCIES

Succession
40
Good succession plans
  • Prepare early
  • Give people proper time to prepare
  • Incorporate into all school improvement plans
  • Should be responsibility of many
  • Should reflect the schools existing stage of
    development
  • Are linked to clearly defined leadership
    standards

41
Principle 3 Breadth
  • Sustainable leadership spreads. It sustains
    as well as depends on the leadership of others

42
Raising the temperature of distributed leadership
  • Anarchy
  • Assertive distribution
  • Emergent distribution
  • Guided distribution
  • Progressive delegation
  • Traditional delegation
  • Autocracy

Too hot
Too cold
3. Breadth
43
Traditional delegation
  • Hand over some power
  • Appoint good deputies and seek and rely on their
    counsel
  • Respect their autonomy
  • Make sure they report to you regularly
  • Dont do everything yourself

3. Breadth
44
Progressive delegation
  • Extend and amend your structures, teams and
    communities
  • Create new roles
  • Focus peoples roles and responsibilities on
    learning and improvement
  • Use the new structures to restrict the veto of
    the old ones
  • Develop proper planning
  • Consult with your teams and committees
  • Audit the results

3. Breadth
45
Guided distribution
  • Rely on more than your structures
  • Develop better relationships
  • Bring people together
  • Show interest in your staff members as people
  • Improve the quality of professional conversation
  • Concentrate on core purposes
  • Always remember food
  • Model the attentive behaviour you expect of
    others
  • Be visible and vigilant, always steering
    conversation and relationships in a more
    productive and attentive direction

3. Breadth
46
Emergent distribution
  • Remain clear about purposes and values
  • Ensure that they are genuinely shared
  • Maintain a premium on relationships
  • Encourage staff to innovate
  • Develop a culture of professional
    entrepreneurship
  • Demonstrate trust
  • Step back from watching over all interactions and
    relationships
  • Learn to let go
  • Dont pour cold water on proposals when they are
    brought forward
  • Praise initiative
  • Celebrate good results

3. Breadth
47
Assertive distribution
  • Be even more steadfast and passionate about
    shared purpose and values
  • Stimulate wide-ranging debate about important
    proposals
  • Involve resisters early
  • Include and listen to minorities
  • Use processes that surface thoughtful divergence
    and disagreement
  • Demonstrate the value of learning from
    differences
  • Be prepared for criticism but insist on
    respectful dialogue
  • Keep your sense of humour
  • Ensure that the vigorous professional culture
    always moves you forward
  • Never abrogate responsibility
  • Always reaffirm your goals

3. Breadth
48
ACTIVITY
  • Position your self according to where you think
    your school or organisation is on the distributed
    leadership scale.
  • You will be grouped into one of three larger
    groups. Find people from each of the other
    groups
  • Discuss with your three colleagues why you chose
    the position on the continuum that you did, where
    you would like to be on the continuum, and what
    has to be done to get there.

49
Principle 4 Justice
  • Sustainable leadership does no harm to and
    actively improves the surrounding environment by
    finding ways to share knowledge and resources
    with neighboring schools and the local
    communities.

50
Sustainability and Social Justice
  • do not steal your neighbours capacity
  • use multiple indicators of accountability
  • emphasize collective accountability
  • coach a less successful partner school
  • make a definable contribution to the community
    your school is in
  • pair with a school or district in a different
    social environment
  • collaborate with your competitors

4. Justice
51
Principle 5 Diversity
  • Sustainable leadership promotes cohesive
    diversity and avoids aligned standardization of
    policy, curriculum, assessment, and staff
    development and training in teaching and
    learning. It fosters and learns from diversity
    and creates cohesion and networking among its
    richly varying components.

52
Activity
  • At the top of a blank piece of paper, write down
    one important issue that you will deal with when
    you return to your job, that your colleagues can
    help you with.
  • It should be phrased - How do I (or we) etc.?

53
Effective organizations are characterized by
  • A framework of common and enduring values, goals
    and purposes
  • Possession and development of variability or
    diversity in skills, talents and identities
  • Processes that promote interaction and
    cross-pollination of ideas and influences across
    this variability
  • Permeability to outside influences
  • Emergence of new ideas, structures, and processes
    as diverse elements interconnect and new ones
    intrude from the outside
  • Flexibility and adaptability in response to
    environmental change
  • Resilience in the face of and in response to
    threats and adversity

5. Diversity
54
Principle 7 Conservation
  • Sustainable leadership respects and builds on
    the past in its quest to create a better future.

55
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56
CONSERVATION ACTIVITY
Draw a timeline for your group to represent your
districts past 30 years.
Identify on the timeline when each person in the
group joined the district.
Have each person in the group tell a story about
a critical incident or innovation from their
early years that still resonates with that
person today and briefly record the incident or
innovation the timeline.
What does the timeline tell you about your
district that has a bearing on its present and
the future? What should be continued, stopped,
restarted, or subverted?
57
Stop, Start, Continue

STOP What is less valuable
START What is more valuable
CONTINUE What remains highly valuable
SUBVERT What is formally required but threatens
what is valuable
7. Conservation
58
MORAL DILEMMAS
Depth How do we promote and protect deep and
broad learning that lasts in a climate that
insists on immediate, tested results? Length
How do we remain steadfastly committed to the
long-term goals for authentic improvement while
attending properly to the urgent needs of
underachieving children right now? Breadth How
do we distribute leadership more widely and more
wisely and also retain a sense of the distinctive
leadership gifts that we contribute
ourselves? Justice How do we help other
peoples schools and children without sacrificing
and short-changing our own?
59
MORAL DILEMMAS
Diversity How do we accommodate, include and
connect the rich diversity of our students
learning and teachers teaching, and also retain
focus, direction and cohesion in our efforts to
improve? Resourcefulness How do we engage
peoples energy and motivation for urgent
improvement without wearing them out?
Conservation How do we innovate for a better
future by building on the firm foundations of the
past without staying stuck in the past or
wallowing in nostalgic memories of it?
60
Principle 6 Resourcefulness
  • Sustainable leadership develops and does not
    deplete material and human resources. It renews
    peoples energy. Sustainable leadership is
    prudent and resourceful leadership that wastes
    neither its money nor its people.

61

 
 
The Ride of your life - George Carlin -
HOW TO STAY YOUNG 1. Throw out nonessential
numbers. This includes age, weight and height.
Let the doctors worry about them. That is why you
pay 'them.' 2. Keep only cheerful friends. The
grouches pull you down.3. Keep learning. Learn
more about the computer, crafts, gardening,
whatever, even ham radio. Never let the brain
idle. 'An idle mind is the devil's workshop.' And
the devil's name is Alzheimer's. 4. Enjoy the
simple things. 5. Laugh often, long and loud.
Laugh until you gasp for breath.
                                                  
                          

62
6. The tears happen. Endure, grieve, and move on.
The only person, who is with us our entire life,
is ourselves. Be ALIVE while you are alive. 7.
Surround yourself with what you love , whether
it's family, pets, keepsakes, music, plants,
hobbies, whatever. Your home is your refuge.8.
Cherish your health If it is good, preserve it.
If it is unstable, improve it. If it is beyond
what you can improve, get help. 9. Don't take
guilt trips. Take a trip to the mall, even to the
next county to a foreign country but NOT to
where the guilt is.10. Tell the people you love
that you love them , at every opportunity. AND
ALWAYS REMEMBER Life is not measured by the
number of breaths we take, but by the moments
that take our breath away.
Enjoy the ride There is no return ticket 
63
FOR FURTHER INFORMATION SEE
Hargreaves A. Fink, D. (2005) Sustainable
Leadership. San Francisco, CA
Jossey-Bass. Fink D. (2005).Leadership for
Mortals Developing and Sustaining Leaders of
learning London Paul Chapman/Corwin. Stoll, L,
Fink, D. Earl, L (2003). Its about Learning
and Its about Time. London Taylor Francis.
64
Thank you
65
WORDS THAT WORK
66
CRAP DETECTING
Data-driven decision making (evidence-based) Tri-l
evel reform model Best practice Bottom
line Personalisation Choice Customer Targets
67
The Long and Short of Change
  • Hargreaves and Finks Proposition
  • The urgency of targets is inversely related to
    the degree of power held by those responsible for
    implementing them.

68

DESCRIPTIONS

SHORT
LONG
evasive, unaccountable
cynical, opportunistic

urgent, confidence-boosting
enduring, sustainable

69

EXAMPLES

SHORT
LONG
Government-imposed short-term achievement targets
UN Millenium Goals

shared targets, quick wins
authentic transformations In practices and beliefs
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