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Leadership in a Transformational Setting

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Title: Leadership in a Transformational Setting


1
Leadership in a Transformational Setting
  • Raymond J. McNulty, President
  • Ray_at_Leadered.com

_at_ray_mcnulty
2
The future is not some place we are going to,
but one we are creating. The paths are not
found, but made, and the activity of making them
changes both the maker and the destination.
--John Schaar
3
Making a better 20th Century School is not
the answer.
4
Many of our efforts to transform education look
like the same old system!
5
Themes
  1. Recap of Oct Key Points
  2. Leadership and Transformation
  3. Four Leadership Lessons
  4. A Model That Has Worked for Some
  5. Closing Point

6
Theme
  • Recap of October Key Points

7
Schools are Improving
School Improvement
8
  • Schools are Improving

Changing World
School Improvement
9
The primary aim of education is not to enable
students to do well in school, but to help them
do well in the lives they lead outside of school.
10
CCSS and NGA
Current Standards and Assessments
11
Reading Risk
Mapping State Proficiency Standards onto NAEP
Scales, IES August 2011
12
Math Risk
Mapping State Proficiency Standards onto NAEP
Scales, IES August 2011
13
Best practices allow you to do what you are
currently doing a little better.
  • Next practices increase your organizations
    capability
  • to do things it has never done before.

14
System
Innovation
15
Next Practice
Sustaining Innovation
16
Disruptive Innovation
17
We have a flawed perspective of always listening
to our best customers They tell us how good the
system is working for them!
18
First Different - Then Better
19
First practice must change, then results, then
policy.
20
Current SystemSomething Different
21
NEXT PRACTICE THINKING
  • Get three, four, five. answers
  • Hard and soft ways of thinking
  • Create a disciplined, managed space for
    development of new ways to accomplish difficult
    tasks Versions

22
Theme
  • Leadership and Transformation

23
  • Leadership today requires a balance of
    traditional skills mixed with innovation skills
  • Stability, control and standardization mixed with
    uncertainty, ambiguity, innovation and disruptive
    thinking

24
Whats Your Profile?
25
All leaders have problems or situations in front
of them for which there are no answers.
26
The skill set to do this is
  • Current Leadership works hard to efficiently
    deliver the next thing that should be done given
    the existing system.

27
Delivery Skills
  • Analyzing
  • Planning
  • Detailed Oriented Implementing
  • Disciplined Executing

28
Innovators seek to fundamentally change the
current model.
  • Why accept the status quo?
  • Look for new and better ways!
  • Steve Jobs, I want to put a ding in the
    universe!

29
Discovery Skills
  • Questioning
  • Observing
  • Networking
  • Experimenting
  • Associational Thinking

30
  • Delivery Skills
  • Analyzing
  • Planning
  • Detailed Oriented Implementing
  • Disciplined Executing
  • Discovery Skills
  • Questioning
  • Observing
  • Networking
  • Experimenting
  • Associational Thinking

31
  • Are you good at generating innovative ideas?
  • Do you know how and where to find innovative
    people in your system?
  • Do you know how to train your people to be
    creative and innovative?

32
Question Storming
  • What is
  • What caused.
  • Why Why not.
  • What if

33
Highly Innovative Systems
  • In your system is innovation everyones job?
  • Is disruption part of your systems innovation
    portfolio?
  • Are small project teams central to taking
    innovative ideas to scale?
  • Does your system take smart risks in the pursuit
    of innovation?

34
Scoring of Profile
35
Scoring
  • 45 or above very high
  • High 40 45
  • Moderate to high 35 40
  • Moderate to low 29 34
  • Low less than 28

36
Leadership
  • Some in leadership positions believe we can
    transform our schools by the force of their
    effort.

This will not create a sustainable change.
37
  • The truth is for sustainable change and
    transformation to be successful the role of the
    leader should be to evoke from those in the
    system the inner qualities of
  • commitment
  • creativity
  • compassion
  • courage

38
Those qualities are in us all and need to be
channeled to drive the important work that needs
to be done.
This is Leadership Density!
39
39
40
Adaptive Leadership Framework
Vision
6
5
4
3
2
Empowerment
1
2
3
1
4
5
41
Four Quadrants of Leadership
D
C
Adaptive Leadership
Visionary Leadership
VISION
High
A
B
Collaborative Leadership
Authoritative Leadership
Low
High
Low
EMPOWERMENT
42
Theme
  • Four Leadership Lessons

43
  • LESSON ONE
  • Educational institutions tend to be allergic to
    conflict.
  • conflict is dangerous
  • it can threaten friendships
  • it can damage relationships
  • gt

44
  • But, conflict is the primary engine of creativity
    and motivation.
  • So, a new tradition needs to be the norm
  • Courage to surface conflicts.

45
  • LESSON TWO
  • Communication is in the mind of the recipient.
  • If you are the leader, people tolerate your
    ideas, but they act on their own.
  • gt

46
  • Heres a tip, communicate with emotion as well
    as logic.
  • Latest research shows that the brains limbic
    system, which controls basic emotions, is more
    powerful than the brains neo cortex, which
    governs intellect.

47
LESSON THREEThe culture of change
  • Detailed Complexity - determining all the
    variables in advance. (This is not reality)
  • Dynamic Complexity unexpected, unplanned for
    situations that surface as you implement a change
    effort. (This is reality)

48
Senge suggests that those unpredictable,
unplanned-for factors that seem to get in the
way, are in fact not merely things that get in
the way, THEY ARE NORMAL!!!! And everyone in the
system needs to know this.
49
  • LESSON FOUR
  • Most leaders die with their mouths open.
  • Leaders must know how to listen, and the art of
    listening is more subtle than most think.
  • Leaders must want to listen.
  • gt

50
  • Great listening is fueled by curiosity. Its
    hard to be a great listener if youre not curious
    about other people and their ideas. Whats the
    enemy of curiosity? Grandiositythe belief that
    you have all the answers.
  • gt

51
Theme
  • A Model That has Worked for Some (Starting
    Point)

52
  • Aligned for Success
  • Doctors/Nurses in Hospitals
  • Pilots in Flight
  • Teachers in a School System

53
Teaching
Student Achievement
Instructional Leadership
Organizational Leadership
54
Teaching
How students learn
Content
Instructional strategies
Relationships
Assessment to guide instruction
Rigor and relevance
55
Teaching
  1. Embrace rigorous and relevant expectations for
    all students (.75)
  2. Build strong relationship with students (.72)
  3. Possess depth of content knowledge and make it
    relevant to students (.69)
  4. Facilitate rigorous and relevant instruction
    based on how students learn (1.28)
  5. Use assessments to guide and differentiate
    instruction (.90)
  6. Demonstrate expertise in use of instructional
    strategies, technology, and best practices (.60)

Use Varied, ongoing Assessments to Inform and
differentiate Instruction (.90)
Make content meaningful to l learners (.69)
Cultivate Caring relationship with students
(.72)
Engage in Targeted and Sustained Professional
Growth (.62)
Embrace rigorous and relevant expectations for
all students (.75)
56
Organizational Leadership
Selection, support, evaluation
Structure and systems
Build leadership
Vision
Data systems
Culture
57
Organizational Leadership
  1. Create a culture
  2. Establish a shared vision
  3. Align organizational structures and systems to
    vision
  4. Build leadership capacity
  5. Align teacher / administrator selection, support,
    and evaluation
  6. Support decision making with data systems

Adjust the Organizational Structure
Leverage Data Systems
58
Instructional Leadership
Literacy and math
Data-driven
Curriculum
Provide professional growth
High expectations
59
Instructional Leadership
  1. Use research to establish urgency for higher
    expectations
  2. Align curriculum to standards
  3. Integrate literacy and math across all content
    areas
  4. Facilitate data-driven decision making to inform
    instruction
  5. Provide opportunities for focused professional
    collaboration and growth

Use Data to Guide Instruction
Create Teacher Selection, Support and Evaluation
System
Integrate Literacy and Math across Curriculum
Align Curriculum to Standards
Use Data to set High Expectations
60
Solid Implementation
  • Focus
  • Fidelity of Implementation
  • Leading and Lagging Indicators

61
Proportions of students scoring in each decile
of the MCAS 8th grade ELA distribution
62
Proportions of students scoring in each decile
of the MCAS 8th grade Math distribution
63
MCAS math gains 8th to 10th grade, compared to
others from the same 8th grade decile (School
Rank Percentile)
64
MCAS ELA gains 8th to 10th grade, compared to
others from the same 8th grade decile (School
rank percentile/100)
65
  • The Achievement Gap Initiative At Harvard
    University Toward Excellence with
    EquityConference Report by Ronald F. Ferguson,
    Faculty Director
  • The main lesson was that student achievement
    rose when leadership teams focused thoughtfully
    and relentlessly on improving the quality of
    instruction.

- Prof. Ron Ferguson, AGI Conference Report
66
Leadership That Provides a Streamlined and
Coherent Curriculum
  • For us, instruction focused on literacy across
    ALL content areas NO EXCEPTIONS!!!

67
Leadership That Provides a Streamlined and
Coherent Curriculum
  1. Restructuring Committee targets the Literacy
    Skill
  2. Smaller subgroup drafts training script, brings
    draft to the full committee, revisions made
  3. We roll out to faculty step one
    Interdisciplinary group training
  4. Follow up in depts how to implement in content
    area

68
OPEN RESPONSE STEPS TO FOLLOW 1. READ QUESTION
CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS.
3. RESTATE QUESTION AS THESIS (LEAVING BLANKS).
4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT
RESPOND TO THE QUESTION. BRAINSTORM MAP
OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7.
WRITE YOUR RESPONSE CAREFULLY, USING YOUR MAP AS
A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM
THESIS IN YOUR BODY AND IN YOUR END
SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10.
REREAD AND EDIT YOUR RESPONSE.
69
So then what
  • Follow up the Interdisciplinary Training.
  • Next step HOW to bring this into the classroom
  • Lessons developed
  • Implemented according to a calendar
  • Nothing was left to chance!

70
As a follow up to this activity, I am requiring
Department Heads to collect from each teacher at
least one student sample from each of the
teachers classes. The student samples should
include Student Name Teacher
Name Date Course Name and Level Period A copy
of the reading selection and question Evidence
of the students active reading All pre-writing
work that the student has done, e.g. webs A copy
of the written open response The new scoring
rubric and completed assessment   After you have
collected the samples from each teacher and have
had the opportunity to review them for quality
and completeness, please send them to me in a
department folder with a checklist of your
teachers. Again, please be sure that your
teachers clearly label their student samples.
The Open Response calendar of implementation is
as follows Nov 2-6 Social Science, Social Sci
Biling. Nov 30-Dec 4 Wellness, JROTC Dec
14-18 Science, Science Bilingual Jan 11-15
Business, Tech, Career Ed. Jan 25-29 Math,
Math Bilingual Feb 22-26 Foreign Lang, Special
Ed Mar. 7-11 English, ESL Mar 20-24 Family
Cons. Sci, ProjGrads Apr 5-9 Music, Art
71
  • Technical Challenges
  • Culture Challenges
  • Leading and Lagging Indicators

72
Themes
  1. Recap of Oct Key Points
  2. Leadership and Transformation
  3. Four Leadership Lessons
  4. A Model That Has Worked for Some
  5. Closing Point

73
IF WE WANT..
  • Children to be brave and resourceful
  • when confronted with the unknown
  • Then they must see us taking risks
  • and finding new ways to move ahead.

74
IF WE WANT..
  • A new and better educational system that
    educates all our children for success in the
    21st Century.
  • We will have to be new and better leaders
  • willing to take some risks
  • and expose our weaknesses.

75
  • Effective and efficient approaches to increasing
    student achievement
  • Successful practices for teaching and learning
    from the nations most rapidly improving schools
  • Practical strategies for using rigor, relevance,
    and relationships to increase instructional
    effectiveness
  • Innovative tools and resources to support the
    transition to more rigorous assessments

www.modelschoolsconference.com
76
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