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Leadership is About PEOPLE!!

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Title: The Will to Lead: Transformational Leadership Author: Anthony Muhammad Last modified by: June Stephens Created Date: 12/23/2012 8:54:37 PM Document ... – PowerPoint PPT presentation

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Title: Leadership is About PEOPLE!!


1
Leadership is AboutPEOPLE!!
  • Anthony Muhammad, PhD

2
Call to Arms
  • When a school or district functions as a PLC,
    educators within the organization embrace high
    levels of learning for ALL students
  • as both the reason the organization exists and
    the fundamental responsibility of those who work
    within it.

DuFour, DuFour, Eaker, Many, Learning by
Doing A Handbook for Professional Learning
Communities at Work (2010)
3
A Major Shift in Paradigm
4
What Has History Taught Us?
  • All students have not benefited equally from
    access to educational institutions?

5
Whats Next? Is Change Necessary?
Insanity is doing the same thing over and over
and expecting a different result. Albert
Einstein
6
Two Forms of Change
  • Technicalstructural (skill)
  • Cultural (will)

7
Will and Skill
8
High Will and High Skill
9
Technical vs. Cultural
  • Both forms of change are essential to improving
    organizations.
  • Schools tend to focus heavily on technical
    changes and spend little time on cultural change.
  • Deep change cannot be accomplished without
    cultural change.

10
Dont Underestimate Culture
The health of an organization provides the
context for strategy, finance, marketing, and
everything else that happens within it, which is
why it is the single greatest factor determining
an organizations success. More than talent. More
than knowledge. More than innovation.
Lencioni, The Advantage Why Organizational Healt
h Trumps Everything Else in Business (2012), p. 2
11
Choosing Being Smart Over Being Healthy
  • Smart
  • Healthy
  • The sophistication bias
  • The adrenaline bias
  • The quantification bias
  • Build a cohesive team.
  • Creating clarity.
  • Reinforcing clarity

Lencioni, The Advantage Why OrganizationalHealth
Trumps Everything Else in Business (2012)
12
Avoiding Culture
  • Most leaders prefer to look for answers where
    the light is better, where they are more
    comfortable. And the light is certainly better
  • in the measurable, objective, and data-driven
    world of organizational intelligence (the smart
    side of the equation) than in the messier, more
    unpredictable world of organizational health.

Lencioni, The Advantage Why Organizational Healt
h Trumps Everything Else in Business (2012), p. 7
13
School Culture
  • School culture is the set of norms, values, and
    beliefs, rituals and ceremonies, symbols and
    stories that make up the persona of the
    school.
  • Peterson, Is Your School Culture Toxic or
    Positive?
  • Education World (2002)

14
Complexity of Cultural Change
  • Anthropology
  • Sociology
  • Psychology
  • Political Science
  • History
  • Economics

15
Healthy School Culture
  • Educators have an unwavering belief in the
    ability of all of their students to achieve
    success, and they pass that belief on to others
    in overt and covert ways. Educators create
    policies and procedures and adopt practices that
    support their belief in the ability of every
    student.
  • Peterson, Is Your School Culture Toxic or
    Positive?
  • Education World (2002)

16
Healthy School CultureConnection of Two Great
Concepts
17
Learning Activities?
  • An analysis of research conducted over a 35-year
    period demonstrates that schools that are highly
    effective produce results that almost entirely
    overcome the effects of student backgrounds.
  • (Marzano, What Works in Schools, 2003)

18
The Problem
  • We know what to do the problem is convincing
    educators to embrace and use these strategies.

19
The Task at Hand
  • If schools are to be transformed into learning
    communities, educators must be prepared first of
    all to acknowledge that the traditional guiding
    model of education is no longer relevant in a
    post-industrial, knowledge-based society. Second,
    they must embrace ideas and assumptions that are
    radically different than those that have guided
    schools in the past.
  • DuFour Eaker, Professional Learning
    Communities
  • at Work (1998), p. 34

20
The Transformational Leader
  • Schools need transformational leaders at every
    level. These leaders are determined to lead
    people to better behavior. They do not stop at
    criticizing current behavior. Rather, they use
    their resources and influence to help people
    improve.

Muhammad Hollie, The Will to Lead, The Skill
to Teach Transforming Schools at Every Level
(2011)
21
  • Leadership is about People!!!

22
Emotional Intelligence
  • Emotional Intelligence is the ability to
    identify, assess, and control the emotions of
    oneself, of others, and of groups. It can be
    divided into ability EI and trait EI

23
Ability EI
  • The ability to perceive emotion, integrate
    emotion to facilitate thought, understand
    emotions and to regulate emotions to promote
    personal growth
  • Salovey and Mayer, Emotional Intelligence as a
    Standard Intelligence (2001)

24
Trait EI
  • A constellation of emotional self-perception
    located at the lower levels of personality. In
    lay terms, trait EI refers to an individuals
    self-perceptions of his/her own emotional
    abilities. Also known as emotional self-efficacy
  • Petrides and Furman, On the Dimensional Structure
    of Emotional Intelligence Personality and
    Individual Differences (2000)

25
The Five Factors
  • Openness to Experience
  • Conscientiousness
  • Extraversion
  • Agreeableness
  • Neuroticism
  • Tupes and Christal, Recurrent Personality
  • Factors Based on Trait Ratings (1961)

26
Important Note
  • Being correct is no substitute for being effective

27
The Transformational Leader
  • The Optometrist (wisdom/influence)
  • The Maestro (coordination/savvy)
  • Rosa Parks (courage/perseverance)

28
Are You Willing to Confront the Elephants in the
Room?
29
Predeterminations
  • Perceptual
  • Intrinsic
  • Institutional

30
Perceptual Predetermination
  • Perceptual predetermination involves an
    educators own socialization and the impact
  • of that socialization on his or her practice in
    the classroom, including expectations for student
    performance.

Muhammad, Transforming School Culture How to
Overcome Staff Division (2009), p. 21
31
Stereotypes
  • To help simplify a complex world, people develop
    mental models called schemas. Problems arise when
    people start to oversimplify schemas.
    Oversimplified schemas are known as stereotypes.
    Stereotypes are fixed impressions and exaggerated
    and preconceived ideas and descriptions about a
    certain type of person, group, or society.

Langlois, Kalakanis, Rubenstein, Larson, Hallam,
Smoot, Maxims or Myths of Beauty? A
Meta-Analytic and Theoretical Review,
Psychological Bulletin (2000), p. 390
32
Challenging Beliefs
  • Teacher expectations of student performance is a
    thorny issue in American education because of the
    inevitable overlay of accusations that low
    expectations for some groups of students reflects
    racial, ethnic, or class-biased prejudice.

Jackson Davis, Turning Points 2000 Educating
Adolescents in the 21st Century (2000), p. 13
33
Dangerous Synonyms
  • Changing demographics
  • High minority
  • High poverty
  • Special ed kids
  • ELL students

34
Crucial Conversations
  • Conflicting opinions
  • Potential to become highly emotional
  • Stakes are high
  • Patterson, et.al, Crucial Conversations Tools
    for
  • Talking When the Stakes are High (2011)

35
Corrective LensesThe Optometrist
  • Combat false/incomplete information with better
    information.
  • Try
  • Enlightenment
  • Encouragement
  • Experimentation

36
Intrinsic Predetermination
  • Intrinsic predetermination is the students
    perception of his or her probability of success
    in school. The messages that students receive
    from their environmentthe home, community, and
    schoolcan either build their confidence or work
    to destroy it.

Muhammad, Transforming School Culture How to
Overcome Staff Division (2009), p. 23
37
When Cultures Collide
38
Assimilation or Education
  • Assimilation
  • Education
  • Control
  • Manipulation
  • Standardization
  • Docile
  • Liberation
  • Development
  • Creativity
  • Empowerment

39
Gifted and Talented Education
  • Gifted and talented education works for two
    reasons the student believes that he is gifted
    and the teacher believes that he is gifted. Based
    on this agreement, the teacher and student create
    the right learning environment and they utilize
    rigorous learning activities. All human beings
    possess a gift the key is to identify and
    capitalize on it.
  • Renzulli, What Makes Giftedness? Reexamining a
    Definition,
  • Phi Beta Kappan (1978)

40
Acting White
  • Minority students are subject to pressures not
    assigned to white students, and that pressure is
    being accused of acting white. In the informal
    social groups of minority students,
    high-achieving minority students fear losing
    their friendships with minority peers if they get
    good grades, speak clearly, and follow rules. It
    is the unfair conflict that many black and Latino
    students face that white students do not.
  • Ogbu, Collective Identity and the Burden of
    Acting White in Black History, Community, and
    Education, The Urban Review (2004)

41
Validating and Affirming All Students
  • Do you respect all of your students and their
    cultures?
  • Does your school validate the cultures of all of
    your students, or do you seek to make all
    students assimilate to the dominant culture?
  • Do your practices build on student strengths or
    focus on their weaknesses?

42
Culturally Responsive Teaching and Learning
  • Instruction strategies are built around the
    students cultural norms.
  • School policies are created with a respect for
    student home culture.
  • Respect and affirmation lead to achievement.

43
Pedagogy of Confidence
  • Identify and activate student strengths.
  • Elicit high intellectual performance.
  • Provide enrichment.
  • Integrate prerequisites.

44
The Maestro
  • Blending the best in students with the best in
    the institution to create beautiful music

45
Institutional Predetermination
  • I contend that we have institutional barriers in
    place that make the job of educating every
    student very difficult.

Muhammad, Transforming School Culture How to
Overcome Staff Division (2009), p. 25
46
Grading Policies
  • Feedback
  • Accuracy
  • Fairness
  • Timeliness
  • Specificity

47
Other Policy Elephants
  • Student placement in advanced coursework
  • Zoning policies around ethnicity and economic
    class
  • Discipline/expulsion policies
  • Graduation standards/policies

48
Rosa Parks Moment
49
Common Sense Rule
  • If it doesnt make common sense, dont do it!!

50
Let Us Not Forget
  • We hold these truths to be self-evident, that
    all men are created equal, that they are endowed
    by their Creator with certain unalienable Rights,
    that among these are Life, Liberty, and the
    pursuit of Happiness. That to secure these
    rights, Governments are instituted among Men,
    deriving their just powers from the consent of
    the governed, that whenever any Form of
    Government becomes destructive of these ends, it
    is the Right of the People to alter or to abolish
    it, and to institute new Government .
  • U.S. Declaration of Independence

51
Its Not About Us! Its About Them!
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