Balanced Leadership: School Leadership that Works ™

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Balanced Leadership:School Leadership that Works™

Keynote Presentation

CREATE

June 7, 2006

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Your assumptions

What are your assumptions about the future of schooling in American public education?

What are your assumptions about leadership of schools in American public education?

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McREL’s assumptions

• We need to get the most possible out of our schools.

• In light of the resource, social, political, & design realities facing our schools & their leaders, schools (as currently designed) are not likely to meet the expectations that no child is left behind.

• We need education leaders who are prepared to deal with the first- and second-order changes implied by both assumptions.

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New expectations

• Leading increasingly complex change

• Relentless focus on improving student achievement

• Sharing leadership

The principal cannot do it alone.

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McREL’s research questions

What knowledge from the quantitative and qualitative research on:

• teacher,

• school, &

• leadership practices

associated with high levels of student achievement & institutional productivity should we use to improve schools?

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McREL’s meta-analyses

Meta-analyses Publication titles

Classroom-level practices

Classroom Instruction that Works

(Marzano, Pickering, & Pollock, 2001)

School-level practices & student

characteristics

What Works in Schools

(Marzano, 2003)

Leadership responsibilities &

practices

School Leadership that Works

(Marzano, Waters, & McNulty, 2005)

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Leadership meta-analysis

• 5,000 study citations

• 3,000 dissertation citations

• 2,000 other study citations

• 69 studies met our criteria for inclusion

• Quantitative data

• Student achievement as the dependent variable

• Standardized scores

• Teacher perceptions as the independent variable

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Findings from McREL’s meta-analysis

1. There is a relationship between leadership and student achievement — leadership matters.

2. There are 21 leadership responsibilities, each with statistically significant and positive relationships to student achievement.

3. Leaders perceived as strong do not always have a positive impact on achievement.

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Finding #1: Leadership & student achievement

Average correlation (r) between principal leadership behavior &

school achievement is .25

This means …

A one standard deviation increase in teacher perceptions of principal leadership is

associated with a 10 percentile point gain in school achievement.

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Finding #2: Responsibilities & practices

• 21 leadership responsibilities

• 66 leadership practices

• All correlated to student achievement

• Each correlation is statistically significant

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21 leadership responsibilitiesAffirmation Involvement with CIA

Change agent Knowledge of CIA

Communication Monitor/evaluate

Contingent rewards Optimize

Culture Order

Discipline Outreach

Flexibility Relationships

Focus Resources

Ideals/beliefs Situational awareness

Input Visibility

Intellectual stimulation

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Finding #3: The differential impact of leadership

Leaders perceived as strong do not always have a positive effect on student achievement.

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Differential impact:McREL’s interpretation

• Focus of the change

• Magnitude of the change

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Examples of ineffective focus

• Focus on improving school and classroom practices that are already well developed and implemented.

• Focus on school and classroom practices that are implemented marginally.

• Focus on practices that lack evidence for improving student achievement.

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Focus of change: Influences on student learning

School 1. Guaranteed & Viable Curriculum

2. Challenging Goals & Effective Feedback

3. Parent & Community Involvement

4. Safe & Orderly Environment

5. Collegiality & Professionalism

Teacher 6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design

Student 9. Home Environment

10. Learned Intelligence/Background Knowledge

11. Motivation

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McREL’s view of change

The magnitude of change is defined by the implications it has for the people

expected to implement it and/or those who will be impacted by it.

The same change can be perceived differently by different stakeholders.

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Magnitude of change:

Common labels

McREL uses labels based on the implications of change rather than the type of change.

Incremental Fundamental

Adaptive

DiscontinuousContinuous

First-order Second-order

Technical

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What is a factor analysis?

• Definition: A statistical procedure that reduces a set of items on a measuring instrument into a smaller number of dimensions called factors¹

• Purpose: To understand the nature of underlying patterns among factors

• Requirements: Scientific procedures and interpretation

¹Lauer, P. A. (2004). A policymaker's primer on education research: How to understand, evaluate, and use it. Aurora, CO: McREL, and Denver, CO: ECS. Available from www.ecs.org/researchprimer

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McREL’s leadership factor analysis

• 92-item online survey (Sept.2003-Feb.2004)

• 652 principal responses (reliability of .92)

• Data used to understand how the leadership responsibilities are related AND degree to which principals are fulfilling responsibilities:

• Change initiatives

• Relationship of change to leadership responsibilities

• Inter-correlations among the responsibilities

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4. Two major factors: first-order change and second-order change

5. 21 responsibilities with positive correlations to changes perceived as first order

6. 11 responsibilities with correlations to changes perceived as second order

Findings from McREL’s factor analysis

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Finding #4:Two major factors

• Two major factors:

• First-order change

• Second-order change

• Insufficient evidence to collapse any of the 21 leadership responsibilities

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Finding #5: First-order change implications

1. Monitor/evaluate2. Culture3. Ideals and beliefs4. Knowledge of CIA5. Involvement in CIA6. Focus7. Order8. Affirmation9. Intellectual stimulation10. Communication11. Input

12. Relationships (.18)13. Optimize14. Flexibility15. Resources16. Contingent rewards17. Situational awareness

(.33)18. Outreach19. Visibility20. Discipline21. Change agent


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Finding #6: Factor One Second order change implications

(7 positively correlated responsibilities)

1. Knowledge of curriculum, instruction, & assessment

2. Optimize

3. Intellectual stimulation

4. Change agent

5. Monitor/evaluate

6. Flexibility

7. Ideals/beliefs


(rank ordered)

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Finding #6: Factor One Second order change implications

(4 negatively correlated responsibilities(rank ordered)

1. Culture

2. Communication

3. Order

4. Input


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Purposeful Community

Purposeful Community

Pu

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om

mu

nit

y Pu

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The Balanced Leadership Framework™

Leadership

Leadership

Lea

der

ship Lead

ership

MAGNITUDECreate demand

Implement

Manage transitions

Monitor & evaluate

FOCUS

School practices

Classroom practices

Student characteristics

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Boomers(1943–1960)

Superintendents and

central office

Gen X(1961–1981)

Principals

Gen Y(1982–2000)

Teachers

Tweens(10–12 year olds today)

Students

Millennials70-75 Million

The Millenial Generation

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Leaving the leadership comfort zone

“…we should be calling for leadership that will challenge us to face problems for which there are no painless solutions . . . problems that require us to learn in new ways.”

~ Ronald A. Heifetz

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For more information

• Visit the McREL Web site

• www.mcrel.org

[email protected]

Visit McREL’s online newsroom

• www.mcrel.org/newsroom

• Click on “education topics”

• Click on “leadership”

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AffirmationThe extent to which the

principal...Practices Used to Fulfill the Areas

of Responsibility

Recognizes and celebrates school accomplishments and acknowledges failures

Systematically and fairly recognizes the accomplishments of teachers and staff

Systematically and fairly recognizes and celebrates the accomplishments of students

Systematically and fairly recognizes the failures of and celebrates the accomplishments of the school as a whole

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Change Agent

The extent to which the principal...

Practices Used to Fulfill the Areas of Responsibility

Is willing to and actively challenges the status quo

Consciously challenges the status quo

Is willing to lead change initiatives with uncertain outcomes

Systematically considers new and better ways of doing things

Consistently attempts to operate at the edge versus the center of the school’s competence

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Communication



Establishes strong lines of communication with teachers and among students

Is easily accessible to teachers and staff

Develops effective means for teachers and staff to communicate with one another

Maintains open and effective lines of communication with teachers and staff

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Contingent Rewards



Recognizes & rewards individual accomplishments

Recognizes and rewards individual accomplishments

Uses performance versus seniority as the primary criteria for rewards and recognition

Uses hard work and results as the basis for rewards and recognition

Recognizes individuals who excel

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Culture The extent to which the

principal ...Practices Used to Fulfill the

Areas of Responsibility

Fosters shared beliefs & a sense of community and cooperation

Promotes a sense of well being among teachers and staff

Promotes cohesion among teachers and staff

Develops an understanding of purpose among teachers and staff

Develops a shared vision of what the school could be like

Promotes cooperation among teachers and staff

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Discipline



Protects teachers from issues and influences that would detract from their teaching time or focus

Protects instructional time from interruptions

Protects/shelters teachers and staff from internal and external distractions

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Flexibility The extent to which the

principal...Practices Used to Fulfill the


Adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent

Is comfortable with making major changes in how things are done

Encourages people to express diverse opinions contrary to those held by individuals in positions of authority

Adapts leadership style to the needs of specific situations

Is directive or non-directive as the situation warrants

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Focus The extent to which the



Establishes clear goals and keeps those goals in the forefront of the school’s attention

Establishes high, concrete goals and expectations that all students meet them

Establishes high, concrete goals for curriculum, instruction and assessment practices within the school

Establishes high, concrete goals for the general functioning of the school

Continually keeps attention on established goals

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Ideals/beliefs The extent to which the



Communicates and operates from strong ideals and beliefs about schooling

Possesses well-defined beliefs about schools, teaching, and learning

Shares beliefs about school, teaching, and learning with the teachers and staff

Demonstrates behaviors that are consistent with beliefs

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Input



Involves teachers in the design and implementation of important decisions

Provides opportunities for teacher and staff input on all important decisions

Provides opportunities for teachers and staff to be involved in developing school policies

Uses leadership teams in decision-making

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Intellectual Stimulation



Ensures that the faculty and staff are aware of the most current theories and practices and makes the discussion of these a regular aspect of the school culture

Keeps informed about current research and theory on effective schooling

Continually exposes teachers and staff to cutting-edge research and theory on effective schooling

Fosters systematic discussion regarding current research and theory on effective schooling

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Involvement in CIA


Practices Used to Fulfill the Areas of

Responsibility Is directly involved in the design and implementation of curriculum, instruction, and assessment practices

Is directly involved in helping teachers design curricular activities and address assessment and instructional issues

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Knowledge of CIA



Is knowledgeable about current curriculum, instruction, and assessment practices

Possesses extensive knowledge about effective curricular, instructional, and assessment practices

Provides conceptual guidance regarding effective classroom practices

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Monitor/evaluate The extent to which the



Monitors the effectiveness of school practices and their impact on student learning

Continually monitors the effectiveness of the school’s curricular practices.

Continually monitors the effectiveness of the school’s instructional practices.

Continually monitors the effectiveness of the school’s assessment practices.

Remains aware of the impact of the school’s practices on student achievement.

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Optimize



Inspires and leads new and challenging innovations

Inspires teachers and staff to accomplish things that might be beyond their grasp.

Is the driving force behind major initiatives.

Portrays a positive attitude about the ability of teachers and staff to accomplish substantial things.

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Order



Establishes a set of standard operating procedures and routines

Provides and reinforces clear structures, rules, and procedures for teachers and staff.

Provides and reinforces clear structures, rules, and procedures for students.

Establishes routines for the effective running of the school that teachers and staff understand and follow.

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Outreach



Is an advocate and spokes- person for the school to all stakeholders

Ensures the school complies with all district and state mandates.

Is an advocate of the school with the community at large.

Is an advocate of the school with parents.

Is an advocate of the school with central office.

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Relationships



Demonstrates awareness of the personal aspects of teachers and staff

Is informed about significant personal issues within the lives of teachers and staff.

Maintains personal relationships with teachers and staff.

Is aware of the personal needs of teachers and staff.

Acknowledges significant events in the lives of teachers and staff.

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Resources



Provides teachers with materials and professional development necessary for the successful execution of their jobs

Ensures that teachers and staff have the necessary materials and equipment.

Ensures that teachers and staff have the necessary professional development opportunities that directly enhance their teaching.

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Situational Awareness



Is aware of the details and the undercurrents in the running of the school and uses this information to address current and potential problems

Is aware of informal groups and relationships among teachers and staff

Is aware of the issues in the school that have not surfaced but could create discord

Accurately predicts what could go wrong from day to day

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Visibility



Has quality contacts and interactions with teachers and students

Makes systematic and frequent visits to the classroom.

Is highly visible to students, teachers, and parents.

Has frequent contact with students.

Documents

Balanced Leadership: School Leadership that Works ™