Dr. Marilyn KatzenmeyerMr. Jecky Misieng

Developing District Leaders for Reinventing Education

FASCD Conference

November 30, 2007

Agenda

• Overview of the Executive Leaders Program• Executive Leaders Participants and Coaches• Protocol Standards and Evaluation Levels• Participant & Supervisor Data• Coach Survey Data• Plans for Dissemination of Executive Leaders Program

Who should attend?

•  Persons new to executive leadership roles

• Persons who aspire to positions at the district level (director and above)

• Persons at the university with a significant leadership role 

PROGRAM GOALS

To provide time and opportunity for individual leadership development based on diagnostic assessment, feedback and coaching

To develop leaders who progress from application of entry level to executive leadership competencies

PROGRAM GOALS

To impact systemic change within the participants’ teams, departments and organizations

To engage participants in creating cultures within their organizations that focus on improving student and employee performance

Communication with retired leader serving as a coach

Application of concepts within work setting through Active Learning Application (ALA)

Diagnostic assessment and feedback

EXECUTIVELEADERSPROGRAM

One day orientation and three two-day retreats

Development Planning

Diagnostic Assessments

Myers Briggs Type Indicator

360 by Design

Coaching

An ongoing partnership that

facilitates personal and professional

support & development

Expectations

Twice monthly contact in person or by phone

Guide review of self-assessment information

Assist with vision & goals

Provide support through discussion of day-to-day challenges

Aid in monitoring progress & accountability

Competencies

• Change Management• Influencing, Leadership, Power• Acting Systemically• Getting Information, Making Sense of It; Problem Identification• Recognizing Trade-Offs• Knowledge of Job, Business• Communicating Information, Ideas• Risk-Taking, Innovation• Leading Employees• Building Relationships• Differences Matter• Committed to Making a Difference• Doing Whatever it Takes• Ethics/Culture• Handling Disequilibrium

360 BY DESIGNSM is a service mark owned by the Center for Creative Leadership. Performance 360 TM is a registered trademark of SMG Strategic Management Group Inc. © 2002 Center for Creative Leadership

Active Learning Applications

The leader is asked to consider an important

project that he/she cares about and is frustrating.

Guidelines

Guidelines

Active Learning Applications

The ALA may be a goal, project, district change, system-wide problem.

Guidelines

Active Learning Applications

The leader must have the ability to influence the outcome of the ALA.

Active Learning Applications

The ALA should be complex: multiple

constituents, work over several months, no prescribed

way to proceed.

Guidelines

•Application and transfer to work site•Coaching component•Evaluation component•Resources on web and leadership library

Consistency with Florida Protocol Standards

•Relevant to improving student and employee performance•Specified outcomes for all sessions•Sustained training•Use of technology and web-based learning

Guskey, Thomas R.Evaluating Professional Development, Corwin Press, 1999

•

Guskey’s Professional Development Evaluation

•Participants’ reaction•Participants’ learning•Organizational support and change•Participants’ use of knowledge and skill•Students’ learning outcomes

Kirkpatrick, Donald and Kirkpatrick, James.Evaluating Training Programs: The Four Levels, 3rd Edition, Berrett-Koehler Publishers, 2006

•

Kirkpatrick’s Four Levels of Evaluation

•Reaction•Learning•Behavior•Results

Who should attend?

•  Persons new to executive leadership roles

• Persons who aspire to positions at the district level (director and above)

• Persons at the university with a significant leadership role 

Participants’ Gender

Frequency  

Female 64

Male 36

Total 100

Pasco14%

Hillsborough2%

Pinellas21%

Sarasota10%

Manatee18%

Lee17%

Polk5%

USF13%

Participants by Organizationupon Entry into Program

Participants by

Position Upon Entry into

Program

Frequency

Director 26

Supervisor 18

Coordinator 11

Assistant Director 9

Manager 9

Specialist 4

Assistant Principal 3

Assistant Superintendent 3

Executive Director 3

Principal 3

Administrator on Assignment 1

Area III Superintendent 1

Associate Director 1

Chief Academic Officer 1

Educational Diagnostician 1

House Administrator 1

Interim Assistant Superintendent 1

Interim Director 1

Staff Developer 1

Teacher on Special Assignment 1

Total 100

Participants according to instructional, non-instructional and higher

education categories

Frequency

Instructional 42

Non-instructional 45

Higher Education 13

Total 100

Participant Survey

Data

N=51

Reaction Level

Data suggest participants viewed the following program activities

as having the most impact on growth & development as an

Executive Leader

1. 360 By Design Diagnostic Assessment

2. Understanding the Organizational Context for my Leadership

3. Understanding Conflict Styles

4. Applying LIFO Styles communication strategies

5. Use of Situational Leadership and strategies

6. Understanding emotional intelligence concepts

7. Knowledge of concepts of leading change

8. Application of five methods for decision making

9. Creating developmental plan based on feedback

Learning Level

Competency 2004- 05 2005-06 2006-07 Overall

Building Relationships 5 6 11 22

Doing What Ever It Takes 5 4 6 15

Leading Employees 5 4 2 11

Handling Disequilibrium 4 1 4 9

Recognizing Trade-Offs 1 4 3 8

Change Management 4 1 2 7

Communication 3 2 2 7

Influencing, Leadership, Power 3 1 2 6

Knowledge of Job, Business 2 2 2 6

Acting Systemically 2 1 3 5

Getting Information, Problem Identification 2 1 2 5

Committed to Making a Difference 2 1 2 5

Differences Matter 1 1 2 4

Risk-taking, Innovation 0 1 2 3

What Leadership Lessons Learned

Results Level

To what extent do you believe the EL Program helped you become

more effective leader?

To a small degree2%

Fully/Totally22%

Moderate4%

Not at all2%To a great extent

70%

Participant Responses

What has been the impact of the program

on your work as a leader?

“I have been able to assume responsibilities which prior to the EL program were out of my comfort zone.”

“I was very new to the public school system, and the Executive Leaders Program helped me to better understand how to navigate the system successfully.”

“The single greatest benefit derived from the ELP experiencewas gaining a better understanding that administrators must be leaders, not simply effective managers.”

Selected comments

64%

32%4% Maintained

Position

Promoted

Left Organization

Promotion/Retention

36%

17%

21%

12%

13%

1%

Shared learning with others

Changed leadership behavior

Been reinforced by others to demonstrate new leadership behaviors

Been discouraged by superiors in efforts to use what is learned

Supported with time & resources

Modeled new leadership behaviors with subordinates

Results since completing EL Program

Organizational Support Level

Fully or totally24%

Moderate18%

To a great extent58%

Knowledge & competenciesfit with organization’s culture

Encouraged to try new leadership practices in area of responsibility based on

knowledge & competencies acquired

Fully/totally26%

Moderate22%

Not at all2%

To a great extent46%

To a small degree4%

Fully/totally30%

Moderate24%

To a great extent40%

To a small degree2%

Not at all4%

Direct supervisor reinforced use of knowledge & competencies

acquired

Fully/totally18%

Moderate20%

To a great extent54%

To a small degree 6%

Not at all2%

Other senior leaders supported effortsto apply knowledge & competencies

Fully/totally18%

Moderate12%

Not at all2%

To a great extent64%

To a small degree4%

Successes as a result of applying leadership knowledge & competencies recognized

Supervisor Survey

Data

N=39

Behavior Change Level

Competencies Developed % Fully/Totally and To a Great Extent

Ethics/Culture 94Doing What Ever It Takes 94Getting Information, Problem Identification 89Committed to Making a Difference 89Change Management 87Knowledge of Job, Business 86Recognizing Trade-Offs 83Communicating Information, Ideas 83Differences Matter 83Handling Disequilibrium 81Influencing, Leadership, Power 81Building Relationships 80Leading Employees 80Risk-taking, Innovation 80Acting Systemically 78

Results Level

Fully/totally27%

Moderate22%

To a great extent45%

Not at all3%

To a small degree3%

Program has helped participant to become more effective leader

Supervisor Responses

What has been the impact of the program on the participant’s

work in improving student oremployee performance?

“She is able to articulate the connection between what herdepartment does and how it supports student achievement.”

“The participant is now aware of the impact of leadershipon the improvement of student performance.”

“The key factor in improving her success is anchored in her understanding of her own work and interacting with ALL stakeholders in the organization. She has honed her leadership skills to become more proficient in this area and continues to seek coaching.”

Selected comments

Organizational Support Level

Fully/totally51%

To a great extent35%

To a small degree3%

Not at all3%

Moderate8%

Encouraged EL participant totry new leadership practices

Fully/totally35%

Moderate16%

To a great extent43%

To a smalldegree

3%

Not at all3%

Reinforced EL participant’s useof knowledge & competencies acquired

Fully/totally43%To a great

extent51%

Moderate3%

Not at all3%

EL participant’s successes were recognized

Executive Leadership

Program Evaluation: Coaching

Component

Data reflective

of four cohorts

2003-2007

Coaching most

effective when…

Focusedon

needs of participant

Focusedon

day to day challengesfaced by participant

Assisted participant with

development planning and progress

Aided participant in determining actions

related to the Active Learning Application

(ALA)

Most effective behavior

Listening

Coaches direct participants to

other resources

Focusedon

needs of participant

Outside perspective

valued

Suggestionsby coach

appreciated

Face to facecommunication

preferred

…email and telephone contact beneficial also

Coach initiative in making contact

Willingness to just listen,

allow venting

Building confidence

of participant

Assistance

with

adjustment

to new

roles

Day to day challengesfaced by participants

• Issues with supervisors

• Issues with other teams or departments

• New tasks acquired by participant

Coach most frequently

assisted with planning

and organizing

skills

Coach assisted with

weighing options,

providing alternatives

Assisted participant with

development planning and progress

Coaches assisted with setting goals

and offering feedback

on the development plan

Reviewing diagnostic data

Helping participant remain focused

Monitoring progress

Aided participant in determining actions

related to the Active Learning Application

(ALA)

Developing action Developing action

steps steps

for the ALAfor the ALA

(Active Learning (Active Learning

Application)Application)

Coaches involvementCoaches involvementin planning the ALAin planning the ALA

andandassisting with assisting with developmentdevelopmentof timelinesof timelines

•Helping leader define ALA

•Monitoring progress of ALA

•Helping leader remain focused on ALA over time

Coaching Styles

Ability

to

listen

• Willingness to

share knowledge

• Ability to be honest

and straightforward

• Offering help and

resources

• Encouraged reflection

Results of Coaching Effectiveness Check-Up across 4 cohorts on a

rating scale of 1-6

Participants felt heard and understood by

coaches

Rating 5.7 out of 6

Participants looked forward to calls from

coaches

Rating 5.5 out of 6

Participants believe that they have grown

personally

Rating 5.4 out of 6

Participants set and reached goals they would not have achieved without

coaching

Rating 5.0 out of 6

The lowest ratings (though still considered above average) relate to the

helpfulness of agreed upon “homework” between calls.

Rating 4.9 out of 6

Next StepsExecutive Leaders

Program

• Complete data analysis

• Write comprehensive evaluation report and provide to districts

• Disseminate the program

Facilitator and Operations Manuals Certification Workshop April 14, 15, 16, 2008 University of South Florida

For more information contact: marilyn@iirp.coedu.usf.edu

Executive Leaders ProgramDissemination Plans