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Establish Reality:Effective Leadership and
LearningRaymond J. McNulty, President
@ray_mcnulty
“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
•Schools are Improving
•Schools are Improving
•Changing
World
Unless we unlearn some of our
traditional practices, we will never get
beyond an improvement
mindset.
We are getting better at things that do not matter
as much anymore.
Making a better “20th Century School”
is not the answer.
• To Do Leadership Well
• Quantitative Data
• Qualitative Data
• Ask Great Questions
• Technical Challenges
• Culture Challenges
• Leading and Lagging Indicators
First practice must change, then results,
then policy.
Many people -- both inside and outside of education – seem to be afraid (generally) of three things:
• The Future• Technology• Social Skills
I believe the future is not about the latest gadgets,
it is about something more than gadgets, it’s
about …LEARNING
The Adult Learning Year!
2011
Systems are challenged today like never before.
The key challenge that we face
is results.
In an environment driven by results, the best
strategy is to “DEVELOP YOUR PEOPLE.”
Broaden the definition of learning in your system to include adults.
The focus must be on the way we work.
• Cooperation is what was valued in the past. It is about efficiency: “You do this and I will do that.”
• Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.
WE need to become the AGENTS of change.
Themes1. Best and Next Practices2. Three key trends impacting us3. Technologies to watch4. Non-techie stuff5. Daggett System for Effective
Instruction6. The Adaptive Leader “QUAD D”7. Closing remarks
Theme
• Best and Next Practices
Best practices allow you to do what you are
currently doing a little better.
Next practices increase your organization’s capability
to do things it has never done before.
Expertise (“the way we do things around here”) can be a road block to problem solving
and to the development of Next Practices.
System Innovation
Sustaining Innovation
Next Practice
Disruptive Innovation
Established organizations often
embrace “sustaining
innovations” but struggle with “disruptive
innovations.”
ExampleResearch in an established organization is aligned to someone studying aircraft built in the 1940’s…. All statistics and engineering data are based on what has been accomplished in the past, not what the organization might deliver in the future.
“Travel faster than the speed of sound!”
3 Essential Traits for Future Leaders
1. Clarity
2. Immersive Learning Ability
3. Rapid Prototyping
(Bob Johansen, Leaders Make the Future. Berrett-Kohler Publishers, 2009)
Getting to the Heart of Leadership – A Story of Two Educational Leaders
Johansen Principal A (SS) High Performer
Principal B (BK) -Maintainer
Clarity Presents goals and outcomes for student Achievement
Assumes that everyone understands the goals and outcomes for students.
Immersive Learning Ability Adjusts instructional practices based on Interviews and surveys parents, teachers, students and experience of key partners.
In concert with teachers, follows curriculum, uses assessment data to determine instructional practices.
Rapid Prototyping Focuses on implementing change quickly and sets up a learning, blame-free environment
Implements changes based on carefully thought-out plans that have had broad-based input
Theme
• Three key trends impacting us
First Key Trend• Our roles as educators is
challenged by easy access to an abundance of resources
• Sense Making• Coaching• Credentialing
Second Key TrendPeople expect to be able to learn,
study and work whenever and wherever they want.
The world outside of school is increasingly collaborative.
We must reflect upon the way student projects are structured and graded and how teachers work.
Third Key TrendThird Key Trend
Theme• Technologies to Watch
The Horizon Report 2011
Near Term: 1-2 YearsElectronic Books and Mobile Devices
Amazon: For every traditional 100 books sold, 105 electronic books were sold. - May 19, 2011
Mid Term: 2-3 yearsAugmented Reality and Game Based
Learning
Far Term: 3-5 Years
Gesture-based computing
Pattie Maes, MIT Media LabPranav Mistry, inventor of “Sixth
Sense”
Current System
Something Different
The Horse
The Automobile
Henry Ford quote…
“If I had asked the public what they wanted,
they would have said a faster horse.”
Many of us seem to be able to adapt better to change
in our lives outside our work
rather than inside our work.
Some making bold moves….
• Barren Academy of Virtual and Expanded Learning
Some suggesting bold moves….
Conrad Wolfram… Start teaching math and stop teaching calculating.
Theme
Non-techie stuff
Intentionally Non-Compliant Student
The Fundamental Attribution Error
When looking at our own behavior, we tend to view the situation in the environment that surrounds our action.
When looking at the behavior of others, we make assumptions about their personal qualities.
The Effects of Praise
Fixed or Growth
Can’t hand confidence to learners on a silver platter.
Social Skills1. We are very good at content skills,
rules, regulations, strategies. We are terrible at discussing and coaching on social skills.
2. David Brooks, “The Social Animal”3. Policy makers are good at
understanding social skills, but are void in recognizing their value when making policy.
Theme
Daggett System for Effective Instruction
53
Learning Criteria
Foundation Learning
Stretch Learning
Learner Engagement
Personal Skill Development
Components of School Excellence
•Embrace a Common Vision and Goals•Inform Decisions Through Data Systems•Empower Leadership Teams to Take Action and Innovate•Clarify Student Learning Expectations•Adopt Effective Instructional Practices•Address Organizational Structures•Monitor Progress/Improve Support Systems•Refine Process on an Ongoing Basis
6
5
4
3
2
1
1 2 3 4 5
Rigor/Relevance Framework Supported by Relationships
FIDELITY OF IMPLEMENTATION
Aligned for Success
• Doctors/Nurses in Hospitals• Pilots in Flight• Troops in Battle• Teachers in a School System
System
Aligned for Success
• Doctors/Nurses in Hospitals• Pilots in Flight• Troops in Battle• Teachers in a School System
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Student Achievement
Rigor and relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
Asses
smen
t to
guid
e
inst
ruct
ion
Embrace rigorous and
relevant expectations
for all students (+.75)
Cultivate
Caring
relationship with students (+.72)
Make content m
eaningful to llearners (+
.69)
Teaching
Use
Var
ied,
ong
oing
Ass
essm
ents
to In
form
and
diffe
rent
iate
Inst
ruct
ion
(+.9
0)
Engag
e in
Targe
ted
and
Susta
ined
Profe
ssion
al Gro
wth
(+.6
2)
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)
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
Data
syste
msB
uild
lead
ersh
ip
Adj
ust t
he O
rgan
izat
iona
l
Str
uctu
reLe
vera
ge D
ata
Syste
ms
Organizational Leadership
1. Create a culture 2. Establish a shared vision 3. Align organizational structures and
systems to vision4. Build leadership capacity 5. Align teacher / administrator selection,
support, and evaluation 6. Support decision making with data systems
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Provid
e
prof
essio
nal g
rowth
Instructional Leadership
Use Data to set High
Expectations
Align C
urriculum to
Standards
Integrate Literacy and Math
across Curriculum
Use
Dat
a to
Gui
de
Inst
ruct
ion
Cre
ate
Teac
her S
elec
tion,
Sup
port
and
Eva
luat
ion
Sys
tem
Instructional Leadership
1. Use research to establish urgency for higher expectations
2. Align curriculum to standards3. Integrate literacy and math across all content
areas4. Facilitate data-driven decision making to
inform instruction 5. Provide opportunities for focused professional
collaboration and growth
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Student Achievement
Theme
The Adaptive Leader (Quad D Leader)
Adaptive Leadership
• International Center’s unique brand in the field of education leadership
• Anchored by the philosophy and principles of the Rigor/Relevance Framework
• Influenced by practitioners in the nation’s most successful and rapidly improving schools
• Vision driven• Based on school/district DNA•
The Adaptive Leader • Leadership today requires a balance
of traditional skills mixed with innovation skills
• Stability, control and standardization mixed with uncertainty, ambiguity and disruptive thinking
ICLE’s Definition of Leadership
School leadership is a disposition for taking action. Adaptive Leadership is the collaborative responsibility for taking action to reach the future- oriented goal of the intellectual, emotional and physical needs of each learner.
“The fundamental task of a leader is to develop confidence in
advance of victory, in order to attract the investments that
make victory possible.”
•- Rosabeth Moss Kanter
Leadership Leverage Points1. Coherent Vision
2. Instructional Leadership
3. Empowerment
• Goal Focus• Decisions Based on Reliable Data
• Curriculum and Instruction• Professional Development• Fidelity of Implementation
• Trust• Communication• Relationships
•72
•1 •2 •3 •4 •5
•EmpowermentEmpowerment
•VisionVision
•1
•2
•3
•4
•5
•6
•Adaptive Leadership FrameworkAdaptive Leadership Framework
Vision •A •B
•D•C
AuthoritativeLeadership
•Four Quadrants of Leadership
Collaborative Leadership
VisionaryLeadership
•Adaptive •Leadership
•High•Low
•Low
•High
Empowerment
Vision •A •B
•D•C
•Quadrant D Leadership
•High•Low
•Low
•High
Empowerment
•Sports Roles as a Metaphor
Referee Cheerleader
Player •Coach
•Vision
•AA •BB
•DD•CC
•Four Quadrants of Leadership
•1
•Empowerment
•2
•3
•4
•5
•6
•1
•2
•3
•4
•5
•Increasing Staff Leadership
•Increasing Learner Leadership
Vision
•AA •BB
•DD•CC
•Four Quadrants of Leadership
•1
Empowerment
•2
•3
•4
•5
•6
•1
•2
•3
•4
•5
•Greater Reflection
•Best•Practices•for•Future•Needs of •Learners
You don't want to work for a manager who is not a leader
and you don't want to work for a leader who is not a manager.
Adaptive leadership describes a
manager and leader in a continuum.
Quadrant A – Acquisition(Position)
• Traditional leadership
• School manager
• Leaders decide, others act
• Authoritarian
•Quadrant A Leadership•Situations Where Quadrant A Is Effective
• Student safety and security issues
• Compliance with ethical and legal requirements
• Dismissal of staff
• Significant student behavior disruptions
• Introduction of new state mandates
• Need for fiscal controls
• School maintenance issues
“Fierce conversations are about moral courage, clear requests, and taking action.”
Susan Scott, Fierce
Conversations
Once a month evaluation discussions at Leadership Team meetings.
Difficult cases are discussed by all.
Professional Dialogue
Quadrant B - Application
• Application of leadership by administration and staff
• The staff works in a highly collaborative setting
• Actions are aligned with school goals
•Quadrant B Leadership
•Situations Where Quadrant B Is Effective
• Conditions of low morale, such as layoffs or fiscal cuts
• Hiring and mentoring new staff
• Changes in school community, such as demographics
• Introduction of new programs, such as a reading program
• Frequent turnover in school leadership
The Issue: Quadrant BIs this the best we can be?
Empower Leadership Teams to Take Action and Innovate
• Restructuring Committee: The “think tank.” Every department represented with a mix of teachers and administrators
• Balance of new teachers and veterans, new voices and voices of experience
Quadrant C – Assimilation(Research and Best Practices)
• Reflective and innovative
• Visionary
• Anticipation of the future• Student needs drive action
•Quadrant C Leadership
•Situations Where Quadrant C Is Effective
•Gaps in achievement among different groups of learners
•Staff clinging to status quo and traditional instruction
•Poor learner achievement
•Low learner expectations
The Issue: Quadrant C
The performance of our students with disabilities.
So, do you think what we’re doing is working???
Know what you can do, know when you need help!
Same standards, same curriculum,
different approach to instruction
Quadrant D - Adaptation(Disposition)
Adaptive and collaborative Reflective and innovative Staff and learners are
empowered to take a significant leadership role
•Quadrant D Leadership
•Situations Where Quadrant D Is Effective
• Need for innovative approach
• Moving from good to great school
• Sustaining school improvement efforts
• Low learner engagement
• Shortage of prospective leaders
• New school planning
The Issue: Quadrant D
Sustaining the momentum!
Faculty Investment
Structured Discussion Groups
Facilitated by Restructuring Committee members
Guided questions provided
•94
1. What would you cite as the primary reason(s) why students fail?
2. What procedures/ techniques/ strategies have you used that you feel have been most successful for our 9th and 10th graders in terms of academics and behavior?
3. We have been successful at helping students over the MCAS “passing bar;” now we must move our target to proficiency. What do you see as the major obstacle our students face in achieving this goal? What suggestions would you make to help our students overcome those challenges to reach proficiency?
Structured Discussion Groups
Adaptive leaders function in each
quadrant, continually striving to influence
school stakeholders to spend most of their time in Quadrant D.
•1 •2 •3 •4 •5
•EmpowermentEmpowerment
•VisionVision
•1
•2
•3
•4
•5
•6
•Quadrant D Leadership FrameworkQuadrant D Leadership Framework
•1 •2 •3 •4 •5
•CollaborationCollaboration
•CreativityCreativity
•1
•2
•3
•4
•5
•6
•Quadrant D Leadership FrameworkQuadrant D Leadership Framework
Quick Review…1. The idea of the future2. Best Practices and Next Practices3. Key trends shaping (now and in the
future) education (hardware section)4. Relationship / social skills (software
section)5. Daggett System for Effective
Instruction6. The Adaptive Leader (Quad D)7. Tie it all together (reboot section)
Now “CTRL, ALT, DELETE”
IF WE WANT… Children to be learners who
think, read, reason and express themselves effectively in multiple ways…
Then we must show them thoughtful people eager
to take in and use new information.
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.
IF WE WANT..
Children to be loyal, patriotic and responsible….
Then let us show them that we can be true to our deepest principles.
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 and learners so that we can be
“FUTURE READY TODAY”
Establish Reality:Effective Leadership and
LearningRaymond J. McNulty, President
@ray_mcnulty