SCHOOL LEADERSHIP THAT WORKS TM November 2004/CRB © McREL 2004 Do not copy without permission Leadership for a Culture of Learning Chris Briggs-Hale Senior

November 2004/CRB© McREL 2004 Do not copy without

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Culture of Learning

Chris Briggs-Hale

Senior Consultant, McREL


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The Professional Learning Community

It is time to recognize that there is no magic bullet. Programs and materials do not bring about change, people do.

- Richard DuFour and

Timothy Berkey


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Pair Share:

What obstacles stand in the way of your ability to lead mathematics reform for high levels of student performance?


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Turning to the Experts: Teachers

• Why is our hard work not paying off?

• What do we believe? What is our vision?

• What do teachers really need?

• How can we restructure our resources to provide what they need?


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Understand the magnitude of change.

Lead change of this magnitude.


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LEADERSHIP

LEADERSHIPL

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Variables

School

Guaranteed and Viable CurriculumChallenging Goals and Effective FeedbackParent and Community InvolvementSafe and Orderly EnvironmentCollegiality and Professionalism

Teacher Instructional StrategiesClassroom ManagementCurriculum Design

Student Home EnvironmentLearned Intelligence and Background KnowledgeStudent Motivation

(Marzano, 2000)

Understanding the Magnitude of Change…


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Instruction

Standar

ds

Curriculum

Assessmen

t


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GUARANTEED (ESSENTIAL) AND VIABLE CURRICULUM

RA

NK

CO

NT

EN

T B

Y P

RIO

RIT

Y A

ND

DE

TE

RM

INE

A

PP

RO

PR

IAT

E E

MP

HA

SIS

.

DETERMINE THE TIME REQUIRED TO ACHIEVE PROFICIENCY

IN THE IDENTIFIED ESSENTIAL CONTENT.

DETERMINE EXPECTED COGNITIVE AND PERFORMANCE LEVELS

for each benchmark.

Identify theappropriate instructionalStrategies.

DEVELOP AND ALIGN FORMATIVE ANDSUMMATIVE ASSESSMENTS.

IDENTIFY THE CONTENT•Unpack standards and benchmarks

•Sort into procedural and declarative categories.

COMPARE THE CONTENT AND ARTICULATE ACROSS THE GRADE LEVELS

Compare with: national standards,other exemplar states, state level testing frameworks, local curriculum, curriculum

and assessment materials, and district standards.

Kendal, 2003

Marzano, 2003

Marzano, R. J. & Pickering, D. J., 1997


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6 Big Findings1. The effect size of general leadership2. Specific leadership responsibilities and practices

with statistically significant effects on achievement3. Strong leaders do not always have a positive effect

on achievement.4. Two major factors: general leadership and change

leadership5. Responsibilities with positive correlations to

leadership of 2nd order change.6. Responsibilities with negative correlations to

leadership of 2nd order change.

Leading a Change of This Magnitude…


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Leadership Responsibilities/Practices

Through the research we identified:

* 21 leadership responsibilities and

* 66 leadership practices

. . . each of which has a statistically significant relationship to student achievement.

Leading a Change of This Magnitude…


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Characteristics of Change With1st & 2nd Order Implications

First Order Second Order

An extension of the past A break with the past

Within existing paradigms Outside of existing paradigms

Consistent with prevailing norms, values Conflicts with prevailing norms, values

Incremental Complex

Linear Nonlinear

Implemented with existing

knowledge/skills

Requires new knowledge/skills

Implemented by experts Implemented by stakeholders

Building the CAPACITY

to re-invent the way we do business

in MATHEMATICS


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Associated with 2nd Order ChangeResponsibilities Practices

Intellectual Stimulation

•Keeps informed about current research & theory regarding effective schooling

•Continually exposes staff to cutting edge ideas about how to be effective

•Systematically engages staff in discussions about current research & theory

•Continuously involves the staff in reading articles & books about effective practices

Change

Agent

•Consciously challenges the status quo

•Is comfortable with leading change initiatives with uncertain outcomes

•Systematically considers new & better ways of doing things

Monitors/ Evaluate

•Monitors & evaluates the effectiveness of curriculum, instruction, & assessment


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Associated with 2nd Order ChangeResponsibilities Practices

Flexibility •Is comfortable with major changes in how things are done

•Encourages people to express opinions contrary to those with authority

•Adapts leadership style to needs of specific situations

•Can be directive or non-directive as the situation warrants

Ideals/ Beliefs •Holds strong professional beliefs about schools, teaching, & learning

•Shares beliefs about schooling, teachers & learning with staff and parents

•Demonstrates behaviors that are consistent with beliefs


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Leadership Responsibilities/Practices Negatively Impacted by Second Order Change

Responsibilities Practices

Culture • Develops a shared vision of what the school could be like

• Promotes a sense of well being

• Promotes cohesion among staff

• Promotes cooperation among staff

• Develops an understanding of purpose

Communication • Develops effective means for teachers to communicate

with one another

• Is easily accessible to teachers

• Maintains open and effective lines of communication with staff


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Negatively Impacted by Second Order Change

Responsibilities Practices

Order • Establishes routines for running of the school that staff understand and follow

• Provides and reinforces clear structure, rules and procedures for staff

• Provides and reinforces clear structure, rules and procedures for students

Input • Provides opportunities for staff to be involved in developing school policies

• Provides opportunity for input on all decisions

• Uses leadership team in decision making


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The Professional Learning Community

Culture

Comm

unication

Order

Input

Distributed Leadership

FearFrustration

Feeling Incompetent

Culture

Communicatio

n

Order

Input

Good thinking…

…floats on a sea of conversation.


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True forms of distributed leadership require that:

• The right work is completed by multiple people working together regardless of positional authority.

• Responsibilities and tasks, rather than people in specific positions, guide and ground the work.


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• Capitalizes on individual strengths to create a common approach to improvement

• Creates an intentional shared responsibility for accomplishing the right work, which in turn creates internal accountability

• Increases the capacity to do the right work


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Conversation is the natural way

we humans think together.

- Margaret Wheatley


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Quality Conversations:The Backbone of Professional

Development and Collaboration• Quality conversations are governed by

purpose, mission, norms, and structures

• Quality conversations are focused on student performance and are driven by a sense of inquiry

• Quality conversations are embedded into the schedule, culture, and budget of your school


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If ten people are conversing round a table, the truth lies not with any one of them, but in the centre of the table, between and among the perspectives of all ten.

- R. Brian Stanfield


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Community:• Sustainable school reform will only result

by intentionally focusing on the development of a culture of inquiry and learning

• Sustainable school reform will only result by leveraging the strengths and wisdom of local people

• We are only as strong as our weakest link• Silence does not equal consent • Emotion is the engine of learning


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After all, how do you hold a hundred tons of water

in the air with no visible means of support?

You build a cloud.

- K.C. Cole


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ReferencesBridges, William. (1991). Managing transitions: making the most of change. Cambridge,

MA: Perseus Books.

Colorado Department of Education Model Mathematics Task Force. (1995, June 8). Colorado model content standards for mathematics. Retrieved September 7, 2004, from http://www.cde.state.co.us/cdeassess/standards/pdf/math.pdf

Colorado Department of Education. CSAP assessment frameworks. Retrieved September 7, 2004, from http://www.cde.state.co.us/cdeassess/csap/frameworks/index.htm

Colorado Department of Education. Colorado student assessment program (CSAP) item maps. Retrieved September 7, 2004, from http://www.cde.state.co.us/cdeassess/csap/asitemmap_index.htm

Cortez-Ford, Evelyn. “Promoting student success through teacher leadership and communication.” Draft, November, 2003. Aurora, CO: McREL.

DuFour, Richard, and Berkey, Timothy. “The principal as staff developer.” Journal of Staff Development, Fall 1995 (Vol. 16. No. 4), National Staff Development Council, 1995, from http://www.nsdc.org/library/publications/jsd/jsddufour.cfm

Guiney, E. (2001). Coaching isn't just for athletes. Phi Delta Kappan, 82(10), 740-743.Kendall, J.S. & Snyder, C. (2003) Finding the time to learn: A guide. Retrieved September

7, 2004, from http://www.mcrel.org/topics/productDetail.asp?productID=148

Marzano, R. J. & Pickering, D. J.(1997). Dimensions of learning, Teacher’s Manual. Alexandria, VA: Association for


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ReferencesMarzano, R. J. & Pickering, D. J.(1997). Dimensions of learning, Teacher’s Manual.

Alexandria, VA: Association for Supervision and Curriculum Development (ASCD) & Aurora, CO: Mid-continent Regional Educational Laboratory (McREL).

Marzano, R. J. (2000). A new era of school reform: Going where the research takes us. Aurora, CO: Mid-continent Research for Education and Learning.

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Richardson, Joan. “When teachers work together, knowledge and rapport grow.” Tools For School, August-September 2001. National Staff Development Council. From, http://www.nsdc.org/members/tools/tools8-01.pdf

Sparks, Dennis. “Why change is so challenging for schools: An interview with Peter Senge.” Journal of Staff Development, Summer, 2001 (Vol. 22, No. 3) National Staff Development Council, 2001. From, http://www.nsdc.org/library/publications/jsd/senge223.cfm

Stanfield, R. Brian (Ed.) (2000). The art of focused conversation: 100 ways to access group wisdom in the workplace. Gabriola Island, British Columbia: New Society Publishers.

Wheatley, Margaret J. (2002). Turning to one another: simple conversations to restore hope to the future. San Francisco: Berrett-Khehler Publishers, Inc.

Wheatley, Margaret J. (1994). Leadership and the new science: Learning about organization from an orderly universe. San Francisco: Berrett-Khehler Publishers, Inc

Documents

SCHOOL LEADERSHIP THAT WORKS TM November 2004/CRB © McREL 2004 Do not copy without permission Leadership for a Culture of Learning Chris Briggs-Hale Senior