Module 7. Passion & Commitment for School Renewal

Learning-Centered Leadership Development Program forPracticing and Aspiring Principals

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The Seventh Dimension

Module 7. Passion & Commitment

for School Renewal

Learning-Centered Leadership Development Program forPracticing and Aspiring Principals

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THE VISION

• “We hold these truths to be self-evident that all men are created equal and that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness” (The United States Declaration of Independence, 1776).

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INTRODUCTION

The Team Race: A PowerPoint Presentation

Evidence of Patterns and Trends

Implications for Educational Leaders

Learning Activity

#1

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LCL Dimensions of School Leadership for Practicing and Aspiring Principals

Passion and Commitment for School Renewal

Orderly School Operation

High, Cohesive, and Culturally Relevant Expectations for Students

Coherent Curricular Programs

Distributive and Empowering Leadership

Real-time and Embedded Instructional Assessment

Data-Informed Decision Making

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Learning Objectives

• Gain an understanding of the concept of “passion” and “commitment.”

• Review the research associated with passion & commitment and its influence on school improvement;

• Assess individual participants ‘ attributes associated with passion & commitment;

• Create ideas for infusing the attributes of “passion” and “commitment” in a school renewal activity for the 2011-12 School Year.

• “Doing the Right work”

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The Unifying Force: Passion & Commitment

• The seventh dimension, passion & commitment, serves as the unifying force that connects the other six dimensions.

• It conveys the behaviors, or attributes, leaders must display in order to make changes that will ensure improved student achievement.

• Moral imperative to doing this work (Fullan, 2003).

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DEFINITION - PASSION

• Passion is considered a powerful and compelling emotion. A great liking or enthusiasm. The martyrdom of early Christians (Webster Dictionary, 1987).

• Caring for others that convey a sense of conviction of responsibility to others (Kouzes & Posner, 2002).

• Exemplary leaders model the expectations they have for others and are willing to make personal sacrifices to demonstrate their willingness and conviction to make improvements

• Youtube.com – Remember the Titans – Coach Boone Speech.

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DEFINITION - COMMITMENT

• To consign for preservation; entrust; a promise, a pledge (Webster, 1989).

• Making an effort to embrace the organization’s aim and values as a member of the organization. Committed employees feel the need to go beyond normal job expectations (Cerit, 2010).

• Traits of committed employees:– A strong belief in and acceptance of the

organization’s goals and values,– A willingness to exert considerable

effort on behalf of the organization, and– A definite desire to maintain

organizational membership (Mowday,et al., 1982, as cited by Cerit, 2010, p. 304).

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PRE-ASSESSMENT – Where do I standwhen confronting the issue of school renewal?

• Prior to implementing a school renewal initiative, it is very important to assess one’s passion and commitment for doing this “difficult work.”

• Principal and aspiring principal will engage in a conversation from Learning Activity #2.

• My “take-away.”

Learning Activity

#2

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Research on Passion & Commitment finds the following:

• Caring for others and their well-being convey a sense and responsibility to others. Exemplary leaders model the expectations they have for others (Kouzes & Posner, 2002).

• Committed employees feel the need to go beyond normal job expectations (Ceit, 2010).

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Research on Passion & Commitment finds the following:

• School and district effectiveness studies show that high levels of student achievement are possible when schools and the district act as coordinated units of change (Chrispeels, Burke, Johnson, & Daly (2008).

• In high achieving schools, principals hold themselves accountable for student achievement (Cotton, 2003).

• Leaders’ involvement in teacher learning provides them with a deep understanding of the conditions required to make and sustain the changes required for improved outcomes (Robinson, et al., 2008; Edmonds, 1979).

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Research on Passion & Commitment finds the following:

• Principals’ strong focus on academics is essential to improving student achievement (Leithwood & Jantzi, 1999; Cotton, 2003).

• In high achieving schools, principals spend their time in classrooms, hallways, lunchroom, and meeting with instructional leadership teams, rather than being cloistered in the offices (Witziers, et al., 2003).

• Strong transformational leadership by the principal is essential in supporting the commitment of teachers and getting them involved in the implementation of various instructional and support initiatives (Marks & Printy, 2003).

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Research on Passion & Commitment finds the following:

• When implementing school initiatives, school leaders should recognize that change is slow (Ma, Shen, Kavanaugh, Lu, Brandi, Goodman, Till, & Watson (in press) and that the commitment of the principal and a core group is critical to change (Lee, Levin, & Soler, 2005; Rogers, 1995).

• Accountability initiatives were often seen by teachers and principals to be distractions; more about reporting and recording, rather than addressing substantive educational issues. Consequently, these measures distanced teachers and leaders from the “real” and “passionate” work of education while distancing teachers and principals’ emotions and desires to do well. In this sense, passion and commitment often produced counterintuitive impulses (Blackmore, 2004)

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It’s All about Leadership and Leadership Style: Historical Perspective of Educational Leadership

1. Classical Organizational Theory

2. Bureaucracy Theory

3. Human Relations Theory

4. Systems Theory

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Classical Organization Theory

Scientific Management – Differentiated the roles and responsibilities between workers and managers (Owens & Valesky, 2007; Glass, 2008).

Led to the development of a system of supervision of workers (Hoy & Miskel, 1987; Marion, 2002).

Emphasis was placed on analysis, synthesis, work ethics, efficiency, elimination of waste, and standardization of best practices (Hoy & Miskey, 1987; Senge, 2000;Marion, 2002; Owens & Valesky, 2007).

Activity:

1. Identify elements of the industrial model in schools today.

2. YouTube: RSA Animate – Changing Educational Paradigms.

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Bureaucracy Theory

• Max Weber is responsible for the development of the concept of “bureaucracy.”

• As government and organizational institutions grew in the 1800s, Weber’s concept, with its emphasis on collective decision-making, a practice emerged that would dictate the conduct of public administrators in social and civic organizations.

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Human Relations Theory

• Scientific management does not consider the human element and it affects productivity in the work environment.

• The Hawthorne Studies were conducted in the Hawthorne Plant of Western Electric Company in Cicero, ILL between 1927-1932.

• An increase in worker productivity produced by the psychological stimulus of being made to feel important.

• Production of workers improved regardless of stimulation use.

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Human Relations’ Theory (Cont.)

• Abraham Maslow and his theory of motivation.

• The four layers contains what Maslow called “deficiency needs.” He contends that the most basic level of needs must be met before the individual is able to move to the next level.

• The final layer, self-actualization pertains to the individual’s fullest potential.

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Human Relations Theory (Cont.)

• Douglas McGregor’s conceptualization of Theory X and Theory Y.

• Theory X assumes employees are inherently lazy and will avoid work.

• Theory Y assumes employees are ambitious and self-motivated and exercise self-control.

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Human Relations Theory

• James MacGregor Burns and his theory about “transactional” and “transformational” leadership styles.– Transactional -

Autocratic– Transformational -

Servant Leadership

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Systems Theory

• Systems theory is a departure from the hierarchical approach described in the industrial and bureaucratic models.

• A systems view recognizes that organizations, such as school systems, are systems of social interactions and interdependent relationships.

• It was Senge (1999) that introduced the concept of a learning organizations and systems thinking.

• It is a discipline for seeing wholes and interrelationships rather than things.

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Self-Assessment of Servant Leadership Profile

• In this learning activity, each participant will complete the Self-Assessment of Servant Leadership Profile.

• Upon completing, the principal and aspiring principal will discuss the summative results on each subscale

• My “take-away.”

Learning Activity

#3

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X. Modeling (Passion) 1 2 3 4 5 6 7

1. I lead by example x

2. I often demonstrate for others how to make decisions and solve problems.

x

3. I show my group how to facilitate the process of group success.

x

4. I model for others how everyone can improve the process of production.

x

5. I never ask anyone to do what I am unwilling to do myself.

x

6. I make it a priority to develop relations with those who model servant leadership.

x

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SUBSCALE COMPILATION: Level of Agreement

VII. Visioning [Sum of [Number of

scores within Items] [Average]

Dimension]

20 6 3.33

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CASE STUDY

• Review the Five-Stage Problem-Solving Process

• Principal and Aspiring Principal will review the Case Study and apply the Five-Stage Problem-Solving Process to the Case.

• Be prepared to “report out” your findings (see page 5, Case Analysis Framework)

Learning Activity

#4

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BLACK HAWK DOWN

• Video Clip

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CONCLUDING REMARKS

• People that have passion & commitment have discovered work that excites them.

• Passionate and committed people are willing to take risk.

• Passionate and committed people believe they have the ability to make a difference.

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CHILDREN ARE OUR FUTURE

• Whitney Houston – Children are our Future

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SCHOOL RENEWAL ACTIVITY: BRAINSTORMING & SHARING

• Principal and Aspiring principal will begin to plan a school renewal activity for the upcoming school year that will demonstrate their passion & commitment for this important work.

• Participants will need to consider whether they will develop a school renewal activity that will address “passion & commitment” for:

a. Each separate dimension; or

b. A school renewal activity that

will encompass passion &

commitment for the remaining

six dimensions.