Leadership FOR Change A Review of Key Change Concepts A Brief Look at Key Leadership Practices

1. Leadership FOR ChangeA Review of Key Change ConceptsA Brief Look at Key Leadership Practices West Virginia 21st Century Leadership for 21st Century Schools November, 2007 Jerry Valentine Professor of School Leadership Director, Middle Level Leadership Center University of Missouri

2. Morning General Session: Gerrita Postlewait • Leaders create a purposeful community within the school… • Focus on the right things… • Know how to lead change… • So, let’s look at “Leadership FOR Change” for a few minutes…

3. A Review: 1st & 2nd Order Change • First Order • Incremental • “Next most obvious step” • Relatively quick-fix solutions • Address simple problems where traditional solutions suffice • Single-loop learning where previous strategies will work • Second Order • Significant departure from the norm • Deep change affecting values, beliefs and assumptions • Slow, evolving process over time • Addresses complex problems requiring new, thoughtful, and often creative comprehensive solutions • Double-loop learning where new strategies are needed to solve the problem • Becomes institutionalized in the culture of the organization

4. Another Perspective of Change: Lewin’s Freeze/Unfreeze/Refreeze Model of Change

5. Ice Flow: Freezes, Thaws, Reshapes, Refreezes with the EnvironmentSun/Shade Current/Depth

6. Freeze-Unfreeze Interpretation • Freeze is our current state • Unfreeze is the time spent to help the school become receptive to change • Transition is the actual implementation of the change • Refreezing is stabilizing the organization so the new change can be internalized and on-going until it needs to be changed

7. Same Concept, Different Visual Lewin’s Three Stages of Change: Current State Unfreeze Transition Freeze

8. Three Common Change Models • Authoritative (Top Down) • Strategic (Established Sequential Steps) • Transformational (Capacity Building) Transformational leadership with flexible strategies understood by all is usually necessary to achieve lasting, second-order change

9. Authoritative: Historical, Commonly Used Strategy for Change • Increase Driving Forces • Increase incentives, power, authority • Decrease Resisting Forces • Decrease fear, anxiety • If resistance was low, leaders increased drive; • If resistance was high, leaders increased drive while trying to decrease resistance • Basically…change was MANDATED!

10. On-going Emotions of School Change Staff Anxiety High Low Comfort w/ on-going change Comfort with current conditions Temporary Optimism Persistence Realization of needed change Engagement & Problem Solving Frustrations of implementing the change Realization of urgency for change TIME

11. Practical Stages of Strategic, Capacity-Building Change • Build the Sense of Need and Urgency • Establish knowledge, understanding, and realization of need for change (collaborative conversations) • Empower Personnel • Establish participative, problem-solving conversations across teams, task groups, and whole faculty (collaborative conversations) • Build Direction and Unity of Purpose via Comprehensive Visions • Establish goals and strategies involving all faculty throughout the process (collaborative conversations) • Monitor, Measure, and Assess Progress toward Visions • Engage all staff in the collection and analysis of various forms of data to monitor and change as needed (collaborative conversations)

12. Four Stages of Change under Transformational Leadership • Making a compelling case for change (intellectual stimulation and clarifying existing values and beliefs) • Inspiring a shared vision to guide the change (broad-based input for direction setting) • Leading the change with a sense of urgency (maintain momentum and provide energy and inspiration) • Embedding the change (internalize the change into the culture while fostering continuous change) • Adapted from Ian Hay www.weleadinlearning.org/transformationalleadership.htm

13. Social Significance Successful change strategies are… Socially based and Action oriented Fullan 2006

14. Collaborative Conversations Collaborative Actions Professional Relationships Trust Commitment Respect School Change Professional Community

15. Staff Capacity Assume that lack of personal and group capacity is the problem…. and work on it continuously. • Fullan, 2005

16. Empowerment Supports Three Personnel Concepts Important to Change • Self-imposed Accountability • Take ownership of their roles/responsibilities • Share information and seek feedback • Communicate more often and thus make better decisions • Establish high standards and value reaching these standards. • Collaboration • Teachers like to work with colleagues • Interpersonal relationships grow • Collegial support increases • Teachers develop a sense of belonging • Initiative • Teachers feel what they do matters (worth/value) • Teachers believe they can make a difference (self-efficacy) • Teachers share ideas and suggestions • Expectations of success produce energy for extra effort and persistence under pressure. Adapted from Fullan 2006 and Kanter 2004

17. Individualized Support of Staff When studying factors that influence achievement: • The difference (variance) among teachers in a school can be two to three times as great as the variance among schools. • Naturally occurring teacher effects on achievement are greater than naturally occurring school effects on achievement. • In poverty schools, the difference is even greater than in affluent schools. • Nye, Konstantopoules, Hedges 2004

18. Quality Staff • Individualized support to build the quality of teachers on the bus….because…… • Variations in achievement are greater across classrooms within a school than across schools. • Fullan 2006

19. The Big Picture of Meaningful School Change • Set Directions and Build Commitment through Meaningful Involvement • Develop Individuals, Teams, and Whole Faculty • Redesign the Organization, Internalize the Specific Changes into the Culture (Second-Order) • Internalize the “Change Process”…It has to become CONTINUOUS (a part of the culture)

20. References and Recommended Readings • Berliner, David (2005). Our Impoverished View of Educational Reform. Teachers College Record, August> • Cotton, Kathleen (2003). Principals and Student Achievement: What the Research Says, ASCD. • Danielson, Charlotte (2003). Enhancing Student Achievement: A Framework for School Improvement, ASCD. • DuFour, Richard, et al. (2004). Whatever It Takes, National Education Service. • DuFour, Richard, et al., Eds. (2005). On Common Ground: The Power of Professional Learning Communities, National Education Service. • Fullan, Michael (2003). The Moral Imperative of School Leadership, Ontario Principals Council/Corwin Press. • Fullan, Michael, et al. (2006). Breakthrough, Corwin Press. • Fullan, Michael (2006). Turnaround Leadership, Jossey-Bass. • Hargreaves, A. and Fink, D. (2006). Sustainable Leadership. Jossey-Bass.

21. Recommended Readings • Hopkins, David, et al. (1994). School Improvement in an Era of Change, Teachers College Press. • Kanter, R. (2004). Confidence: How Winning and Losing Streaks Begin and End. Corwin Press. • Lambert, Linda (2003). Leadership Capacity for School Improvement, ASCD. • Leithwood, Kenneth et al. Eds. (2000). Organizational Learning in Schools, Swets & Zeitlinger Publishing. • Leithwood, Kenneth, et al. (2001). Making Schools Smarter: A System for Monitoring School and District Progress, Corwin Press. • Leithwood, Kenneth, et al., Eds. (2006). Teaching for Deep Understanding: What Every Educator Should Know, Corwin Press. • Leithwood, Kenneth. (2005) Teacher Working Conditions that Matter. Toronto: Elementary Teacher Federation of Ontario. • Marzano, Robert, et al. (2001). Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement, ASCD. • Marzano, Robert (2003). What Works in Schools: Translating Research into Action, ASCD.

22. Recommended Readings • Marzano, Robert (2005). School Leadership that Works: From Research to Results ASCD/McREL. • Nye, B., Konstantopoulos, S., & Hedges, L. (2004) How Large are the Teacher Effects! Educational Evaluation and Policy Analysis, #26. • Painter, Bryan, et al. (1999). Engaging Teachers in the School Improvement Process, NASSP/Middle Level Leadership Center, University of Missouri. • Painter, Bryan, et al. (2000). The Use of Teams in the School Improvement Process, NASSP/Middle Level Leadership Center, University of Missouri. • Pheffer, J. & Sutton, R. (2000) The Knowing-Doing Gap, Harvard Business School Press. • Quinn, David, et al. (1999). Using Data for School Improvement, NASSP/Middle Level Leadership Center, University of Missouri. • Reeves, Douglas (2006). The Learning Leader: How to Focus School Improvement for Better Schools, ASCD. • Tschannen-Moran, Megan (2004). Trust Matters: Leadership for Successful Schools, Jossey-Bass.

23. Recommended Readings • Valentine, Jerry (2001) Frameworks for School Improvement: A Synthesis of Essential Concepts, International Confederation of Principals Recommended Web Reading or Queensland Elementary Journal 2002, or Middle Level Leadership Center, University of Missouri. • Valentine, Jerry, et al. (2004). Leadership for Highly Successful Middle Level Schools, NASSP. • Valentine, Jerry, et al. (2006). Project ASSIST: A Comprehensive, Systemic Change Initiative for Middle Level Schools, Paper presented at American Educational Research Association Annual Conference, San Francisco, April. (Available from author or at Middle Level Leadership Center web site). • Wheatley, Margaret (2005). Finding Our Way: Leadership for an Uncertain Time, San Francisco: Berrett-Koehler. • York-Barr, Jennifer, et al. (2006). Reflective Practice to Improve Schools: An Action guide for Educators, Corwin Press. Jerry Valentine, Middle Level Leadership Center, 211 Hill Hall, University of Missouri (573) 882-0944 ValentineJ@missouri.edu www.MLLC.org

25. Extra Info • The following slides are extra slides provided as a resource for your efforts for change.

26. Primary Conditions for Organizations to Make Sense of Complex Circumstances • IDENTITY • Who are we and what do we stand for (values, beliefs) • INFORMATION • Flow of quality information with the purpose of creating shared knowledge and eventually shared wisdom. • RELATIONSHIPS • Pathways to intelligence and commitment for without them nothing happens Margaret Wheatley 2005

27. 7 Principles of Sustainable Leadership • DEPTH (SL matters; it makes a difference) • LENGTH (SL endures; makes a difference over time) • BREADTH (SL spreads; diffuses across the organization) • JUSTICE (SL does no harm to and actually improves the surrounding environment) • DIVERSITY (SL promotes cohesive diversity) • RESOURCEFULNESS (SL develops and does not deplete internal and human resources) • CONVERSATION (SL honors and learns from the best of the past to create an even better future) Hargreaves and Fink 2006

28. During Times of Change in Education… it is essential that school leaders understand the process of change and the human dynamics of change.

29. Power Changes during Change • Implementing change processes, (such as creating a leadership team, SI Team, or “think-tank team”) means a change in perceived power for teachers who were in influential positions (such as team leaders or department chairs). • Such changes can obviously create resentment or negativity toward the change process.

30. School Improvement Team • Develop and maintain a school improvement team that leads the faculty and champions continuous improvement • Enlist respected, quality, teacher-leaders who care • Participate in each session—make this your priority • Help the Team become the school’s ”think tank” • Help the team build the capacity to analyze, problem solve, and design for change • Work as a member of the team to lead the faculty in visioning, problem-solving, and designing change • Principals directly influence the success of the SI Team, and thus the engagement of the whole faculty

31. Support and Resources • Most schools need outside expertise/support to identify sources of knowledge and facilitate school improvement activities • Most meaningful school improvement requires • personnel changes • curricular and program changes • professional development • time and patience

32. Why Teachers Resist Change • Lack of trust • Absence of belief change is needed • Believe change is not feasible • Cost of change may shift resources • Loss of status or power • Threat to existing values and ideals • Resentment of interference • Adapted from Yukl, 1998

33. Factors that Affect Teacher Motivation and Performance • Sense of self-efficacy • Sense of collective efficacy • Sense of collective commitment • Job satisfaction • Stress and burnout • Morale • Engagement with the school & profession • Professional knowledge (content and pedagogy) • Fullan (2006); Leithwood (2005)

34. Barriers to Collective Change • When talk and planning replace action • When memory of what we did, what worked and what did not override new thought • When fear, anxiety, or stubbornness prevents action grounded in knowledge and reflection • When measurement impedes the use of good judgment • When internal competition and blame-pointing override cooperation and relationship building. Adapted from Pfeffer & Sutton 2000

35. Changing Minds • When changing someone’s mind, connect to their reality as the point of departure. • To change another’s mind, don’t espouse your own point of view… • Rather, engage the psyche of the other person. • Command and control strategies for change get results, but only for a short time and to a degree. • Adapted from Gardner, 2004; Fullan 2006