the learning leader douglas b. reeves how to focus improvement for better results part i
TRANSCRIPT
The Learning LeaderDouglas B. ReevesHow to Focus Improvement for Better Results
Part I
Focus Improvement
Complexity of Leadership Research
Contrived Complexity
“Pretentious Terminology”
“Laborious Processes”
Lack Substance
Enslaved by Process
The focus has become the plan, not the quest for improvement
We do improvement plans, we don’t improve achievement
Artificial Simplicity
“Unwarranted Simplicity”
Propose easy steps to success
3 rules
7 steps
Easy, simple, quick
Groundless in research
No long-term gains
Both Types of ComplexityFrustrate participants
Waste time
Waste resources
Avoid real issues of improvement
Produce plans for “planning’s sake”
Check off “steps accomplished”
Never identify/engage the issues
Must Strike a Balance Between
Complexity
Grapple with complex data
Analyze issues to determine the essential
Understand the “multivariate” nature of all problems
Accept the lessons of failure
Complex human systems
Simplicity
Keys to ImprovementMonitoring
Evaluation
Values
Beliefs
Implementation
All are, by definition, difficult human endeavors
REMEMBER“Someone must actually do the hard work of
slogging through the data, assessing the intersection of tens of thousands of data points, comparing the results of quantitative and qualitative analyses, and filtering each hypothesis through the multiple lenses of research, experience and:
common sense”
Doug Reeves
Messy Leadership Preferred
Messy
Review data
Mid-course corrections
Focus on leverage points
Repeat steps to focus improvement
Neat
Planning
Processes
Procedures
Precedence over achievement
LeadershipLeading or Learning?
RESULTS
ACHIEVEMENT ANTECENDENTS OF
EXCELLENCE
LEADERSHIP FOR LEARNING FRAMEWORK
The LuckyHigh Results, No Understanding of Antecedents
Achievement not related to instruction
Performance predates teaching
Success not sustainable or attributed to adult actions
Replication of success unlikely
The LoserLow results, no understanding of antecedents
Attribute failure to students, parents, SES, ethnicity, etc.
No reason to change
Victimhood, “Belligerent indifference”
Irresponsibility
Replication of failure highly likely
The LeaderHigh Results, good understanding of antecedents
Pursues continuous improvement
Realizes that success that is static is transitory
Replication of Success is likely
The LearnerLow results, high understanding of antecedents
Engages with data
Tests hypothesis
Does not blame
Identifies successes
Searches to Learn to improve learning
Replication of success likely
Research-Based Truths of Leadership
Adult Actions Matter
Specific Leadership Actions Link to Improved Student Achievement
Leadership is not one skill nor the action of an individual
Adult Actions MatterLeadership, teaching and adult actions have more power in determining achievement than demographic factors.
Specific Leadership Actions Improve Achievement
Inquiry: successful determination of failure and success (adult causes, “blaming victim” is statistically untrue”)
Implementation: specific elements of improvement are implemented with students at the classroom level, and are implemented continuously
Monitoring: ongoing assessment of success and failure, not at program level, but at the student level
Leadership Not One Skill or Actions of an Individual
Leadership utilizes a variety of skills, attitudes and beliefs
Leadership utilizes a variety of people from all parts of the organization many of whom are not called “leader.”
Leadership: A Data-Based Human Endeavor
Challenging Leadership Myths
Historical Models
Analytical Models
Relationship Models
“The One Thing You Need to Know”
Historical Myths“Historical Heroes” as Leadership Models
All historical accounts skewed by reporters and their context;
While models of heroism are useful, actions do not transfer directly across space and time.
Historical biography at best good reporting not sound research;
Analytical MythsAnalysis alone is the attempt to quantify human behavior, and alone is due to fail.
Myth: Since “low SES schools” perform more poorly than “high SES” schools, poverty determines achievement.
(When most Low SES schools also have a lower percentage of quality teachers.)
“Two variable correlations insinuate only one cause and effect”
Life is “Multivariate”
Relationship MythsWhile “emotional intelligence” has been proven a significant factor in leadership success, sole reliance on positive relationships and conflict avoidance is ineffective and not supported by results.
Evidence: 1. The leader that avoids
conflict at the expense of results.
2. The leader that may be criticized as impersonal but is revered for results after they leave.
The One Thing You Need to Know Myth
Leadership defies one-dimensional definition.
The range of variability in human behavior approaches the infinite.
Understanding of Leadership can be informed by history, analysis, and relationship theory.
There is never “one thing,” in an organization.
Leadership is multi-dimensional.
Leadership is not solitary: “We cannot do it alone.”
Learning Listening BreakGroup review of Learning to Lead Podcasts by
Doug Reeves
Listen, Discuss, Summarize, Report Out
Model Teachers
The Value of Culture
3 Challenges of Web 3.0
Looking Deeper in Data Avoiding the Landmines
Let’s Start Again With Some Humor
A Video Portrait of this Class in a few Years!
Can’t Do It AloneLeadership is multi-dimensional.
No single person is capable of excellence in all dimensions.
Leadership must be an organizational function.
Shared responsibility with complementing leadership roles.
No single person bears the brunt of being exemplary in all aspects.
Wisdom of the GroupLeadership decision-making more accurate when entrusted to a group or team.
Likelihood of success greater via the team than the individual.
Even in Probability the greater the number of trials the greater the accuracy.
Coaches pick those that complement not those that repeat the same strengths and weaknesses.
Architectural Leadership
Leaders are the Architects of Organizational Improvement
Vision alone cannot lead.
Leadership then becomes
Distributive, Collaborative,
Connective, Complimentary,
Empowering, Inclusive