the moral imperative of school leadership
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The Moral Imperative of School Leadership. How to Get There: The Individual and the System. The Individual and the System. The Individual. - PowerPoint PPT PresentationTRANSCRIPT
THE MORAL IMPERATIVE OF SCHOOL LEADERSHIPHow to Get There: The Individual and the System
THE INDIVIDUAL AND THE SYSTEM
New Directions and New Contexts
System
Action
Individual
Action
THE INDIVIDUAL
Why should we do this
?
High
Relational Trus
t
School Improvement
SCHO
OL IM
PROVEM
ENT IN
ITIATIVES
Relational trust foments a moral imperative to take on the hard work of school improvement... Reform also requires teachers to take on extra work: for example, engaging with colleagues in planning, implementing, and evaluating school improvement initiatives. Similarly, reform asks teachers to confront conflict, as this commonly occurs in organizational change processes. A context characterized by high relational trust provides an answer. In the end, reform is simply the right thing to do. (p. 123)Bryk and Schneider (2002)
THE INDIVIDUAL: SCHOOL LEADERS
Take Action consistent with the
Moral Journey
Push for and be responsible to
System Opportunities to
Deepen and Extend Moral
Purpose
THE INDIVIDUAL
Types of Trust
Competence(Trust of Capability)
Contractual(Trust of Character)
Communications
(Trust of Disclosure)
THE INDIVIDUAL: COMPETENCE TRUST
•Respect people’s knowledge, skills, and abilities
•Respect people’s judgment
•Involve others and seek their input
•Help people learn skills
THE INDIVIDUAL: CONTRACTUAL TRUST
•Manage expectations
•Establish boundaries
•Delegate appropriately
•Encourage mutually serving intentions
•Honour agreements
•Be competent
THE INDIVIDUAL: COMMUNICATION TRUST
•Share information
•Tell the truth
•Admit mistakes
•Give and receive constructive feedback
•Maintaining confidentiality
•Speak with good purpose
THE INDIVIDUAL: MARTIN’S (2002) RESPONSIBILITY VIRUS
To win and not lose in any interaction
To always maintain control of the situation in hand
To avoid embarrassment of any kind
To stay rational throughout
The Choice Structuring Process
The Frame Experiment
The Responsibility Ladder
The Redefinition of Leadership and Followership
Fear of Failure Tools for Inoculating
THE INDIVIDUAL: THE CHOICE STRUCTURING PROCESS
The Choice Structuring Process provides seven steps for framing a problem, with at least two solutions and brainstorming about their strengths and weaknesses.
THE INDIVIDUAL: THE FRAME EXPERIMENT
The Frame Experiment aids leaders in changing the frame from the governing values (“I know the right answers; others are uninformed or ill-intentioned. How do I get others to see my way?”) to an Altered Frame (“I may not see or understand everything others may see or know what others know. How do we access our collective intelligence?”)
THE INDIVIDUAL: THE RESPONSIBILITY LADDER
The Responsibility Ladder is a seven-step procedure for avoiding the breading of over- or under-responsibility.
THE INDIVIDUAL: REDEFINING LEADERSHIP
Redefining Leadership involves going from splitting responsibility unilaterally to doing so through dialogue, making apportionment discussable and subjecting performance and results to public (not private) testing (transparency of performance).
THE INDIVIDUAL: RESPONSIBILITY VIRUS
Informed choice versus win, don’t lose
Internal commitment versus maintain control
Open testing versus avoid embarrassment
Be authentic versus staying rational
The Responsibility Virus guarantees failure. Fear of failure generates more failure, and so on. Martin (2002)
IND
IVIDUAL: LEAD
ERSHIP VIRTU
ES
“Instead of problem-solution paradigm, (leaders) relay on an act-learn-act-learn approach” and “craft a compromise by avoiding either/or thinking and looking for both/and outcomes” Badaracco (2002)
Restraint, modesty, and tenacity. Badaracco (2002)
A sacred heart – innocence, curiosity, and capacity. Heifetz and Linsky (2002)
Personal humility and intense professional will. Collins (2002)
THE SYSTEM
Factors Preventing the Change
Factionalism
Disillusionment
Cynicism
SYSTEM: DIMENSIONS OF CLIMATE Structure – Clarity and Organization of Roles Standards – The feeling of pressure to
improve performance Responsibility – Feeling encouraged to solve
problems on your own Recognition – Feelings of being appreciated
and rewarded for a job well done Support – Feelings of trust and mutual
support within the organization Commitment – Sense of pride on belonging
to the organization
SYSTEM: DIMENSIONS OF CLIMATEStringer’s Empirical Work
StructureStandardsResponsibilityRecognitionSupportCommitment
SYSTEM: TRAN
SFORM
ATION
System transformation, of the kind we are talking about, will take at least 10 years. Fullan (2003)
SYSTEM: STRATEGIC DIRECTIONS Reconceptualized the role of school
leadership. Recognize and work with the continuum of
development. Get school size right. Invest leaders developing leaders. Improve the teaching profession. Improve the capacity of the infrastructure.
SYSTEM: RECONCEPTUALIZE THE ROLE OF SCHOOL LEADERSHIP
The role of the principal is closer in conception to that of the chief operating officer. The role is identical to Jim Collins’s (2002) Level 5: Executive (builds enduring greatness)
SYSTEM: HARGREAVES INSTRUCTIONAL CONTINUUM
Transfer knowledge Imposed
requirements Results driven False certainty Standardize scripts Deference to
authority Intensive training Sects of
performance
Transform knowledge Shared inquiry Evidence informed Situated certainty Local solutions Joint responsibility Continuous learning Communities of
practice
Performance Training Sects
Professional Learning Communities
SYSTEM: SCHOOL SIZE Principals can more readily
develop morally driven cultures in these small schools, but they also need to interact across schools. High schools especially have to be downsized to 600 students or so.
SYSTEM: INVEST IN LEADERS DEVELOPING LEADERS
The best leaders have multilevel moral imperative, personal humility, and intense professional will; they avoid the responsibility virus and see their role as systematically developing leadership in others so that sustainability can be achieved.
SYSTEM: IMPROVING THE TEACHING PROFESSION
Two sets of policies:1. One that focuses on the
individual development and performance of teachers and administrator.
2. One that improves the working conditions of teachers (more time to work together, more support from professionals, etc.)
SYSTEM: STRENGTHENING THE INFRASTRUCTURE
Transforming the system involves strengthening the infrastructure for developing school leadership. Policies and programs a the local and state level aimed at developing leadership is crucial. Policy which provides frameworks for what is expected and performance-based requirements for career-long development.