Leadership 8th Habit

The 8th Habit: Understanding My Own Voice and Leadership Style

Stevan Kukic, PhD VP, Sopris West Educational Services [email protected]

3 Minute Management Course

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Lesson One An eagle was sitting on a tree resting, doing nothing. A small rabbit saw the eagle and asked him, "Can I also sit like you and do nothing?" The eagle answered: "Sure, why not." So, the rabbit sat on the ground below the eagle and rested. All of a sudden, a fox appeared, jumped on the rabbit and ate It. Management Lesson To be sitting and doing nothing, you must be sitting very, very high up.

Lesson Two A turkey was chatting with a bull. "I would love to be able to get to the top of that tree," sighed the Turkey, "but I haven't got the energy." Well, why don't you nibble on some of my droppings?" replied the Bull. "They're packed with nutrients." The turkey pecked at the droppings, and found it actually gave him enough strength to reach the lowest branch of the Tree. The next day, after eating some more , he reached the second branch. Finally after a fourth night, the turkey was proudly perched at the top of the tree. He was promptly spotted by a farmer, who shot him out of the tree. Management Lesson Bullsh_t might get you to the top, but it won't keep you there.

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Lesson Three A little bird was flying south for the winter. It was so cold; the bird froze and fell to the ground into a large field. While he was lying there, a cow came by and dropped some dung on him. As the frozen bird lay there in the pile of cow dung, he began to realize how warm he was. The dung was actually thawing him out! He lay there all warm and happy, and soon began to sing for joy. A passing cat heard the bird singing and came to investigate. Following the sound, the cat discovered the bird under the pile of cow dung, and promptly dug him out and ate him. Management Lesson (1) Not everyone who sh_ts on you is your enemy. (2) Not everyone who gets you out of sh_ t is your friend. (3) And when you're in deep sh_t, it's best to keep your mouth shut!

This concludes your three minute management course.

Now, get out there!

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Even a pat on the back isn’t necessarily a good thing.

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The Special Educators Blues First Verse

(sung to Home, Home on the Range)

Oh, give me a job Makin’ bucks by the gob With the time and the money to say, “We can meet all kids needs And write great IEPs, And the parents are happy all day!” -- adapted from Cal Evans

Chorus:

Special, Special, Special Ed Where the job and the money don’t jive. Where seldom is heard An encouraging word, And the educators get eaten alive.

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Second Verse

Now that preschool is here We bus kids far and near We got NCLB and AYP, too. And since we’re so good, People think that we should Serve A-D-D and autistic kids, too.

Chorus:

Special, Special, Special Ed Where the job and the money don’t jive. Where seldom is heard An encouraging word, And the educators get eaten alive.

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Third Verse

We got programs that work To help kids that have quirks. Some are weird, and some just act dumb. Then the Feds have some fun. We go back to square one, And we have to restructure it all.

Chorus:

Special, Special, Special Ed Where the job and the money don’t jive. Where seldom is heard

An encouraging word, And the educators get eaten alive.

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Effective Leadership… • Has to have an explicit “making-a-difference” sense of purpose. • Has to use strategies that mobilize many people to tackle tough problems. • Has to be held accountable by measured and debatable indicators of success. • Has to be ultimately assessed by the extent to which it awakens people’s intrinsic commitment, which is none other than the mobilizing of everyone’s sense of moral purpose. Fullan, 2001

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Lessons on Resilience

Leadership Secrets of Jean Luc Picard

• • • • • • • • • • •

Trust in others Confide in others Allow others control Serve purposes outside your own self-interest Forgive and forget honest errors Do not become confounded by your own miscalculations Ask for ideas, opinions, or suggestions Have the strength to experience and recover from failure Maintain composure Do not run away Retain a sense of hope

Make it So, Roberts & Ross

The best way to “manage” change is to allow it to happen.

Mintzberg et al., 1998

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Leadership is Complicated

Leaders should have good ideas and present them well (the authoritative element) while at the same time seeking and listening to doubters (aspects of democratic leadership). Fullan, 2001

Change leaders work on changing the context, helping create new settings conductive to learning and sharing that learning. Fullan, 2001

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The Role of the Administrator who is committed to ALL students

“Shoveling off the ramp” Rick Lavoie, 2007

Traits of Effective Leaders related to Inclusion • • • •

Risk takers Accessible Collaborative (Trans v. Multi) Intentional (If you don’t stand for something, you’ll fall for almost anything!) • Interested in relationships

Rick Lavoie, 2007

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All exemplary leaders have six competencies: • They create a sense of mission. • They motivate others to join them on that mission. • They create an adaptive social architecture for their followers. • They generate trust and optimism, they develop other leaders. • They get results. Bennis, 2007

Leadership A process of motivating people to work together collaboratively to accomplish great things. Implications: 1. Leadership is a process, not a property of a person. 2. The process involves a particular form of influence called motivating. 3. The nature of the incentives, extrinsic or intrinsic, is not part of the definition. 4. The consequence of the influence is collaboration in pursuit of a common goal. 5. The “great things” are in the minds of both leader and followers and are not necessarily viewed as desirable by all parties. Vroom & Yago, 2007

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Basic Leadership Findings

Cognitive ability without social competence could not greatly affect leadership performance. Moss (1931) There are curvilinear influences of initiating structure and consideration on employee grievances and turnover. Fleishman and Harris (1962) Zaccaro, 2007

Successful and effective leadership means, fundamentally, influencing others by establishing a direction for collective effort and managing, shaping, and developing the collective activities in accordance with this direction.

Zaccaro, 2007

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Traits and attributes of the leader that promote an ability to adapt and change one’s behavior as the situation changes: • • • • • • • •

Cognitive complexity Cognitive flexibility Metacognitive skills Social intelligence Emotional intelligence Adaptability Openness Tolerance for ambiguity

Zaccaro, 2007

Focus on Results + Interpersonal Skills

= Effective Leadership

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The Four Imperatives of Great Leaders

Franklin Covey Co., 2007

The Four Imperatives of Great Leaders • Inspire trust among direct reports, superiors, and peers • Align systems and work processes so they facilitate rather than hinder achievement • Clarify purposes by articulating why goals are established and how individual work contributes to those goals • Unleash the unique talents and contributions of people on their teams

Franklin Covey Co., 2007

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The Four Essential Systems that Drive Success • execution—the discipline of focusing on a few critical objectives with a process for achieving those objectives • talent—attracting, positioning, and developing individual workers in order to tap into their full potential • core work processes—creating clearlyunderstood and aligned work processes for each function of the team • stakeholder or customer feedback—understanding the one thing you need to know about how your customers perceive you Franklin Covey Co., 2007

xQ (Execution Quotient) • • • • •

Clarity of goals Commitment to goals Translation of goals into action Enabling the right people and teams Synergy of communication, trust, and processes • Accountability for achieving or not achieving Franklin Covey Co., 2007

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From Good to Great Leadership • • • •

Display high personal character Start small Excel at something Connect competencies and leverage combinations • Use a nonlinear approach to become a better leader • Build on your strengths • Remedy fatal flaws

Ulrich, 2002

Leadership is a combination of Attributes X Results

Ulrich, 2002

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The Paradoxical Commandments of Leadership 1.

People are illogical, unreasonable, and self-centered: love them anyway.

2.

If you do good, people will accuse you of selfish, ulterior motives: do good anyway.

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If you are successful, you win false friends and true enemies: succeed anyway.

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The good you do today will be forgotten tomorrow: do good anyway.

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Honesty and frankness make you vulnerable: be honest and frank anyway.

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The biggest men and women with the biggest ideas can be shot down by the smallest minds: think big anyway.

7.

People favor underdogs but follow only top dogs: fight for a few underdogs anyway.

8.

What you spend years building may be destroyed overnight: build anyway.

9.

Give the world the best you have and you’ll get kicked in the teeth: give the world the best you have anyway.

Kent Keith

Great Leaders… Look in the mirror, not out the window, to apportion responsibility for poor results, never blaming other people, external factors, or bad luck. From Good to Great , Jim Collins

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Top 10 To Do List for Change

Judy Elliott, 2004

10. Think out of the box 9. Use data-based decision making 8. Think in shades of gray…not just black & white 7. Repeatedly say “problems are our friends” 6. Reallocate current resources

Top 10 To Do List for Change

Judy Elliott, 2004

5. Choose your targets well 4. Be systemic 3. Capitalize on strengths, remediate the weak, or simply clean house 2. Lead, direct, or get out of the way 1. Children first, children first, children always, always, first!

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Leadership is like Herding Cats.

Warren Bennis

Orbiting is responsible creativity: Exploring and operating beyond the “Hairball” of corporate mindset, beyond “accepted models, patterns, or standards”– all while remaining connected to the spirit of the corporate mission…without becoming entombed in the bureaucracy of the institution. MacKenzie, 1996

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A New Surthrival Strategy Any time a bureaucrat (i.e., a custodian of a system) stands between you and something you need or want, your challenge is to help that bureaucrat discover a means, harmonious with the system, to meet your need. MacKenzie, 1996

If you are in a position of power and want to lead well, remember: Allow those you lead… To lead…when they feel the need. All will benefit.

MacKenzie, 1996

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To be fully free to create, we must first find the courage and willingness to let go: Let go of the strategies that have worked for us in the past… Let go of our biases, the foundation of our illusions… Let go of our grievances, the root source of our victimhood… Let go of our so often denied fear of being found unlovable. If you stop letting go, your creative spirit will pass out. MacKenzie, 1996

Ten Principles of Power 1. Persuasion

6. Kindness

2. Patience

7. Knowledge

3. Gentleness

8. Discipline

4. Teach-ability

9. Consistency

5. Acceptance

10.Integrity

1997 Covey Leadership Center, Inc.

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Factors That Affect the Power Principle Vision-Where are you going? Risk-Are you coming with me? Capacity-Can you be honorable? History-Have you been honorable with me? Credibility-Why should I listen to you?

1997 Covey Leadership Center, Inc.

Six Disciplines of Credibility 1. Discovering your self 2. Appreciating constituents 3. Affirming shared values 4. Developing capacity 5. Serving a purpose 6. Sustaining hope Kouzes & Posner, 1993

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Greatness The call and need of a new era is for greatness. It’s for fulfillment, passionate execution, and significant contribution. These are on a different plane or dimension. They are different in kind—just as significance is different in kind, not in degree, from success. Covey, 2004

The Soul’s Search For Meaning Deep within each one of us there is an inner longing to live a life of greatness and contribution—to really matter, to really make a difference. You have the potential within you. We all do. It is the birthright of the human family.

Covey, 2004

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Principle-centered living is not an end in itself. It’s the means and the end. It’s the quality of our travel along life’s road. It’s the power and peace we experience each day as we accomplish what matters most. In a principle-centered life, the journey and destination are one.

Covey, Merrill, & Merrill, 1994

The Speed of Trust As my son says, “There is nothing as fast as the speed of trust.” It’s faster that anything you can think about. It’s faster than the internet, for when trust is present, mistakes are forgiven and forgotten. Trust is the glue of life. It is the glue that holds organizations, cultures and relationships together. Covey, 2004

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The combination of Who the leader is + What the leader does determines success. Character + Competence = Trustworthiness From Covey and many others

Trustworthiness Character

Competence

•Integrity

•Technical

•Maturity

•Conceptual

•Abundance Mentality

•Interdependency

Be

Do 1993 Covey Leadership Center, Inc.

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The Secret Ask Believe Receive

Jack Canfield Mother Teresa was brilliant. She said, “I will never attend an anti-war rally. If you have a peace rally, invite me.” She knew. She understood The Secret. Look what she manifested in the world.

The Secret, 2006

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Michael Bernard Beckwith What’s beautiful about the teaching of The Secret is that there’s more than enough to go around for everyone.

The Secret, 2006

James Ray Every Great teacher who has ever walked the planet has told you that life was meant to be abundant. “The essence of this law is that you must think abundance; see abundance, feel abundance, believe abundance. Let no thought of limitation enter your mind.”-

Robert Collier The Secret, 2006

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Dr. Joe Vitale

You know when people start to live from their heart and go for what they want, they don’t go for the same things. That’s the beauty of this. We don’t all want BMWs. We don’t all want the same person. We don’t all want the same experiences. We don’t all want the same clothing. We don’t all want…(fill in the blank).

The Secret, 2006

Dr. Denis Waitley Most of the leaders in the past missed the great part of The Secret, which is to empower and share with others.

This is the best time to have ever been alive in history. It’s the first time we’ve ever had the power to gain knowledge at our fingertips. The Secret, 2006

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“Whether you think you can or think you can’t, either way you are right.” -Henry

Ford (1863-1947)

“Daddy, If you want to, you can.” –Stephanie

Kukic, Age 4, 1983 The Secret, 2006

“Follow your bliss and the universe will open doors for you where there were only walls.” –Joseph Campbell

The Secret, 2006

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The Secret Ask Believe Receive

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Circle of Influence

Circle of Concern

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Big Rocks Urgent

Not

Urgent Important

I

II

Not important

III

IV

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Covey, 2004

Covey, 2004

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--Covey, 2004

Inner Drive The inner drive to 1) Find Your Own Voice, and 2) Inspire Others to Find Theirs is fueled by one great overarching purpose: Serving human needs.

Covey, 2004

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Finding Your Own Voice The pathway to finding your own voice is to: 1. Discover Your Voice by coming to understand your true nature. 2. Express Your Voice by cultivating the highest manifestations of these human intelligences—vision, discipline, passion and conscience. Covey, 2004

The Capacity for paradox is the measure of spiritual strength and the surest sign of maturity.

Owning Your Own Shadow Robert A. Johnson 1991

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Limits and Potentials Each of us arrives here with a nature, which means both limits and potentials. We can learn as much about our nature by running into our limits as by experiencing our Palmer, 2000 potentials.

Honoring the Paradox If we are to live our lives fully and well, we must learn to embrace the opposites, to live in a creative tension between our limits and our potentials. We must honor our limitations in ways that do not distort our nature, and we must trust and use our gifts in ways that fulfill (our) potentials. Palmer, 2000

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Burnout One sign that I am violating my own nature in the name of nobility is a condition called burnout. Though usually regarded as the result of trying to give too much, burnout in my experience results from trying to give what I do not possess—the ultimate in giving too little!Palmer, 2000

My Gift When the gift I give to the other is integral to my own nature, when it comes from a place of organic reality within me, it will renew itself—and me—even as I give it away.

Palmer, 2000

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Strengths and Limitations Limitations and liabilities are the flip side of our gifts, a particular weakness is the inevitable tradeoff for a particular strength. We will become better teachers not by trying to fill the potholes in our souls but by knowing them so Palmer, 2000 well that we can avoid falling into them.

Vocation as Voice That insight is hidden in the word vocation itself, which is rooted in the Latin for “voice.” Vocation does not mean a goal that I pursue. It means a calling that I hear. Palmer, 2000 39

We Teach Who We Are

Palmer, 1998

Teaching Ourselves Knowing my students and my subject depends heavily on self-knowledge. When I do not know myself, I cannot know who my students are. The work required to “know thyself” is neither selfish nor narcissistic. Whatever self-knowledge we attain as teachers will serve our students and our scholarship well. Good teaching requires self-knowledge: it is a secret… hidden in plain sight. Palmer, 1998

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The Essence of Reform In our rush to reform education, we have forgotten a simple truth: reform will never be achieved by renewing appropriations, restructuring schools, rewriting curricula, and revising texts if we continue to demean and dishearten the human resource called the teacher on whom so much depends. Teachers must be better compensated, freed from bureaucratic harassment, given a role in academic governance, and provided with the best possible methods and materials. But none of that will transform education if we fail to cherish—and challenge—the human heart that is the source of good teaching. Palmer, 1998

Good Teaching Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher. Palmer, 1998

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Dancing My gift as a teacher is the ability to “dance” with my students, to teach and learn with them through dialogue and interaction.

Palmer, 2000

Bad vs. Good Teachers Bad Teachers distance themselves from the subject they are teaching—and in the process, from their students. Good teachers join self and subject and students in the fabric of life. Palmer, 1998

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Courage to Teach The courage to teach is the courage to keep one’s heart open in those very moments when the heart is asked to hold more than it is able so that teacher and students and subject can be woven into the fabric of community that learning, and living, require.

Palmer, 1998

Identity and Integrity Good teaching comes from the identity and integrity of the teacher.

Identity and integrity have as much to do with our shadows and limits, our wounds and fears, as with our strengths and potentials.

Palmer, 1998

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Identity and Integrity Identity lies in the intersection of the diverse forces that make up my life, and Integrity lies in relating to those forces in ways that bring me wholeness and life.

Palmer, 1998

Vulnerability We lose heart, in part, because teaching is a daily exercise in vulnerability. Unlike many professions, teaching is always done at the dangerous intersection of personal and public life. Palmer, 1998

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Broken Paradox The world of education as we know it is filled with broken paradoxes—and with the lifeless results:

• We separate head from heart. Result: minds that do not know how to feel and hearts that do not know how to think. • We separate facts from feelings. Result: bloodless facts that make the world distant and remote and ignorant emotions that reduce truth to how one feels today. • We separate theory from practice. Result: theories that have little to do with life and practice that is uninformed by understanding. • We separate teaching from learning. Result: teachers who talk but do not listen and students who listen but do not talk.

Palmer, 1998

Teaching in a Community To teach is to create a space in which the community of truth is practiced.

Palmer, 1998

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Developing and Using Your Voice • What is your voice? • What are you doing to refine your voice physically, mentally, social/emotionally, and spiritually? • How are you inspiring others to find their voices? Your colleagues…Your students

Maturity comes with age…

Sometimes age comes alone!

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Growing old… Mandatory Growing up… Optional

Definition of Success

Success is peace of mind that is the direct result of self-satisfaction in knowing you did your best to become the best that you are capable of becoming. Wooden, 1934

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Seasons Seasons is a wise metaphor for the movement of life. The notion that our lives are like the eternal cycle of the seasons does not deny the struggle or the joy, the loss or the gain, the darkness or the light, but encourages us to embrace it all— and to find in all of it opportunities for Palmer, 2000 growth.

Autumn Autumn is a season of great beauty, but it is also a season of decline. Nature scatters the seeds that will bring new growth in the spring—and scatters them with amazing abandon. Autumn is a paradox of dying and seeding. Palmer, 2000

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Winter Winter…is a demanding season. It is a season when death’s victory can seem supreme. And yet the rigors of winter, like the diminishments of autumn, are accompanied by amazing gifts. One gift is beauty. Another gift is the reminder that times of dormancy and deep rest are essential to all living things. An even greater gift is the gift of utter clarity. Palmer, 2000

Spring Spring teaches me to look more carefully for the green stems of possibility: for the intuitive hunch that may turn into larger insight, for the glance or touch that may thaw a frozen relationship, for the stranger’s act of kindness that makes the world seem hospitable again.

Palmer, 2000

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Summer Summer’s keynote is abundance. This fact of nature is in sharp contrast to human nature, which seems to regard perpetual scarcity as the law of life. The irony, often tragic, is that by embracing the scarcity assumption, we create the very scarcities we fear. In the human world, abundance does not happen automatically. It is created when we have the sense to choose community, to come together to celebrate and share our common store. Palmer, 2000

A Summertime Truth Here is a summertime truth: abundance is a communal act, the joint creation of an incredibly complex ecology in which each part functions on behalf of the whole and, in return, is sustained by the whole. Palmer, 2000

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Grow Deep

NOT JUST TALL Karen Kaiser Clark

Like wind rustling my leaves and bending by boughs, life flows from season to season. Even in the darkness it moves on, straining for the light. Unfailingly, the night gives in to dawn. Life is ever changing, always new. Many yesterdays slip into today. Yet, each sunrise offers a fresh new day. Tomorrow can never be now and for one of us…may never be known. Make the most of your moments and remember, change is not merely necessary for life, Life is change…Growth is optional… Choose wisely.

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Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure It is our light, not our darkness, that most frightens us. We ask ourselves, who am I to be brilliant, gorgeous, talented, and fabulous? Actually, who are you not to be?

YOU ARE A CHILD OF GOD.

Your playing small doesn’t serve the world. There’s nothing enlightened about shrinking so that other people won’t feel insecure around you. We were born to make manifest the Glory of God that is within us. It’s not just in some of us, it’s in everyone. And as we let our own light shine, we consciously give others permission to do the same. As we are liberated from our own fear, our presence automatically liberates others. --Nelson Mandela, Inaugural Speech 1994

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You’ve got to dance like nobody’s watching and love like you’ll never get hurt.

I Hope You Dance Lee Ann Womack I hope you never lose your sense of wonder, You get your fill to eat but always keep that hunger, May you never take one single breath for granted, GOD forbid love ever leave you empty handed, I hope you still feel small when you stand beside the ocean, Whenever one door closes I hope one more opens, Promise me that you'll give faith a fighting chance, And when you get the choice to sit it out or dance. I hope you dance....I hope you dance.

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I hope you never fear those mountains in the distance, Never settle for the path of least resistance Livin' might mean takin' chances but they're worth takin', Lovin' might be a mistake but it's worth makin', Don't let some hell bent heart leave you bitter, When you come close to sellin' out reconsider, Give the heavens above more than just a passing glance, And when you get the choice to sit it out or dance. I hope you dance....I hope you dance. I hope you dance....I hope you dance.

(Time is a wheel in constant motion always rolling us along, Tell me who wants to look back on their years and wonder where those years have gone.) I hope you still feel small when you stand beside the ocean, Whenever one door closes I hope one more opens, Promise me that you'll give faith a fighting chance, And when you get the choice to sit it out or dance. Dance....I hope you dance. I hope you dance....I hope you dance. I hope you dance....I hope you dance.

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A Remarkable Convergence Powerful Factors that are deeply compatible—indeed synergistic.

• • • • •

Moral purpose Understanding change Developing relationships Knowledge building Coherence making

Fullan, 2001

The Four Drivers of Innovation 1. Driver #1: Finding and Fostering Talent 2. Driver #2: Managers Matter 3. Driver #3: Relationships Matter 4. Driver #4: Keeping the Right Leaders

Mika, 2007

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Innovation and creativity are not the same thing. Creativity may spur innovation, but there’s an element of action missing there.

Conchie in Mika, 2007

Employee engagement is highly related to the ability to innovate.

Mika, 2007

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Mike Morrison, dean of the University of Toyota, said that one approach to engaging employees is to “incubate” their ideas. “You can’t wait by the phone for a breakthrough idea,” he said. “You need knowledge, technique, and motivation. If one [element] is missing, you can’t have an innovative environment.”

Mika, 2007

The Four Categories of Innovators

1. 2. 3. 4.

Inventors Entrepreneurs High Achievers Super Mentors Mika, 2007

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A bad relationship is a surefire way to kill innovation.

Conchie in Mika, 2007

Henry Ford once said that his success was merely a function of solving one simple, manageable problem at a time--and that anyone could do this. The challenge is to stay with it, and to do so in pursuit of a vision no less grand than anything ford ever accomplished: to actually live up to our mission and vision statements that glibly proclaim that “all children will learn.” But will they, really? This will only be accomplished, as the authors demonstrate, by systematically and aggressively identifying and solving problems as they emerge; by creating “places of action, experimentation, and a willingness to test ideas that seem to hold potential for improving student achievement.” As you will see, “experimentation” for them is no flimsy notion; it must be characterized by ongoing observation, monitoring, measurement, and adjustments until real progress and real results can be seen. Smoker in DuFour, et al., 2004

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In such an atmosphere, these schools sometimes abandoned an effective solution because a better one emerged deep into their implementation. Fortune favors the experimental mind. Smoker in DuFour, et al., 2004

What schools most need now:

--to begin systematically harnessing the power of collective intelligence that already resides in the school to solve problems. Smoker, in DuFour, et al., 2004

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We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.

Ron Edmonds, 1982 in DeFour et al., 2004

Professional Learning Communities --Differ from more traditional schools in the following substantive ways: 1. 2. 3. 4. 5. 6.

Shared Mission, Vision, Values, and Goals Collaborative Teams Collective Inquiry Action Orientation and Experimentation Continuous Improvement Results Orientation DuFour, et al., 2004

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Shared Mission, Vision, Values, and Goals Three Critical questions: 1. What is it we want all students to learn—by grade level, by course, and by unit of instruction? 2. How will we know when each student has acquired the intended knowledge and skills? 3. How will we respond when students experience initial difficulty so that we can improve upon current levels of learning? DuFour, et al., 2004

Clarity of Purpose The fundamental purpose of the school is to ensure high levels of learning for all students.

DuFour, et al., 2004

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Educators in Professional Learning Communities maintain an unrelenting focus on student learning.

DuFour, et al., 2004

Collaborative Culture The collaborative team is focused on learning.

DuFour, et al., 2004

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Collaborative Teams The basic structure of the Professional learning Communities is composed of collaborative teams whose members work interdependently to achieve common goals. The team is the engine that drives the Professional Leaning Communities effort.

DuFour, et al., 2004

Collective Inquiry Into Best Practice and Current Reality

In each of the four schools, buildingshared knowledge was a critical step in finding common ground.

DuFour, et al., 2004

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The very reason that teachers work together in teams and engage in collective inquiry is to serve as a catalyst for action. DuFour, et al., 2004

As Peter Senge concludes, “the rationale for any strategy for building a learning organization revolves around the premise that such organizations will produce dramatically improved results.”

Senge,1995 in DeFour et al., 2004

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Change leaders work on changing the context, helping create new settings conductive to learning and sharing that learning. Fullan, 2001

A highly effective school leader can have a dramatic influence on the overall academic achievement of students.

Marzano, Waters, & McNulty, 2005

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First-Order Change vs. Second-Order Change

• First Order-Change is incremental. It can be thought of as the next most obvious step to take in a school or district. It fine tunes the system through a series of small steps that do not depart radically from the past. • Second-Order Change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution. Deep change alters the system in fundamental ways, offering a dramatic shift in direction and requiring new ways of thinking and acting. Marzano, Waters, & McNulty, 2005

Leadership for First-Order Change: Managing the Daily Life of a School

The Top 7 of 21 Responsibilities: • • • • • • •

Monitoring/Evaluating Culture Ideals/Beliefs Knowledge of Curriculum, Assessment, and Instruction Involvement in Curriculum, Assessment, and Instruction Focus Order

Marzano, Waters, & McNulty, 2005

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Leadership for Second-Order Change:

The 7 Responsibilities: • • • • • • •

Knowledge of Curriculum, Assessment, and Instruction Optimizer Intellectual Stimulation Change Agent Monitoring/Evaluating Flexibility Ideals/Beliefs Marzano, Waters, & McNulty, 2005

The Mantra of the Professional Learning Communities

“We do whatever it takes.”

DuFour, et al., 2004

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“We are convinced that every student can and will achieve grade-level standards or above, and because of this conviction, every member of the Los Pen staff lives by a ‘No Excuses, Whatever it Takes’ philosophy. We believe we can create a school of learners who can achieve future goals that up to this point would have been but a distant dream: goals of being the first in their family to graduate from a university, goals of braking the chain of history of poverty, goals if entering a profession. It is the power of our belief in the ability of every student to achieve success that makes us strong.”

Darren Lopez, Principal, Los Penasquitos in DuFour, et al., 2004

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Every person is perfectly aligned for the trust and results he/she gets. Kukic

Every organization is perfectly aligned for the results it gets. Arthur Jones

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All organizations are perfectly aligned to get the level of trust they get.

Covey, 2006

SEE

GET

DO

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The effective school research challenged the longstanding belief that only those who has won the genetic lottery were capable of high levels of learning . Compelling evidence was presented to support two bold new premises: first, “all students can learn” and second, “schools control the factors necessary to assure student mastery of the core curriculum.”

Lezotte, 2004 in DuFour, et al., 2004

Communities of Effective Schools • • • • • • • • •

Clarity of purpose Collaborative culture Collective inquiry into best practice and current reality Action orientation Commitment to continuous improvement Focus on results Strong principals who empower teachers Commitment to face adversity, conflict, and anxiety The same guiding phrase DuFour, et al., 2004

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A Call to Action The relentless pursuit of excellence: Thriving on CHAOS! C – Collaboration with one purpose, to improve achievement H – Hierarchy of tiered, effective, academic and behavioral interventions A – All, Some, AND Few as the consistent focus O – One child at a time, instructional decisions based on progress monitoring data S – Systems change with coherence to Close The Achievement Gap

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RtI: The Process 1. 2. 3. 4. 5. 6.

Screen Teach Intervene Probe Chart Adjust

Dickman, 2006

RtI: Ten Questions Parents Should Ask 1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

Is the school district currently using an RtI process to provide additional support to struggling students? What screening procedures are used to identify students in need of intervention? What are the interventions and instructional programs being used? What research supports their effectiveness? What process is used to determine the intervention that will be provided? What length of time is allowed for an intervention before determining if the student is making adequate progress? What strategy is being used to monitor student progress? What are the types of data that will be collected and how will student progress be conveyed to parents? Is a written intervention plan provided to parents as part of the RtI process? Is the teacher or other person responsible for providing the interventions trained in using them? When and how will information about a student’s performance and progress be provided? At what point in the RtI process are students who are suspected of having a learning disability referred for formal evaluation? Cortiella, 2006

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Arizona’s Three Tier Model

RtI in Colorado Levels of Instruction and Intervention Intensive Level Interventions provided to students with intensive academic needs based on comprehensive evaluation

Intensive Level Interventions provided to students with intensive/chronic behavior challenges based on comprehensive evaluation 1-5%

Targeted Level Interventions provided to students identified as at-risk and who require specific supports to make adequate progress in general education

Universal Level ALL students are taught expectations which are reinforced and monitored in all settings by all adults. On-going use of discipline and other types of data inform the design of interventions that are preventive and proactive

s

ilie

Fam

80-90%

Behavior

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Academics

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Universal Level ALL students receive research based, high quality, general education that incorporates ongoing universal screening, progress monitoring, and prescriptive assessment to design instruction

5-15%

Targeted Level Interventions provided to students identified as at-risk of academic or social challenges due to behavioral issues

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Kansas Multi-Tiered System of Support (MTSS) Behavior • Student centered planning • Customized function-based interventions • Frequent progress monitoring to guide intervention design

• Supplemental targeted function-based interventions • Small groups or individual support • Frequent progress monitoring to guide intervention design

Academics • More intense supplemental targeted skill interventions • Customized interventions • Frequent progress monitoring to guide intervention design

• • •

Supplemental targeted skill interventions Small groups Frequent progress monitoring to guide intervention design

• All students, All settings • Positive behavioral expectations explicitly taught and reinforced • Consistent approach to discipline • Assessment system and data-based decision making

• All students • Evidence-based core curriculum & instruction • Assessment system and data-based decision making

KSDE - July 2007 Draft

Utah’ Utah’s 3 Tier Model of Reading Instruction Tier 1: Core Classroom Instruction Tier 1 refers to core classroom instruction for all students utilizing scientifically based reading research. Tier 2: Supplemental Targeted Instruction Tier 2 provides supplemental targeted instruction in addition to Tier 1, and addresses the specific needs of students who do not make adequate reading progress in Tier 1. Tier 3: Intensive Targeted Intervention Tier 3 is designed to provide intensive, targeted intervention to the most at-risk readers. Student Movement Through the Tiers Student movement through the 3 Tiers is a fluid process based on student assessment data and collaborative team decisions. At any time during this process, a student may be referred for consideration for a 504 plan and/or special education evaluation. Tutoring may be necessary in any of the tiers to provide extra practice and support to help students maintain benchmark progress.

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Utah RtI Model

Utah RtI Model

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Utah RtI Model

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We acknowledge the need for schools to move beyond pious mission statements pledging learning for all and to begin the systematic effort to create procedures, policies, and, and programs that are aligned with that purpose. DuFour, et al., 2004

Thriving on CHAOS Together CONTEXT

2003

SHARED PRINCIPLES MISSION Strategies Action Plans

STRUCTURE

TOOLS

SUPPORT

ONGOING EVALUATION

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Making the Leap From Good to Great: 8 Characteristics 1. 2. 3. 4. 5. 6. 7. 8.

Leadership: Personal Humility and Professional Will The RIGHT people are the most important asset. Confront the brutal facts and never lose faith. Simplicity about what: Passionate Focus, Best in the World, Driving the Economic Engine The Culture of Discipline: People to Thought to Action Technology-Not primary AND Pioneers in the Application Pushing a giant heavy flywheel in one direction “Good to Great” leads to “Built to Last” Collins, 2001

Built to Last Preserve the Extraordinary Purpose

AND Consider no organizational chart as sacred Collins & Porras, 1997

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The Tyranny of OR … The Genius of AND We’re not talking about mere balance here. Balance implies going to the midpoint, fiftyfifty, half and half…A highly visionary company does not want to blend yin and yang into a gray, indistinguishable circle that is neither highly yin nor highly yang; it aims to be distinctly yin and yang— both at the same time, all the time. Collins & Porras, 1994, in DuFour, et al., 2004

One of the most damaging examples of the “Tyranny of OR” is the belief that a focus on academics results in indifference to all or the other factors that constitute the well-being of a student.

DuFour, et al., 2004

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Good to great transformations never happened in one fell swoop. There was no single defining action, no grand program, no one killer innovation, no solitary lucky break, and no wrenching revolution. Good to great comes by a cumulative process—step by step, action by action, decision by decision, turn by turn of the flywheel—that adds up to sustained and spectacular results.

Collins, 2001

THE 6 RIGHTS • • • • • •

STRUCTURE PROCESS PEOPLE INFORMATION DECISION MAKING REWARDS

Franklin Covey Company, from The 4 Roles of Leadership

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Principles to guide schools’ efforts to sustain the professional learning community model until it becomes deeply embedded in the culture of the school:

Big Idea #1: Ensuring That Students Learn Big Idea #2: A Culture of Collaboration Big Idea #3: A Focus on Results DuFour, 2004

Three Critical Questions that Drive the Work of Those Within a Professional Learning Community

1. What do we want each student to learn? 2. How will we know when each student has learned it? 3. How will we respond when a student experiences difficulty in learning?

The answer to the third question separates learning communities from traditional schools. DuFour, 2004

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In the Professional Learning Community, failure is not an option! Student success is not a variable, it is a given. Time and resources are the only variables.

DuFour, et al., 2004

When schools make working and learning optional, both students and teachers can take the easy way out. Conversely, when schools create a system of interventions …, students are held accountable. Their schools bombard them with the message that “We will not let you off the hook. We will see to it that you do what is necessary to be successful. We won’t place you in less rigorous curriculum, nor will we lower our standards for this course or grade level. We will give you the support, time, and structure to help you be successful, but we will not lower the bar.” This approach is the antithesis of “enabling.” DuFour, et al., 2004

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Action Orientation Their efforts were guided by what Michael Fullan has described as coherence— “the extent to which the school’s programs for students and staff are coordinated, focused on learning goals, and sustained over a period of time”. The unrelenting focus on the three critical questions helped these schools bring coherence to their efforts. “The shift from a focus on teaching to a focus on learning is a powerful coherence-maker,” Fullan, 2001 in DuFour,

et al., 2004

When you start with an honest and diligent effort to determine the truth of the situation, the right decisions often become self-evident….You absolutely cannot make a series of good decisions without first confronting the brutal facts.

Jim Collins, 2001, in DuFour, et al., 2004

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Rick Stiggins differentiates between formative and summative assessment by clarifying that the former is “assessment for learning” while the latter is “assessment of learning.”

Stiggins, 2002 in DuFour, et al., 2004

The difference between a formative and summative assessment has also been described as the difference between a physical and an autopsy. Professional Learning Communities prefer physicals to autopsies.

DuFour, et al., 2004

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Commitment to Continuous Improvement Becoming a Professional Learning Community is a wonderful journey, even if the journey has no final destination.

DuFour, et al., 2004

Assessment for Learning…Together • • • • • • •

•

Understand and articulate in advance of teaching the achievement targets their students are to hit. Inform their students about those learning goals in terms that students understand, from the very beginning of the teaching and learning process. Develop assessment exercises and scoring procedures that accurately reflect student achievement. Use classroom assessments to build students’ confidence in themselves as learners and help them take responsibility for their own learning. Translate classroom assessment results into frequent descriptive feedback for students. Continuously adjust instruction based on the results of classroom assessments. Engage students in regular self-assessment with standards held constant so that students can watch themselves grow over time and thus feel in charge of their own success. Actively involve students in communicating with their teacher and their families about their achievement status and improvement.

Stiggins, 2002, in DuFour, et al., 2004

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Marzano (2003) has described three different levels of curriculum. The first is the intended curriculum— what we intend for each student to learn. The second is the implemented curriculum—what is actually taught. The third is the attained curriculum— what students actually learn. DuFour, et al., 2004

A Professional Learning Community will, instead, create a school-wide system of interventions that provides all students with additional time and support when they experience initial difficulty in their learning. DuFour, et al., 2004

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4 Questions for the school trying to be a Professional Learning Community

1. Is our response based upon INTERVENTION rather than remediation? 2. Is our response SYSTEMATIC? 3. Is our response TIMELY? 4. Is our response DIRECTIVE? DuFour, et al., 2004

Myths about Creating a System of Interventions

1. Doesn’t this system of interventions simply enable students to act irresponsibly? 2. Are we forgetting the whole child? 3. But aren’t we neglecting the gifted and high-achieving child? 4. Isn’t this what special education is designed to do? DuFour, et al., 2004

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Focus on Results Because they are committed to the success of each student, these schools do not simply offer time and support; they direct students to devote the time and avail themselves of the support that will lead to success

DuFour, et al., 2004

The Stretch Culture The Professional Learning Community model is based on the premise that all student benefit when placed in a challenging and supportive environment. The staff of a Professional Learning Community attempts to create a culture that stretches all students beyond their comfort zone and then provides the support to help them be successful in meeting the challenge. DuFour, et al., 2004

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When the members of a staff make a powerful paradigm shift, when they begin to create effective systems of intervention that ensure struggling students receive additional time and support, their collective sense of confidence in their ability to help all students will be enhanced. DuFour, et al., 2004

Unfortunately, structural changes have little lasting impact unless the changes ultimately become deeply rooted in the school’s culture—the assumptions, beliefs, expectations, values, and habits that constitute the norm for that school. DuFour, et al., 2004

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Cultural Shifts for Developing the Culture of a Professional Learning Community 1. 2. 3. 4. 5. 6. 7. 8.

From a focus on teaching to a focus on learning From working in isolation to working collaboratively From focusing on activities to focusing on results From fixed time to flexible time From average learning to individual learning From punitive to positive From “teacher tell/student listen” to “teacher coaching/student practice” From recognizing the elite to creating opportunity for many winners DuFour, et al., 2004

Schools that attend to both strategies— building a collaborative culture that focuses on student learning and creating a system of timely interventions for students— experience a powerful synergy. DuFour, et al., 2004

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The Bottomline

We do whatever it takes.

DuFour, et al., 2004

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The Principle of

Power Investment

The distribution of power among others in an effort to get more power in return.

Sergiovanni, 1990

Collins found that unsuccessful organizations pursued a structure of one charismatic visionary leader with lots of helpers, while “great” organizations purposefully dispersed leadership throughout the organization. DuFour, 2007

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Leadership...is a team performance. Collaboration is a social imperative. Without it, people can’t get extraordinary things done in organizations.

Konzes & Pozner, 2003

We must recognize that collective leadership is not just a “feel good” philosophy: it is the best way to achieve results and is consistent with our moral purpose of helping all students learn at high levels.

DuFour, 2007

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The main mark of an effective principal is not just his or her impact on the bottom line of student achievement, but also on how many leaders he or she leaves behind who can go even further.

Fullan, 2004

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Strong Principals Who Empower Teachers (Simultaneous Loose/Tight Leadership) Leadership was widely distributed in each of four schools.

The collaborative team process in place in each of the schools was designed to encourage very fluid situational leadership. DuFour, et al., 2004

Commitments to Face Adversity, Conflict, and Anxiety At the same time they are encouraging autonomy and discretion, principals must insist on adherence to certain tenets that are essential to the Professional Learning Community concept and make it clear that teachers autonomy does not extend to disregarding those tenets. These leaders encourage freedom within parameters— “an ethic of entrepreneurship within a culture of discipline.” Collins, 2001 DuFour, et al., 2004

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“Change zealots tend to demonize resisters, but they are not really bad people. Like all of us, they are product of their history. They have had experiences that have led to the adoption of certain deeply ingrained behaviors and habits…The best solution is usually honest dialogue.”

John Kotter, 1996, in DuFour, et al., 2004

Transparent Leadership We have learned that a change which requires individual commitment to succeed can be initiated anywhere in the organization but is only fueled by natural energy. And this natural energy is inspired and maintained by certain kinds of leaders; leaders who practice what Barbara Pagano calls transparent leadership. The transparent leaders are those who build credibility through overwhelming honesty, real vulnerability, fierce conversations, keeping commitments, grace, humility, composure and sincere cheerleading.

Lundin, 2004 in Pagano&Pagano, 2004

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Credibility Through Responsible Transparency Nine Behaviors: 1. Being overwhelmingly honest 2. Gathering intelligence 3. Being Composed 4. Letting your guard down 5. Keeping promises 6. Properly handling mistakes 7. Delivering bad news well 8. Avoiding destructive comments 9. Showing others that you care Pagano&Pagano, 2004

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This above all to thine own self be true, and it must follow, as the night the day, thou canst not then be false to any man.

Shakespeare

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One man can not do right in one department of life whilst he is occupied doing wrong in any other department. Life is one indivisible whole.

Mahatma Gandhi

“To know and not do is really not to know.”

Covey, 2002

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Franklin Covey,1998

www.speedoftrust.com Covey, 2006

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Myths and Realities of Trust MYTH

REALITY

Trust is soft.

Trust is hard, real, and quantifiable. It measurably affects both speed and cost.

Trust is slow.

Nothing is as fast as the speed of trust.

Trust is built solely on integrity.

Trust is a function of both character (which includes integrity) and competence.

You either have trust of you don’t.

Trust can be both created and destroyed.

Once lost, trust cannot be restored.

Though difficult, in most cases lost trust can be restored.

You can’t teach trust.

Trust can be effectively taught and learned, and it can become a leverageable, strategic advantage.

Trusting people is too risky.

Not trusting people is a greater risk.

Trust is established one person at a time.

Establishing trust with the one establishes trust with the many.

Covey, 2006

The Five Dysfunctions of a Team Inattention to

Results Avoidance of

Accountability Lack of

Commitment

Fear of

Conflict Absence of

Trust

Lencioni, 2002

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Members of Truly Cohesive Teams:

• • • •

Trust one another Engage in unfiltered conflict around ideas Commit to decisions and plans of action Hold one another accountable for delivering against those plans • Focus on the achievement of collective results Lencioni, 2002

5 Waves of Trust 1. Self Trust: The key principle-credibility 2. Relationship Trust: The key principleconsistent behavior 3. Organizational Trust: the key principlealignment 4. Market Trust: The key principlereputation 5. Societal Trust; The key principlecontribution Covey, 2006

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The 4 Cores of Credibility

1. 2. 3. 4.

Integrity Intent Capabilities Results

Covey, 2006

The Golden Rule (It’s true in all cultures.)

Golden Rule Across the Globe

• Brahmanism: This is the sum of duty: Do naught unto others which cause you pain if done to you. • Buddhism: Hurt not others in ways that you yourself would find hurtful. • Confucianism: Surely it is maxim of loving kindness: do not unto others what you would not have them do unto you. • Taoism: Regard you neighbor’s gain as your gain and your neighbor’s loss as your loss. • Zoroastrianism: The nature alone is good which refrains from doing unto another whatsoever is not good for itself. • Judaism: What is hateful to you, do not to your fellowman. That is the entire law; all the rest is commentary. • Christianity: All things whatsoever ye would that men should do to you, do ye even so to them; for this is the Law of the Prophets. • Islam: No one of you is a believer until he desires for his brother that which he desires for himself.

Covey, 2006

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13 Trust Behaviors Flow initially from Character: 1. Talk Straight 2. Demonstrate Respect 3. Create Transparency 4. Right Wrongs 5. Show Loyalty Flow from Competence 6. Deliver results 7. Get Better 8. Confront Reality 9. Clarify Expectations 10. Practice Accountability Flow from both almost equal mix of Character and Competence: 11. Listen First 12. Keep Commitments 13. Extend Trust

Covey, 2006

Trustworthiness

Character

Competence

•Integrity

•Technical

•Maturity

•Conceptual

•Abundance Mentality

•Interdependency

Judgment 1993 Covey Leadership Center, Inc.

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Think and Discuss • Am I trustworthy? Why is that important? • Who do I trust? Why? • What happens in a high trust relationship? Low trust? • What characterizes a high trust organization? Low trust organization? • Why is trust important?

Extending trust to others rekindles the inner spirit—both theirs and ours. It touches and enlightens the innate propensity we all have to trust, and to be trusted. It brings happiness to relationships, results to work, and confidence to lives. Above all, it produces and extraordinary dividend in every dimension of our lives: the speed of trust. Covey, 2006

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Leadership: Getting results in a way that inspires trust.

Covey, 2006

The Extraordinary Leader This book examines the leader as seen through the eyes of those being led (subordinates), and influenced (peers), and those who manage the leaders (bosses) and the leaders themselves with our database of some 200,000 responses, using 360-degree questionnaires. We focus on the question: What do these three groups (subordinates, peers, and bosses) notice? What do they see in “great leaders” that sets them apart from the average ones? We conclude that the best way to understand leadership is to examine the impact leasers have on the people they lead. It is the subordinates’ view we value the most. We began our analysis by identifying the top 10 percent of managers a seen through the eyes of their subordinates, peers, and bosses and compared them to the bottom 10 percent. Zenger & Folkman, 2002

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The Leadership Tent Floor Leading Organizational Change

Focus on Results

Character

Interpersonal Skills

Personal Capability

The Leadership Tent Floor5 Tent Poles (Building Blocks) • • • • •

Character Personal Capability Focus on Results Interpersonal Skills Leading Organizational Change

Zenger & Folkman, 2002

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Character Ethical standards, integrity, and authenticity of the leader are extremely important. The more people can see inside, the more highly regarded the leader will be.

Zenger & Folkman, 2002

Personal Capability Individual make up includes analytical and problem-solving capabilities, technical competence, ability to create a clear vision and sense of purpose, being emotionally resilient, able to trust others, and be selfconfident.

Zenger & Folkman, 2002

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Focus on Results Leaders may be wonderful human beings, but if they don’t produce sustained, balanced results they simply are not good leaders.

Zenger & Folkman, 2002

Interpersonal Skills Leadership is expressed through the communication process and is the impact that one person (the leader) has on a group of other people.

Zenger & Folkman, 2002

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Leading Organizational Change Caretaker managers can keep things going on a steady path, but leaders are demanded it the organization is to pursue a new path or rise to a significantly higher level of performance.

Zenger & Folkman, 2002

The Extraordinary Leader, 20 Insights 1.

Great Leaders make a huge difference, when compared to merely good leaders. 2. One organization can have many great leaders. 3. We have been aiming too low in our leadership development activities. 4. The relationship between improved leadership and increased performance is neither precisely incremental nor is it linear. 5. Great leadership consists of possessing several “building blocks” of capabilities, each complementing the others. 6. Leadership culminates in championing change. 7. All competencies are not equal. Some differentiate good from great leaders, while others do not. 8. Leadership competencies are linked closely together. 9. Effective leaders have widely different personal styles. There is no right way to lead. 10. Effective leadership practices are specific to an organization

Zenger & Folkman, 2002

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The Extraordinary Leader, 20 Insights (cont.) 11. 12. 13. 14. 15. 16. 17. 18.

The key to developing great leadership is to build strength. Powerful combinations produce nearly exponential results. Greatness is not caused by the absence of weakness. Great leaders are not perceived as having major weaknesses. Fatal flaws must be fixed. Leadership attributes are often developed in non-obvious ways. Leaders are made, not born. Leaders can improve their leadership effectiveness through selfdevelopment. 19. The organization, with a person’s immediate boss, provides significant assistance in developing leadership. 20. The quality of leadership in an organization seldom exceeds that of the person at the top.

Zenger & Folkman, 2002

16 Competencies of the Top 10% of Leaders Character 1. Displaying high integrity and honesty

Personal Capability 2.

3. 4. 5. Focus on Results 6. 7. 8. Interpersonal Skills 9. 10. 11. 12. 13. Leading Organizational 14. Change 15. 16.

Zenger & Folkman, 2002

Technical and professional expertise Solving problems and analyzing issues Innovation Practicing self-development Focus on results Establish stretch goals Take responsibility for outcomes/initiative Communicating powerfully and prolifically Inspiring and motivating others to high performance Building relationships Developing others Collaboration and teamwork Developing strategic perspectives Championing change Connect internal groups with the outside world

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25 Ways leaders can improve the attributes or behavior that are vital in producing results.

1. Decide to become a great leader. 2. Develop and display high personal character. 3. Develop new skills. Enroll in developmental experiences. 4. Find a coach. 5. Identify your strengths.

Zenger & Folkman, 2002

25 Ways leaders can improve the attributes or behavior that are vital in producing results. (cont.)

6. Identify your weaknesses, and then find ways to make them irrelevant. 7. Fix fatal flaws. 8. Increase the scope of your assignment. 9. Connect with good role models. 10. Learn from mistakes and negative experiences. Zenger & Folkman, 2002

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25 Ways leaders can improve the attributes or behavior that are vital in producing results. (cont.)

11. Seek ways to give and receive productive feedback and learn to absorb it in an emotionally healthy way. 12. Learn from work experiences. 13. Study the current reality the organization faces. 14. Learn to think strategically. 15. Communicate with stories. Zenger & Folkman, 2002

25 Ways leaders can improve the attributes or behavior that are vital in producing results. (cont.)

16. Infuse energy into every situation. 17. Allocate specific time to people development. 18. Weld your team together. 19. Build personal dashboards to monitor leadership effectiveness. 20. Plan and execute a change initiative.

Zenger & Folkman, 2002

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25 Ways leaders can improve the attributes or behavior that are vital in producing results. (cont.)

21. Become a teacher/trainer. 22. Study the high performers and replicate their behavior with others. 23. Volunteer in your community. 24. Practice articulating your vision for the firm and your group. 25. Prepare for your next job. Think ahead regarding the skills you will need. Zenger & Folkman, 2002

The Organizations Role in Developing Extraordinary Leaders • Define the results you seek from leaders and how those results link to the strategy of the organization. • Set extremely high expectations for leaders. • Involve senior executives in leadership development. • Focus development efforts on strengths. • Use powerful learning methods that change behavior. • Emphasize action learning projects—or work on projects that matter. • Create a culture of feedback. • Transform complexity into simplicity. • Involve your leaders as teachers. • Make development a longer-term process, not an event. • Build accountability into the development process • Plan developmental experiences for leaders. • Celebrate successes. Zenger & Folkman, 2002

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It ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things. Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders among those who may do well under the new. Machiavelli

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It is through the idealism of youth that man catches sight of truth, and in that idealism he possesses a wealth which he must never exchange for anything else. Albert Schweitzer

Idrealistic Leadership While leaders need a few key big ideas to provide the conceptual framework and coherence essential to successful school improvement, it is equally imperative that they recognize the need for specific, short-term implementation steps to advance those ideas. They can paint an attractive picture of the desired future state of the school, but they must balance this futuristic vision of what the school is working toward with steps that can be taken today. DuFour, et al., 2004

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When you are being run out of town, make it look like a parade.

Always remember, it is easier to get forgiveness than permission… or…

Proceed until apprehended!

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