SIG Leadership Training April 3, 2012

1. SIG Leadership TrainingApril 3, 2012 Creating a Purposeful Community

2. Review from last training…. • Share an example of 1st order change in your school or district • Share an example of 2nd order change in your school or district • 4 Key Leadership responsibilities suffer when involved in 2nd order change • Culture • Communication • Order • Input

3. Share examples of each • Culture: • Have you as a leader provided differentiated support for teachers based on their response to the initiative? • Created time for staff to discuss the change and its implications?

4. Communication • Have you as a leader discussed disagreements and contentions in staff and team meetings? • Probe for questions and concerns from colleagues and bring them to the leadership team for resolution?

5. Order • Have you as a leader modeled effective mediation strategies? • Have you as a leader been consistent in using procedures that foster a sense of stability? • Have you as a leader taken an active role in creating and implementing operational procedures?

6. Input • Have you as a leader sought input from staff. • Have you as a leader worked to develop “ownership” rather than “buy-in” for the initiative? • Have you as the leader been transparent about the difference between decisions and input?

7. What takes place inside the school • …….occurs within the CONTEXT of a community….composed of parents, teachers, and other staff members, central office administrators, support personnel, the school board, social agencies, and businesses….. • The more this diverse community can join together around a SHARED PURPOSE—student achievement—the more sustainable and effective a school’s change efforts will be.

8. McREL’s Definition of a Purposeful Community

9. The research….. • A compelling body of research evidence demonstrates the impact of leadership on the development of these attributes of “Purposeful Communities.” • 4 Interconnected characteristics of purposeful communities • Outcomes that matter to all • Use of all available assets • Agreed upon processes • Collective efficacy

10. Outcomes that Matter to All • Leaders create a purposeful community by developing a vision of meaningful outcomes that they can achieve as a community. • What is it that we can do together that we cannot do as individuals?” • Which outcomes can only be accomplished because the community exists and works together? • Examples:

11. Use of Available Assets • This is the development and use of tangible assets that matter to all community members. For example, computers, software, textbooks, science laboratory equipment, personnel and financial resources are all tangible assets that can be measured. • Intangible assets exist as well….these include leadership, strategy execution, transparency, customer reputation, innovation, and adaptability. These intangible assets and the ability of the community to capitalize on them are a reflection of leadership at all levels of the community. (Kaplan & Norton, 2004)

12. Agreed-upon Processes • Margaret Wheatley (1992) describes organizations in which one can tell “what the organization’s value and ways of doing business are by watching anyone, whether it be a production floor employee or a senior manager.” There is consistency and predictability to the quality of behavior. • These organizations trust in the power of guiding principles or values, knowing that they are strong enough influences of behavior to shape every employee into a desired representative of the organization. • These processes bring “stability” within the community. • These processes lead to patterns of communication, relationships among community members, a sense of individual well-being, connections between the school and other critical institutions, shared leadership opportunities, and a sense of order and discipline.

13. Collective Efficacy • This is a shared perception or beliefheld by the group that they can organize and execute a course of action that makes a difference. • In schools with high levels of collective efficacy, there is a shared belief among teachers that collectively they will have a positive impact on student achievement. (Goddard, Hoy & Hoy, 2004) • It is, in fact, a better predictor of student and school success than student socio-economic status or race. (Goddard, 2003; Hoy, Smith & Sweetland, 2002)

14. Collective Efficacy is task specific… • For example, when faculty members perceive their colleagues as being competent in instructional strategies, there is a higher level of collective efficacy than in schools where this perception does not exist. Collective efficacy is diminished when faculty members perceive their colleagues as incompetent in particular curricular or instructional areas. • Collective efficacy, or a strong belief among members that they can exert some measure of control over their circumstances and make a positive difference through their united effort, is the characteristic that distinguishes a purposeful community from other learning communities.

15. Why Collective Efficacy? • Sources of Collective Efficacy… • Mastery experiences: Efficacy grows when people experience initial success & have opportunities to build on the success. • Vicarious experiences: Efficacy is strengthened when individuals and groups have the opportunity to observe successful individuals in situations with similar circumstances. • Social persuasion: Referred to as “normative press.” Influential individuals within a group create high expectations and provide encouragement and support to others to persist in pursuit of desired outcomes. • Affective states: A shared sense of hope and optimism that the group can accomplish its desired outcomes, even after disappointments, is another key source of collective efficacy. • Group enablement: Groups build efficacy when they have opportunities to provide input on challenges/problems and to develop their own responses and solutions to these challenges.

16. What does this mean to you as a leader? • Leadership responsibilities to create purposeful community…out of the 21 McREL leadership responsibilities. • Culture • Ideals and beliefs • Communication • Visibility • Input • Relationships • Situational Awareness

17. How does this information apply to your DLT? • Ideas……..