The Learning Leader Douglas B. Reeves. How to Focus Improvement for Better Results Part I. Focus Improvement. Complexity of Leadership Research. Contrived Complexity. Artificial Simplicity. “Unwarranted Simplicity” Propose easy steps to success 3 rules 7 steps Easy, simple, quick
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How to Focus Improvement for Better Results
Propose easy steps to success
Easy, simple, quick
Groundless in research
No long-term gains
Precedence over achievement
ANTECENDENTS OF EXCELLENCE
High 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
Low results, no understanding of antecedents
Attribute failure to students, parents, SES, ethnicity, etc.
No reason to change
Victimhood, “Belligerent indifference”
Replication of failure highly likely
High Results, good understanding of antecedents
Pursues continuous improvement
Realizes that success that is static is transitory
Replication of Success is likely
Low results, high understanding of antecedents
Engages with data
Does not blame
Searches to Learn to improve learning
Replication of success likely
Leadership, teaching and adult actions have more power in determining achievement than demographic factors.
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.”
“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;
Analysis 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”
While “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.
The leader that avoids conflict at the expense of results.
The leader that may be criticized as impersonal but is revered for results after they leave.
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.”
The Value of Culture
3 Challenges of Web 3.0
Looking Deeper in Data
Avoiding the Landmines
Leadership 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.
Leadership 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.
Leaders are the Architects of Organizational Improvement
Vision alone cannot lead.
Leadership then becomes