INVER GROVE HEIGHTSAdministrator Session

Wednesday, April 3, 2013

Agenda• Discussion on Authentic Leadership

• Leadership Practice Matters• Connecting Authentic Leadership to the Chicago 5

• Making a Connection to your Achievement Gap goals

AUTHENTIC LEADERSHIPEffective leadership is not about making speeches or

being liked; leadership is defined by results not attributes.--Peter Drucker

Grounding• Read your quote and share with the group• Create a group phrase that captures your understanding

about authentic leadership.• Authentic leadership is….

• Share with the group

A little bit more…• Jigsaw the article Truly Authentic Leadership by Bill

George US News and Work Report October 2006.• Count off in twos…

• Group One- Greater Purpose• Group Two- Passion and Compassion

• Pair up with someone who read the same section and come up with the top three most important ideas in your section.

• Create a shared thinking map.

Four Tasks of Authentic Leaders• When leadership is authentic, the positive organizational

behaviors states of confidence, hope, optimism and resilience become rallying points for establishing ability, support, and effort as individual performance foundations.

Rudy Guiliani• Build confidence• Raise hope• Create optimism• Strengthen resilience

Four things Authentic leadership do• When leadership is authentic, the positive organizational

behaviors states of confidence, hope, optimism and resilience become rallying points for establishing ability, support, and effort as individual performance foundations.

Rudy Guiliani• Build confidence• Raise hope• Create optimism• Strengthen resilience

Gardner and Schermerhorn, 2004

Build Confidence• The first task…• How to

• Enactive Mastery – provide mastery experiences that empower employees to apply and develop talents into strengths

• Vicarious Learning – demonstrate confidence in oneself and others, model authentic behavior and trust others to do the same

• Verbal Permission – provide verbal support by expressing confidence in abilities and encouraging development

• Managing Physiological States – reduce the emotional threat of failure

Raise hope• The second task

• Involves two components• Skill• Will

Personaland

ProfessionalDrive

ExternalMotivation

Internal Motivation

Repertoireof Skill

Apply Knowledg

e

AcquireKnowledg

e

Create optimism• The third task…• Realistic optimism

• Take credit for your success while recognizing the role of other contributions.

• Assume responsibility for performance shortfalls, but avoid debilitating attributions to personal or permanent causes.

• ABCDE approach for building optimism• Adversity- recognize self-defeating Beliefs- realize the Consequences of

those beliefs – Dispute the counterproductive beliefs by challenging faulty assumptions and explore realistic and optimistic explanations – Experience the energy that comes from substituting optimism for pessimistic explanations. Seligman 1986

Strengthen resilience• The fourth task

“Some magic takes place in the crucible of leadership… The individual brings certain attributes into the crucible and emerges with new improved leadership skills. Whatever is thrown at them, leaders emerge from the crucible stronger

and unbroken.”• Factors:

• Cognitive skills• Ability to self-regulate• Feelings of efficacy• Positive views of self• Intrinsic motivation• A support system

5Essentials• Using the 5Essentials handout, how would you use

information from the article in application against the prompts in the handout to improve outcomes? • Describe the actions you have taken and name the authentic

leadership trait you have actualized in doing so

Connecting to your Achievement Gap Plan

• Are these critical tasks included in your plan to reduce the Achievement Gap in your school?

• What steps toward school improvement can you focus on yet this school year that will establish the foundation and culture you need in your school to reduce the achievement gap?

• What steps do you want to be ready to take in August of 2013? And what can you do NOW to prepare?

• You cannot do this alone… supporting your teacher leaders.

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

DIY Style

TEACHER RESPONSIBILITY(none)

STUDENT RESPONSIBILITY

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The Sudden ReleaseTEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson“I do it”

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Authentic Leadership

• How do you become an authentic leader? In my

experience it take many years of personal

development, experience, and just plain hard

work. Although we may be born with leadership

potential, all of us have to develop ourselves to

become good leaders. The medium for

developing into an authentic leader is not the

destination but the journey itself- a journey to find

your true self and the purpose of your life’s work.

Bill George, Medtronic CEO

I PROMISE CARDSet a goal for yourself to grow as an authentic leader.

This goal will be mailed to you in six weeks.

In closing, let us, as McGregor, expect only the best from you. It means accepting that the leader’s primary

role is to value and support human talent in a high performance context.

Gardner and Shermerhorn, Jr. 2004

INVER GROVE HEIGHTSTeacher Leadership Session

Wednesday, April 3, 2013

AGENDA• Building Evaluation

• Using SATIR model

• Full circle: beliefs to behaviors• Your leadership defined

Grounding• Read your quote and share with the group• Create a group phrase that captures your understanding

about authentic leadership.• Authentic leadership is….

• Share with the group

Nothing endures but change. Heraclitus 500 BC

Satir Model – Transformation through Change

Satir Model

• The Satir model is a model for processing change.

• Foundational concepts to the model• Change is always possible.• Successful navigation of the change process needs to

be experiential and contextualized.• The process is systematic. • The problem is not the problem – coping is the problem. • Groups have the resources they need to cope and grow. • Most people choose familiarity over discomfort or fear of

change.

Satir Model

Satir Model• There are 7 stages of processing change.

• Late Status Quo• Foreign Element• Chaos• Transformation• Integration• Practice• New Status Quo

Growth and change happen in an open and functional system.

Where people are heard, valued, validated and acknowledged.

Banmen 2002

Satir Model

Satir Analysis• Read the Satir document silently. • On your sheet, put an X where you think your building is

in terms of:• A collection of professionals working together with shared

responsibility and• A Professional Learning Community focusing on meeting the needs

of all learners

• Discuss with each those in your group why you marked your building the way you did. As a group, develop a shared response to each of the two conditions listed above.

Satir Model

Beliefs to Behaviors• What are the beliefs impacting behaviors in your building?• In what ways can you as a teacher leader influence

people to change their beliefs?• In your group, discuss a time when you have worked to

influence an individual or group to change their belief, what did you do?• Give a name to the action you took to change the belief• As a group, develop a list of “actions” you can use to influence

beliefs

PRACTICE CHANGE• Look over the grade/MCA achievement graph• In your group, list the beliefs that might be influencing the

data in the graph• In what ways do those beliefs influence adult behavior?• In what ways do adult behaviors influence student beliefs?• In what ways do adult behaviors influence student

learning?

• Develop five sequential actions you would take to address the beliefs and behaviors your perceive may be present in the graph

Achievement Gap• Does your SMART goal address the achievement gap or is it working around the fringes?

• Evaluate what you have accomplished this year.

• What action or two can you take yet this year?

• What beliefs are underlying any resistance or obstacles your school is experiencing in closing the gap?

AUTHENTIC LEADERSHIPEffective leadership is not about making speeches or

being liked; leadership is defined by results not attributes.--Peter Drucker

Authentic Leadership • Review your one sentence description of Authentic

Leadership. • Discuss how authentic leadership will help the people in

your school embrace the five sequential actions you will take in your school.

Four Tasks of Authentic Leaders• When leadership is authentic, the positive organizational

behaviors states of confidence, hope, optimism and resilience become rallying points for establishing ability, support, and effort as individual performance foundations.

Rudy Guiliani• Build confidence• Raise hope• Create optimism• Strengthen resilience

Gardner and Schermerhorn, 2004

10 Things Authentic Leaders Do• They speak the truth.• They lead from the heart.• They have rich moral fiber.• They are courageous.• They build teams and create communities.• The deepen themselves.• They are dreamers.• They care for themselves.• They commit to excellence rather than perfection.• They leave a legacy.

I PROMISE CARDSet a goal for yourself to grow as an authentic leader.

This goal will be mailed to you in six weeks.

In closing, let us, as McGregor, expect only the best from you. It means accepting that the leader’s primary

role is to value and support human talent in a high performance context.

Gardner and Shermerhorn, Jr. 2004

Year 2• What do you see as the next step for yourself in your

journey as a teacher leader?• What actions will you take in the next year to build on the

learning we have shared?• What is your personal goal for improvement – where do

you want to be at the end of year 2?

Year 2 – Cohort 1 and Cohort 2• Plans for year 2

THANK YOU!