Leadership 8th Habit

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The 8th Habit:Understanding My Own Voice and

Leadership Style

Stevan Kukic, PhDVP, Sopris West Educational Services

[email protected]

3 Minute ManagementCourse

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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 LessonTo 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 Ihaven'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 itactually gave him enough strength to reach thelowest branch of the Tree.

The next day, after eating some more , hereached the second branch. Finally after a fourthnight, the turkey was proudly perched at the top of thetree.

He was promptly spotted by a farmer, whoshot him out of the tree.

Management LessonBullsh_t might get you to the top, but it won't keep you

there.

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Lesson ThreeA 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 droppedsome dung on him. As the frozen bird lay there in thepile of cow dung, he began to realize how warm he was.

The dung was actually thawing him out! He lay there allwarm and happy, and soon began to sing for joy. Apassing cat heard the bird singing and came toinvestigate. Following the sound, the cat discovered thebird under the pile of cow dung, and promptly dug himout 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 minutemanagement course.

Now, get out there!

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Even a pat on the back isn’tnecessarily a good thing.

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The Special Educators Blues(sung to Home, Home on the Range)

First Verse

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

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.

Chorus:

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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.

Second Verse






Chorus:

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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.

Third Verse






Chorus:

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Effective Leadership…

• Has to have an explicit “making-a-difference”sense of purpose.

• Has to use strategies that mobilize many peopleto tackle tough problems.

• Has to be held accountable by measured anddebatable indicators of success.

• Has to be ultimately assessed by the extent towhich it awakens people’s intrinsic commitment,which is none other than the mobilizing ofeveryone’s sense of moral purpose.

Fullan, 2001

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Lessons on Resilience

• 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

Leadership Secrets of Jean Luc Picard

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 andpresent them well (the authoritative element)while at the same time seeking andlistening to doubters (aspects of democraticleadership).

Fullan, 2001

Change leaders work on changing thecontext, helping create new settings

conductive to learning and sharing thatlearning.

Fullan, 2001

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The Role of the Administrator who iscommitted toALL students

“Shoveling off theramp”

Rick Lavoie, 2007

Traits of Effective Leaders related toInclusion

• 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 sixcompetencies:

• 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

LeadershipA process of motivating people to work

together collaboratively to accomplishgreat 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 desirableby all parties.

Vroom & Yago, 2007

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Cognitive ability without social competencecould not greatly affect leadershipperformance. Moss (1931)

There are curvilinear influences of initiatingstructure and consideration on employeegrievances and turnover. Fleishman andHarris (1962)

Zaccaro, 2007

Basic Leadership Findings

Successful andeffective leadershipmeans, fundamentally,influencing others byestablishing a directionfor collective effort andmanaging, shaping,and developing thecollective activities inaccordance with thisdirection.

Zaccaro, 2007

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Traits and attributes of the leader that promote anability to adapt and change one’s behavior as thesituation 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 FourImperatives ofGreat 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 contributesto those goals

• Unleash the unique talents and contributions ofpeople on their teams


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The Four Essential Systems that DriveSuccess

• execution—the discipline of focusing on a fewcritical objectives with a process for achievingthose objectives

• talent—attracting, positioning, and developingindividual workers in order to tap into their fullpotential

• core work processes—creating clearly-understood and aligned work processes for eachfunction of the team

• stakeholder or customerfeedback—understanding the one thing youneed to know about how your customersperceive 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


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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

AttributesX

Results

Ulrich, 2002

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The Paradoxical Commandments of Leadership1. People are illogical, unreasonable, and self-centered: love them anyway.

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

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

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

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

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

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

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 theworld the best you have anyway.

Kent Keith

From Good to Great , Jim Collins

Great Leaders…

Look in the mirror, not out thewindow, to apportion responsibility

for poor results, never blamingother people, external factors, or

bad luck.

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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 ourfriends”

6. Reallocate current resources

Top 10 To Do List for Change Top 10 To Do List for Change Judy Elliott, 2004Judy Elliott, 2004

5. Choose your targets well

4. Be systemic

3. Capitalize on strengths, remediate theweak, or simply clean house

2. Lead, direct, or get out of the way

1. Children first, children first, childrenalways, always, first!

Top 10 To Do List for ChangeTop 10 To Do List for Change Judy Elliott, 2004 Judy Elliott, 2004

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Leadership is likeHerding Cats.

Warren Bennis

Orbiting is responsible creativity:

Exploring and operating beyond the“Hairball” of corporate mindset,beyond “accepted models, patterns,or standards”– all while remainingconnected to the spirit of thecorporate mission…withoutbecoming entombed in thebureaucracy of the institution.

MacKenzie, 1996

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A New Surthrival StrategyAny time a bureaucrat (i.e., acustodian of a system) standsbetween you and something youneed or want, your challenge is tohelp that bureaucratdiscover a means,harmonious with thesystem, to meet your need.

MacKenzie, 1996

If you are in a position ofpower and want to lead well,remember:

Allow those you lead…To lead…when theyfeel the need.

All will benefit.MacKenzie, 1996

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To be fully free to create, we must first find the courageand willingness to let go:

Let go of the strategies that have worked for us in thepast…

Let go of our biases, the foundation of our illusions…

Let go of our grievances, the root source of ourvictimhood…

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

2. Patience

3. Gentleness

4. Teach-ability

5. Acceptance

6. Kindness

7. Knowledge

8. Discipline

9. Consistency

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?

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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The call and need of a newera is for greatness. It’s for

fulfillment, passionateexecution, and significantcontribution. These are on

a different plane ordimension. They are

different in kind—just assignificance is different inkind, not in degree, from

success.

Greatness

Covey, 2004

The Soul’s Search For MeaningDeep within each one of usthere is an inner longing tolive a life of greatness and

contribution—to reallymatter, to really make adifference. You have the

potential within you. We alldo. It is the birthright of the

human family.Covey, 2004

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Principle-centered living is not an end initself. It’s the means and the end. It’s thequality of our travel along life’s road. It’sthe power and peace we experience eachday as we accomplish what matters most.

In a principle-centered life, the journeyand destination are one.

Covey, Merrill, & Merrill, 1994

The Speed of TrustAs my son says, “There is nothingas fast as the speed of trust.” It’sfaster that anything you can thinkabout. It’s faster than the internet,for when trust is present,mistakes are forgiven andforgotten. Trust is the glue of life.It is the glue that holdsorganizations, cultures andrelationships together. Covey, 2004

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The combination ofWho the leader is

+What the leader does determines

success.

Character + Competence =Trustworthiness

From Covey and many others

Trustworthiness

Be Do

Character•Integrity

•Maturity

•AbundanceMentality

Competence•Technical

•Conceptual

•Interdependency


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The Secret

Ask

Believe

Receive

Jack Canfield

Mother Teresa was brilliant. She said, “I willnever attend an anti-war rally. If you have apeace 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 beautifulabout the teaching ofThe Secret is thatthere’s more thanenough to go aroundfor everyone.

The Secret, 2006

James Ray

Every Great teacher who has ever walkedthe planet has told you that life was meant tobe abundant.“The essence of this law is that you mustthink abundance; see abundance, feelabundance, believe abundance. Let nothought of limitation enter your mind.”-

Robert Collier

The Secret, 2006

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Dr. Joe Vitale

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

The Secret, 2006

Dr. Denis WaitleyMost of the leaders in the past missed thegreat part of The Secret, which is toempower and share with others.

This is the best time to have ever been alivein history. It’s the first time we’ve ever hadthe power to gain knowledge at ourfingertips. The Secret, 2006

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“Whether you think you can or think youcan’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 opendoors 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 Concern

Circle ofInfluence

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Big Rocks

Urgent NotUrgent

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 OwnVoice, and 2) Inspire Others to Find

Theirs is fueled by one greatoverarching purpose:

Serving human needs.

Covey, 2004

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Finding Your OwnVoice

The pathway to finding your own voiceis to:

1. Discover Your Voice by coming tounderstand your true nature.

2. Express Your Voice by cultivatingthe highest manifestations of thesehuman 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 herewith a nature, which meansboth limits and potentials.We can learn as muchabout our nature byrunning into our limits asby experiencing ourpotentials. Palmer, 2000

Honoring the Paradox

If we are to live our lives fully andwell, we must learn to embracethe opposites, to live in a creativetension between our limits andour potentials. We must honorour limitations in ways that do notdistort our nature, and we musttrust and use our gifts in waysthat fulfill (our) potentials. Palmer, 2000

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Burnout

One sign that I am violating myown nature in the name ofnobility is a condition calledburnout. Though usuallyregarded as the result of tryingto give too much, burnout in myexperience results from trying togive what I do not possess—theultimate in giving too little!Palmer, 2000

My GiftWhen the gift I give to the other isintegral to my own nature, when itcomes from a place of organicreality within me, it will renewitself—and me—even as I give itaway.

Palmer, 2000

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Strengths andLimitations

Limitations and liabilities are theflip side of our gifts, a particularweakness is the inevitable trade-off for a particular strength. Wewill become better teachers not bytrying to fill the potholes in oursouls but by knowing them sowell that we can avoid falling intothem.

Palmer, 2000

Vocation as Voice

That insight is hidden inthe word vocation itself,which is rooted in theLatin for “voice.” Vocationdoes not mean a goal thatI pursue. It means acalling that I hear. Palmer, 2000

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We Teach Who We Are

Palmer, 1998

Teaching Ourselves

Palmer, 1998

Knowing my students and my subjectdepends heavily on self-knowledge.When I do not know myself, I cannot

know who my students are.

The work required to “know thyself” isneither selfish nor narcissistic.

Whatever self-knowledge we attain asteachers will serve our students and our

scholarship well. Good teachingrequires self-knowledge: it is a secret…

hidden in plain sight.

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The Essence of Reform

Palmer, 1998

In our rush to reform education, we have forgotten asimple truth: reform will never be achieved byrenewing appropriations, restructuring schools,rewriting curricula, and revising texts if we continue todemean and dishearten the human resource calledthe teacher on whom so much depends. Teachersmust be better compensated, freed from bureaucraticharassment, given a role in academic governance,and provided with the best possible methods andmaterials. But none of that will transform education ifwe fail to cherish—and challenge—the human heartthat is the source of good teaching.

Good Teaching

Good teaching cannot bereduced to technique;

good teaching comes fromthe identity and integrity of

the teacher.

Palmer, 1998

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Dancing

My gift as a teacher is theability to “dance” with mystudents, to teach and learnwith them through dialogueand interaction.

Palmer, 2000

Bad vs. Good Teachers

Bad Teachers distance themselvesfrom the subject they are

teaching—and in the process, fromtheir students.

Good teachers join self and subjectand students in the fabric of life.

Palmer, 1998

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Courage to TeachThe courage to teach is the courage to

keep one’s heart open in those verymoments when the heart is asked to holdmore than it is able so that teacher and

students and subject can be woven into thefabric of community that learning, and

living, require.

Palmer, 1998

Identity and Integrity

Good teaching comes from the identityand integrity of the teacher.

Identity and integrity have as much to dowith our shadows and limits, our wounds

and fears, as with our strengths andpotentials.

Palmer, 1998

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Identity and IntegrityIdentity lies in the intersection of thediverse forces that make up my life,

and

Integrity lies in relating to those forces inways that bring me wholeness and life.

Palmer, 1998

VulnerabilityWe lose heart, in part, becauseteaching is a daily exercise in

vulnerability.

Unlike many professions, teachingis always done at the dangerous

intersection of personal andpublic life.

Palmer, 1998

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Broken ParadoxThe world of education as we know it is filledwith 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 thatmake the world distant and remote and ignorant emotions thatreduce truth to how one feels today.

• We separate theory from practice. Result: theories that havelittle to do with life and practice that is uninformed byunderstanding.

• We separate teaching from learning. Result: teachers whotalk but do not listen and students who listen but do not talk.

Palmer, 1998

Teaching in aCommunity

To teach is to create aspace in which the

community of truth ispracticed.

Palmer, 1998

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Developing and UsingYour 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 theirvoices? Your colleagues…Your students

Maturity comes with age…

Sometimes age comes alone!

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Growing old…

Mandatory

Growing up…

Optional

Success is peace of mind that is the directresult of self-satisfaction in knowing you didyour best to become the best that you are

capable of becoming.

Wooden, 1934

Definition ofSuccess

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SeasonsSeasons is a wise metaphor forthe movement of life. The notionthat our lives are like the eternalcycle of the seasons does notdeny the struggle or the joy, theloss or the gain, the darkness orthe light, but encourages us toembrace it all— and to find in allof it opportunities forgrowth. Palmer, 2000

Autumn

Autumn is a season of great beauty,but it is also a season of decline.Nature scatters the seeds that willbring new growth in the spring—andscatters them with amazing abandon.

Autumn is a paradox of dying andseeding.

Palmer, 2000

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WinterWinter…is a demanding season. It isa season when death’s victory canseem supreme. And yet the rigors ofwinter, like the diminishments ofautumn, are accompanied by amazinggifts. One gift is beauty. Another giftis the reminder that times ofdormancy and deep rest are essentialto all living things. An even greatergift is the gift of utter clarity.

Palmer, 2000

Spring

Spring teaches me to look morecarefully for the green stems ofpossibility: for the intuitive hunch thatmay turn into larger insight, for theglance or touch that may thaw a frozenrelationship, for the stranger’s act ofkindness that makes the worldseem hospitable again.

Palmer, 2000

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SummerSummer’s keynote is abundance. This factof nature is in sharp contrast to humannature, which seems to regard perpetualscarcity as the law of life. The irony, oftentragic, is that by embracing the scarcityassumption, we create the very scarcitieswe fear. In the human world, abundancedoes not happen automatically. It is createdwhen we have the sense to choosecommunity, to come together to celebrateand share our common store.

Palmer, 2000

A Summertime Truth

Here is a summertime truth:abundance is a communal act,

the joint creation of anincredibly complex ecology inwhich each part functions on

behalf of the whole and, inreturn, is sustained by the

whole. Palmer, 2000

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GrowDeep NOT

JUSTTALL

Karen Kaiser Clark

Like wind rustling my leaves and bending by boughs,life flows from season to season. Even in the darknessit moves on, straining for the light. Unfailingly, thenight gives in to dawn.

Life is ever changing, always new. Many yesterdaysslip into today. Yet, each sunrise offers a fresh newday. Tomorrow can never be now and for one ofus…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 beyondmeasure

It is our light, not our darkness, that mostfrightens 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’snothing enlightened about shrinking so that other people

won’t feel insecure around you.

We were born to make manifest the Glory of God that iswithin us. It’s not just in some of us, it’s in everyone.

And as we let our own light shine, we consciously giveothers permission to do the same.

As we are liberated from our own fear, our presenceautomatically liberates others.

--Nelson Mandela, Inaugural Speech 1994

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You’ve got to dancelike nobody’s watching

and love like you’llnever get hurt.

I Hope You DanceLee 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 theocean,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 thedistance,Never settle for the path of least resistanceLivin' might mean takin' chances but they'reworth 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 passingglance,And when you get the choice to sit it out ordance.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 usalong,Tell me who wants to look back on their years andwonder where those years have gone.)

I hope you still feel small when you stand beside theocean,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

• Moral purpose• Understanding change• Developing relationships• Knowledge building• Coherence making

Powerful Factors that are deeply compatible—indeed synergistic.

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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Conchie in Mika, 2007

Innovation and creativity are not the same thing.

Creativity may spur innovation, but there’s anelement of action missing there.

Mika, 2007

Employee engagement is highlyrelated to the ability to innovate.

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Mika, 2007

Mike Morrison, dean of the University of Toyota, saidthat one approach to engaging employees is to“incubate” their ideas.

“You can’t wait by the phone for a breakthroughidea,” he said.

“You need knowledge, technique, and motivation. Ifone [element] is missing, you can’t have an innovativeenvironment.”

Mika, 2007

The Four Categories of Innovators

1. Inventors2. Entrepreneurs3. High Achievers4. Super Mentors

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Conchie in Mika, 2007

A bad relationship is a sure-fire way to kill innovation.

Henry Ford once said that his success was merely afunction of solving one simple, manageable problem at atime--and that anyone could do this. The challenge is tostay with it, and to do so in pursuit of a vision no less grandthan anything ford ever accomplished: to actually live up toour mission and vision statements that glibly proclaim that“all children will learn.”

But will they, really? This will only be accomplished, as theauthors demonstrate, by systematically and aggressivelyidentifying and solving problems as they emerge; bycreating “places of action, experimentation, and awillingness to test ideas that seem to hold potential forimproving student achievement.” As you will see,“experimentation” for them is no flimsy notion; it must becharacterized by ongoing observation, monitoring,measurement, and adjustments until real progress and realresults can be seen. Smoker in DuFour, et al., 2004

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In such an atmosphere, these schoolssometimes abandoned an effective solutionbecause a better one emerged deep intotheir implementation. Fortune favors theexperimental mind.

Smoker in DuFour, et al., 2004

What schools most need now:

--to begin systematically harnessing thepower of collective intelligence that alreadyresides in the school to solve problems.

Smoker, in DuFour, et al., 2004

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We can, whenever we choose, successfullyteach all children whose schooling is ofinterest to us. We already know more thanwe need to do that. Whether or not we do itmust finally depend on how we feel aboutthe 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 followingsubstantive ways:

1. Shared Mission, Vision, Values, and Goals2. Collaborative Teams3. Collective Inquiry4. Action Orientation and Experimentation5. Continuous Improvement6. 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 ofinstruction?

2. How will we know when each student hasacquired the intended knowledge and skills?

3. How will we respond when studentsexperience initial difficulty so that we canimprove upon current levels of learning?


Clarity of Purpose

The fundamental purpose of the school is toensure high levels of learning for all

students.


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Educators inProfessional LearningCommunities maintainan unrelenting focus onstudent learning.


Collaborative Culture

The collaborative team is focused onlearning.


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Collaborative Teams

The basic structure of the Professionallearning Communities is composed ofcollaborative teams whose members workinterdependently to achieve common goals.The team is the engine that drives theProfessional Leaning Communities effort.


Collective Inquiry Into Best Practice and Current Reality

In each of the fourschools, building-shared knowledgewas a critical stepin findingcommon ground.


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The very reason that teachers work togetherin teams and engage in collective inquiry is

toserve as a catalyst for action.


As Peter Senge concludes,“the rationale for any strategyfor building a learningorganization revolves aroundthe premise that suchorganizations will producedramatically improved results.”

Senge,1995 in DeFour et al., 2004

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Change leaders work on changing thecontext, helping create new settings

conductive to learning andsharing that learning.

Fullan, 2001

A highly effective school leader canhave a dramatic influence on theoverall 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 ofas the next most obvious step to take in a school ordistrict. It fine tunes the system through a series of smallsteps that do not depart radically from the past.

• Second-Order Change is anything but incremental.It involves dramatic departures from the expected, bothin 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 newways of thinking and acting.


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


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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

The Mantra of the Professional Learning Communities

“We do whatever it takes.”


69

“We are convinced that every student can and willachieve grade-level standards or above, andbecause of this conviction, every member of the LosPen staff lives by a ‘No Excuses, Whatever it Takes’philosophy. We believe we can create a school oflearners who can achieve future goals that up to thispoint would have been but a distant dream: goals ofbeing the first in their family to graduate from auniversity, goals of braking the chain of history ofpoverty, goals if entering a profession. It is thepower of our belief in the ability of every student toachieve success that makes us strong.”

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

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Every person isperfectly aligned forthe trust and results

he/she gets.Kukic

Every organizationis perfectly aligned

for the results itgets.

Arthur Jones

71

Covey, 2006

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

SEE

DOGET

72

The effective school research challenged the long-standing belief that only those who has won thegenetic lottery were capable of high levels oflearning .Compelling evidence was presented to support twobold new premises: first, “all students can learn”and second, “schools control the factors necessaryto 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


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A Call to ActionA Call to ActionThe relentless pursuit of excellence:

Thriving on CHAOS!C –

H –

A –O –

S –

Collaboration with one purpose, to improveachievementHierarchy of tiered, effective, academic andbehavioral interventionsAll, Some, AND Few as the consistent focusOne child at a time, instructional decisions based onprogress monitoring dataSystems change with coherence toClose The Achievement Gap

74

RtI: The Process

1. Screen2. Teach3. Intervene4. Probe5. Chart6. Adjust

Dickman, 2006

RtI: Ten Questions Parents Should Ask1. Is the school district currently using an RtI process to provide additional

support to struggling students?2. What screening procedures are used to identify students in need of

intervention?3. What are the interventions and instructional programs being used? What

research supports their effectiveness?4. What process is used to determine the intervention that will be provided?5. What length of time is allowed for an intervention before determining if the

student is making adequate progress?6. What strategy is being used to monitor student progress? What are the

types of data that will be collected and how will student progress beconveyed to parents?

7. Is a written intervention plan provided to parents as part of the RtI process?8. Is the teacher or other person responsible for providing the interventions

trained in using them?9. When and how will information about a student’s performance and progress

be provided?10. 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

Universal LevelALL students are taughtexpectations which arereinforced and monitoredin all settings by alladults. On-going use ofdiscipline and other typesof data inform the designof interventions that arepreventive and proactive

Universal LevelALL students receiveresearch based, highquality, general educationthat incorporates on-going universal screening,progress monitoring, andprescriptive assessmentto design instruction

Targeted LevelInterventions provided tostudents identified as at-risk andwho require specific supports tomake adequate progress in generaleducation

Intensive LevelInterventions provided to students withintensive academic needs based oncomprehensive evaluation

5-15%

1-5%

Academics Behavior

Targeted LevelInterventions provided tostudents identified as at-risk ofacademic or social challenges dueto behavioral issues

Intensive LevelInterventions provided to students withintensive/chronic behavior challenges basedon comprehensive evaluation

80-90%

RtI in ColoradoLevels of Instruction and Intervention

Fam

ilies

Comm

unity

76

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

Kansas Multi-Tiered System of Support (MTSS)Kansas Multi-Tiered System of Support (MTSS)

• Student centered planning

• Customized function-based interventions• Frequent progress monitoring to guideintervention design

AcademicsAcademicsBehaviorBehavior

KSDE - July 2007 Draft

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

• All students, All settings

• Positive behavioral expectations explicitly taught and reinforced• Consistent approach to discipline• Assessment system and data-baseddecision making

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

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

design

Tier 1: Core Classroom InstructionTier 1 refers to core classroom instruction for all students utilizing scientificallybased reading research.

Tier 2: Supplemental Targeted InstructionTier 2 provides supplemental targeted instruction in addition to Tier 1, andaddresses the specific needs of students who do not make adequate readingprogress in Tier 1.

Tier 3: Intensive Targeted InterventionTier 3 is designed to provide intensive, targeted intervention to the most at-riskreaders.

Student Movement Through the TiersStudent movement through the 3 Tiers is a fluid process based on studentassessment data and collaborative team decisions. At any time during thisprocess, a student may be referred for consideration for a 504 plan and/orspecial education evaluation. Tutoring may be necessary in any of the tiers toprovide extra practice and support to help students maintain benchmarkprogress.

UtahUtah’’s 3 Tier Model of Reading Instructions 3 Tier Model of Reading Instruction

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Utah RtI ModelUtah RtI Model


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We acknowledge the need for schools tomove beyond pious mission statementspledging learning for all and to begin thesystematic effort to create procedures,policies, and, and programs that are alignedwith that purpose.


SHAREDPRINCIPLES

CONTEXT

MISSIONStrategies

Action Plans

TOOLS SUPPORTSTRUCTURE

Thriving on CHAOS Together 2003

ONGOINGEVALUATION

80

Making the LeapMaking the LeapFrom Good to Great:From Good to Great:

8 Characteristics8 Characteristics

1. Leadership: Personal Humility and Professional Will2. The RIGHT people are the most important asset.3. Confront the brutal facts and never lose faith.4. Simplicity about what: Passionate Focus, Best in the

World, Driving the Economic Engine5. The Culture of Discipline: People to Thought to

Action6. Technology-Not primary AND Pioneers in the

Application7. Pushing a giant heavy flywheel in one direction8. “Good to Great” leads to “Built to Last”

Collins, 2001

Built to LastBuilt to Last

Preserve thePreserve theExtraordinaryExtraordinary

PurposePurpose

Consider noConsider noorganizational chart asorganizational chart as

sacredsacred

ANDAND

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, fifty-fifty, half and half…A highly visionarycompany does not want to blend yin andyang into a gray, indistinguishable circle thatis neither highly yin nor highly yang; it aimsto be distinctly yin and yang—both at the same time, all the time.

Collins & Porras, 1994, in DuFour, et al., 2004

One of the mostdamaging examplesof the “Tyranny ofOR” is the belief thata focus on academicsresults in indifferenceto all or the otherfactors that constitutethe well-being of astudent.


82

Good to greattransformations neverhappened in one fellswoop. There was nosingle defining action, nogrand program, no onekiller innovation, no solitarylucky break, and nowrenching revolution. Goodto great comes by acumulative process—stepby step, action by action,decision by decision, turnby turn of theflywheel—that adds up tosustained and spectacularresults.

Collins, 2001

THE 6 RIGHTS

• STRUCTURE• PROCESS• PEOPLE• INFORMATION• DECISION MAKING• REWARDS

Franklin Covey Company, fromThe 4 Roles of Leadership

83

Principles to guide schools’ efforts to sustain theprofessional 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 aProfessional 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 experiencesdifficulty in learning?

DuFour, 2004

The answer to the third questionseparates learning communities fromtraditional schools.

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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.


When schools make working and learning optional,both students and teachers can take the easy wayout. Conversely, when schools create a system ofinterventions …, students are held accountable.Their schools bombard them with the messagethat “We will not let you off the hook. We will see toit that you do what is necessary to be successful.We won’t place you in less rigorous curriculum, norwill we lower our standards for this course or gradelevel. We will give you the support, time, andstructure to help you be successful, but we willnot lower the bar.” This approach is theantithesis of “enabling.”


85

Action OrientationTheir efforts were guided by what MichaelFullan has described as coherence— “theextent to which the school’s programs forstudents and staff are coordinated, focused onlearning goals, and sustained over a period oftime”. The unrelenting focus on the three criticalquestions helped these schools bringcoherence to their efforts.

“The shift from a focus on teaching to a focuson learning is a powerful coherence-maker,”

Fullan, 2001 in DuFour, et al., 2004

When you start with an honest anddiligent effort to determine the truth ofthe situation, the right decisions oftenbecome self-evident….You absolutelycannot make a series of good decisionswithout first confronting the brutal facts.

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

86

Rick Stiggins differentiates betweenformative and summative assessmentby clarifying that the former is“assessment for learning” while thelatter is “assessment of learning.”

Stiggins, 2002 in DuFour, et al., 2004

The difference between a formative andsummative assessment has also beendescribed as the difference between a

physical and an autopsy.

Professional Learning Communities preferphysicals to autopsies.


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Commitment to ContinuousImprovement

Becoming a Professional LearningCommunity is a wonderful journey, even if

the journey has no final destination.


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 incharge of their own success.

• Actively involve students in communicating with their teacher and theirfamilies about their achievement status and improvement.

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

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Marzano (2003) has described threedifferent levels of curriculum.The first is the intended curriculum—what we intend for each student to learn.

The second is the implementedcurriculum—what is actually taught.

The third is the attained curriculum—what students actually learn.


A Professional Learning Community will,instead, create a school-wide system ofinterventions that provides all students withadditional time and support when theyexperience initial difficulty in their learning.


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4 Questions for the school trying to be aProfessional Learning Community

1. Is our response based uponINTERVENTION rather than remediation?

2. Is our response SYSTEMATIC?

3. Is our response TIMELY?

4. Is our response DIRECTIVE?


Myths about Creating a System of Interventions

1. Doesn’t this system of interventionssimply enable students to actirresponsibly?

2. Are we forgetting the whole child?

3. But aren’t we neglecting the gifted andhigh-achieving child?

4. Isn’t this what special education isdesigned to do? DuFour, et al., 2004

90

Focus on Results

Because they are committed to the successof each student, these schools do not simplyoffer time and support; they direct studentsto devote the time and avail themselves ofthe support that will lead to success


The Stretch Culture

The Professional Learning Communitymodel is based on the premise that allstudent benefit when placed in a challengingand supportive environment. The staff of aProfessional Learning Community attemptsto create a culture that stretches all studentsbeyond their comfort zone and then providesthe support to help them be successful inmeeting the challenge.


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When the members of a staffmake a powerful paradigmshift, when they begin tocreate effective systems ofintervention that ensurestruggling students receiveadditional time and support,their collective sense ofconfidence in their ability tohelp all students will beenhanced.


Unfortunately, structural changes have littlelasting impact unless the changes ultimatelybecome deeply rooted in the school’sculture—the assumptions, beliefs,expectations, values, and habits that constitutethe norm for that school. DuFour, et al., 2004

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Cultural Shifts for Developing the Cultureof a Professional Learning Community

1. From a focus on teaching to a focus on learning2. From working in isolation to working collaboratively3. From focusing on activities to focusing on results4. From fixed time to flexible time5. From average learning to individual learning6. From punitive to positive7. From “teacher tell/student listen” to “teacher

coaching/student practice”8. From recognizing the elite to creating opportunity for

many winners


Schools that attend to both strategies—building a collaborative culture that focuseson student learning and creating a system

of timely interventions for students—experience a powerful synergy.


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The Bottomline

We do whatever it takes.


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The Principleof

PowerInvestment

The distributionof power among

others in aneffort to getmore power

in return.

Sergiovanni, 1990

Collins found thatunsuccessfulorganizations pursued astructure of onecharismatic visionaryleader with lots ofhelpers, while “great”organizationspurposefully dispersedleadership throughoutthe organization.

DuFour, 2007

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Leadership...is a team performance. Collaboration is a social imperative.

Without it, people can’t getextraordinary thingsdone in organizations.

Konzes & Pozner, 2003

We must recognize that collectiveleadership is not just a “feel good”philosophy: it is the best way toachieve results and is consistent withour moral purpose of helping allstudents learn at high levels.

DuFour, 2007

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The main mark of an effective principalis not just his or her impact on thebottom line of student achievement, butalso on how many leaders he or sheleaves 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 fourschools.

The collaborative team process in place in eachof the schools was designed to encourage

very fluid situational leadership.


Commitments to Face Adversity, Conflict,and Anxiety

At the same time they are encouraging autonomyand discretion, principals must insist on adherenceto certain tenets that are essential to theProfessional Learning Community concept andmake it clear that teachers autonomy does notextend to disregarding those tenets.

These leaders encourage freedom withinparameters—“an ethic of entrepreneurship within a culture ofdiscipline.” Collins, 2001


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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 theirhistory. They have had experiences thathave led to the adoption of certain deeplyingrained behaviors and habits…The bestsolution is usually honest dialogue.”

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

Lundin, 2004 in Pagano&Pagano, 2004

We have learned that a change which requires individualcommitment to succeed can be initiated anywhere in theorganization but is only fueled by natural energy. Andthis natural energy is inspired and maintained by certainkinds of leaders; leaders who practice what BarbaraPagano calls transparent leadership. The transparentleaders are those who build credibility throughoverwhelming honesty, real vulnerability, fierceconversations, keeping commitments, grace, humility,composure and sincere cheerleading.

Transparent Leadership

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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 carePagano&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 onedepartment of life whilst he is occupieddoing wrong in any other department.

Life is one indivisible whole.

Mahatma Gandhi

“To know and not dois really not to know.”

Covey, 2002

102

Franklin Covey,1998

Covey, 2006

www.speedoftrust.com

103

Covey, 2006

Myths and Realities of Trust

Establishing trust with the one establishestrust with the many.

Trust is established one person at a time.Not trusting people is a greater risk.Trusting people is too risky.

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

You can’t teach trust.

Though difficult, in most cases lost trustcan be restored.

Once lost, trust cannot be restored.Trust can be both created and destroyed.You either have trust of you don’t.

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

Trust is built solely on integrity.

Nothing is as fast as the speed of trust.Trust is slow.

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

Trust is soft.

REALITYMYTH

The Five Dysfunctions of a Team

Inattentionto

Results

Avoidance ofAccountability

Lack ofCommitment

Fear ofConflict

Absence ofTrust

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

Covey, 2006

5 Waves of Trust

1. Self Trust: The key principle-credibility2. Relationship Trust: The key principle-

consistent behavior3. Organizational Trust: the key principle-

alignment4. Market Trust: The key principle-

reputation5. Societal Trust; The key principle-

contribution

105

Covey, 2006

The 4 Cores of Credibility

1. Integrity2. Intent3. Capabilities4. Results

Covey, 2006

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

• Brahmanism: This is the sum of duty: Do naught unto others whichcause you pain if done to you.

• Buddhism: Hurt not others in ways that you yourself would findhurtful.

• Confucianism: Surely it is maxim of loving kindness: do not untoothers what you would not have them do unto you.

• Taoism: Regard you neighbor’s gain as your gain and yourneighbor’s loss as your loss.

• Zoroastrianism: The nature alone is good which refrains from doingunto another whatsoever is not good for itself.

• Judaism: What is hateful to you, do not to your fellowman. That isthe entire law; all the rest is commentary.

• Christianity: All things whatsoever ye would that men should do toyou, do ye even so to them; for this is the Law of theProphets.

• Islam: No one of you is a believer untilhe desires for his brother that which he desiresfor himself.

Golden Rule Across the Globe

106

Covey, 2006

Flow initially from Character:1. Talk Straight2. Demonstrate Respect3. Create Transparency4. Right Wrongs5. Show LoyaltyFlow from Competence6. Deliver results7. Get Better8. Confront Reality9. Clarify Expectations10. Practice AccountabilityFlow from both almost equal mix of Character and Competence:11. Listen First12. Keep Commitments13. Extend Trust

13 Trust Behaviors

Trustworthiness

Judgment

Character•Integrity

•Maturity

•AbundanceMentality

Competence•Technical

•Conceptual

•Interdependency


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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?

Covey, 2006

Extending trust to others rekindles the innerspirit—both theirs and ours.

It touches and enlightens the innate propensitywe all have to trust, and to be trusted.

It brings happiness to relationships, results towork, and confidence to lives.

Above all, it produces and extraordinarydividend in every dimension of our lives:

the speed of trust.

108

Covey, 2006

Leadership:Getting results in a way

that inspires trust.

The Extraordinary LeaderThis book examines the leader as seen through the eyes ofthose being led (subordinates), and influenced (peers), andthose who manage the leaders (bosses) and the leadersthemselves with our database of some 200,000 responses,using 360-degree questionnaires. We focus on thequestion: 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 isto examine the impact leasers have on the people theylead. It is the subordinates’ view we value the most.We began our analysis by identifying the top 10 percent ofmanagers a seen through the eyes of their subordinates,peers, and bosses and compared them to the bottom 10percent. Zenger & Folkman, 2002

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Character

LeadingOrganizational

Change

InterpersonalSkills

Focus onResults

PersonalCapability

The Leadership Tent Floor

The Leadership Tent Floor-5 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 authenticityof the leader are extremely important. Themore people can see inside, the more highlyregarded the leader will be.


Personal CapabilityIndividual make up includes analytical andproblem-solving capabilities, technicalcompetence, ability to create a clear visionand sense of purpose, being emotionallyresilient, able to trust others, and be self-confident.


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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 goodleaders.



Leadership is expressed through thecommunication process and is theimpact that one person (the leader) hason a group of other people.


112

Leading Organizational Change

Caretaker managers can keep things goingon a steady path, but leaders are demandedit the organization is to pursue a new path orrise to a significantly higher level ofperformance.


The Extraordinary Leader, 20 Insights1. 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


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11. The key to developing great leadership is to build strength.12. Powerful combinations produce nearly exponential results.13. Greatness is not caused by the absence of weakness.14. Great leaders are not perceived as having major weaknesses.15. Fatal flaws must be fixed.16. Leadership attributes are often developed in non-obvious ways.17. Leaders are made, not born.18. Leaders can improve their leadership effectiveness through self-

development.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.


The Extraordinary Leader, 20 Insights(cont.)

16 Competencies of the Top 10% ofLeaders

1. Displaying high integrity and honesty2. Technical and professional expertise3. Solving problems and analyzing issues4. Innovation5. Practicing self-development6. Focus on results7. Establish stretch goals8. Take responsibility for outcomes/initiative9. Communicating powerfully and prolifically10. Inspiring and motivating others to high

performance11. Building relationships12. Developing others13. Collaboration and teamwork14. Developing strategic perspectives15. Championing change16. Connect internal groups with the outside

world

CharacterPersonal Capability

Focus on Results


Leading OrganizationalChange


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25 Ways leaders can improve the attributes or behaviorthat 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.


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

6. Identify your weaknesses, and then find waysto 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.


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11.Seek ways to give and receive productivefeedback and learn to absorb it in anemotionally healthy way.

12.Learn from work experiences.13.Study the current reality the

organization faces.14.Learn to think strategically.15.Communicate with stories.



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.


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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.


The Organizations Role in Developing ExtraordinaryLeaders

• Define the results you seek from leaders and how those results linkto 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 thereis nothing more difficult to take inhand, more perilous to conduct, ormore uncertain in its success, than totake the lead in the introduction of anew order of things.

Because the innovator has forenemies all those who have done wellunder the old conditions, andlukewarm defenders among thosewho may do well under the new.

Machiavelli

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It is through theidealism of youththat man catchessight of truth, andin that idealism hepossesses awealth which hemust neverexchange foranything else.

Albert Schweitzer

Idrealistic LeadershipWhile leaders need a few key big ideas to providethe conceptual framework and coherence essentialto successful school improvement, it is equallyimperative that they recognize the need forspecific, short-term implementation steps toadvance those ideas. They can paint an attractivepicture of the desired future state of the school, butthey must balance this futuristic vision of what theschool is working toward with steps that can betaken today.


119

When youare beingrun out oftown,make it looklike aparade.

Always remember, it is easier to getforgiveness than permission…

or…

Proceed until apprehended!

Leadership 8th Habit

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