McREL’s Balanced Leadership

Dr. Doug MoeckelKASB Leadership Services

It is not the strongest of the species that survives, nor the most intelligent that survives. It is the most adaptive

to change.Charles Darwin

The willingness to adapt…

New Expectations

Leading increasingly complex change

Relentless focus on student achievement

Sharing leadership

The principal cannot do it alone.

What factor has the greatest Impact on Student Learning?

District, School, Teacher on District, School, Teacher on Reading AchievementReading Achievement

DistrictDistrict SchoolSchool TeacherTeacher Gain-50Gain-50thth

AverageAverage AverageAverage AverageAverage 00

AverageAverage AverageAverage SuperiorSuperior 1010

AverageAverage AverageAverage ExcellentExcellent 2020

SuperiorSuperior SuperiorSuperior AverageAverage 77

ExcellentExcellent ExcellentExcellent AverageAverage 1313

District, School, Teacher on District, School, Teacher on Math AchievementMath Achievement

DistrictDistrict SchoolSchool TeacherTeacher Gain-50Gain-50thth

AverageAverage AverageAverage AverageAverage 00

AverageAverage AverageAverage SuperiorSuperior 1414

AverageAverage AverageAverage ExcellentExcellent 2626

SuperiorSuperior SuperiorSuperior AverageAverage 99

ExcellentExcellent ExcellentExcellent AverageAverage 1717

Weak

Strong

Low HighStudent Expectations

Rela

tions

hip

with

Stu

dent

s

Sentimentalists

Sophisticates

Traditionalists

Warm Demanders

Visible LearningJohn Hattie

A synthesis of over 800 meta-analyses relating to achievement.

Quality of Teaching

Professional Development

Relationships

Formative Evaluation

There are three basic skills that students need if they want to thrive in a knowledge economy: – the ability to do critical thinking and problem-

solving; – the ability to communicate effectively; – the ability to collaborate.

Tony Wagner, the Harvard

Six findings from McREL’s meta-analysis

• School Level Leadership Matters• 21 leadership responsibilities• The Differential Impact• Two major factors

– First and Second Oder Change• Responsibilities that are positively correlated are

first order change• Some responsibilities that are negative

correlated are second order change

Purposeful Community

Purposeful Community

Balanced Leadership Framework®

School-Level Leadership

School-Level Leadership

Focusof

Leadership

Focusof

Leadership

Magnitudeof

Change

Magnitudeof

Change

Meta-Analysis

• Dependent variable was always student achievement.

• Independent variable was “leadership”– Quantitative- standardized student

achievement– Qualitative- perceptions of principal by

teachers

Better principals=higher student achievement

21

21 leadership responsibilities

66 leadership practices

All correlated to student achievement

Each correlation is statistically significant

Leadership Responsibilities

22

Focus of Leadership

Magnitude of Change

Purposeful Community

Contingent rewards

Discipline

Focus

Involvement in curriculum, instruction, and assessment

Order

Outreach

Resources

Change agent

Flexibility

Ideals/beliefs*

Intellectual stimulation

Knowledge of curriculum, instruction, and assessment

Monitor/evaluate

Optimize

Affirmation

Communication

Culture

Ideals/beliefs*

Input

Relationships

Situational awareness

Visibility

Purposeful Community

Outcomes that

matter to all

Agreed-uponprocesses

Use of all available

assets

Collective

efficacy

23

Characteristics of a Purposeful Community

• Accomplish purpose and produce outcomes that matter to all

• Development and use of all available assets

• Agreed-upon processes

• Collective efficacy

Collective efficacy is the characteristic that distinguishes purposeful community from other theories about communities.

24

25

Not all principals that are perceived as strong leaders

have a positive effect on student achievement.

Three Reasons:

• Focused on practices that don’t work well

• If principals don’t take into account the magnitude of change.

• Poor implementation and support of change

28

Balancing Leadership for Change

Direct Support

AnswerQuestion

Step up Step back

What an organization needs from its leader depends on the magnitude of

change for the organization.

29

First-Order change

Second-Order change

Two major factors

First or Second Order?

30

Do stakeholders perceive the change as . . .

An extension of the past? A break with the past?

Consistent with prevailing organizational norms?

Inconsistent with prevailing organizational norms?

Congruent with personal values?

Incongruent with personal values?

Easily learned using existing knowledge & skills?

Requiring new knowledge and skills?

First-Order Implications

Second-Order Implications

31

1. Knowledge of curriculum, instruction, and assessment

2. Optimize3. Intellectual stimulation4. Change agent5. Monitor/evaluate6. Flexibility7. Ideals/beliefs

(Marzano, Waters, & McNulty, 2005)

(rank ordered)

Responsibilities positively correlated with change

perceived as second order

32

(rank ordered)

1. Culture

2. Communication

3. Order

4. Input

(Marzano, Waters, & McNulty, 2005)

Responsibilities negatively correlated with change

perceived as second order

33

Phases of the Change Process

1st Order

Create Demand

Manage PersonalTransitions

ImplementMonitor and Evaluate

34

Influences on Student Learning

School 1. Guaranteed and Viable Curriculum

2. Challenging Goals and Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

Teacher 6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design

Student 9. Home Environment

10. Learned Intelligence and Background Knowledge

11. Motivation

Influences on Student Learning

35

Focus of Leadership

School 1. Guaranteed and Viable Curriculum

2. Challenging Goals and Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

Teacher 6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design

Student 9. Home Environment

10. Learned Intelligence and Background Knowledge

11. Motivation

Collective Efficacy

Outcome that matter to all

Use

of

all a

vaila

ble

ass

ets A

greed

up

on

pro

cessThe Balanced Leadership

Framework™

Leadership

Leadership

Lea

der

ship Lead

ership

MAGNITUDE

Create demand

Implement

Manage transitions

Monitor and evaluate

FOCUS

School practices

Classroom practices

Student characteristics

Dr. Mike Pomarico

KASB

mpomaric@kasb.org

Dr. Doug Moeckel

KASB

dmoeckel@kasb.org

800-432-2471