A l i f S t L d hiAnalysis of Systems Leadership

EDU 586Master of Science in Educational Leadership

School Leadership thatSchool Leadership thatSchool Leadership that School Leadership that WorksWorksMarzanoMarzano

Chapters 5 through 7 ReviewChapters 5 through 7 Review

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Chapter 5Chapter 5

• Primary Finding from factor analysis was that two traits or factors underlie 21 responsibilities:or factors underlie 21 responsibilities:

• First Order Change• First Order Change

• Second Order Change

School Leadership That WorksSchool Leadership That WorksChapter 5Chapter 5

Fi t d h•First-order change … is incremental. It can be thought of as the next most obvious step to take in a school or district.

•Second-order change …is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solutiondefining a given problem and in finding a solution.

School Leadership That WorksSchool Leadership That WorksSchool Leadership That WorksSchool Leadership That WorksChapter 5Chapter 5

•Leadership Supporting Innovation must be consistentconsistent

•If leadership do not match the order of change p grequired by the innovation, the innovation will probably fail.

School Leadership That WorksSchool Leadership That WorksChapter 5Chapter 5

Think of a time in education where there was change in your Think of a time in education where there was change in your school and/or district.

•Was the change successful? Why? What were traits important to change?important to change?

•If change was not successful, why not? What caused change process to not succeed? What could have been done to turn around that negative process to make it successful? to turn around that negative process to make it successful?

School Leadership That WorksSchool Leadership That Works

Chapter 5Chapter 5

The Difficulty of The Difficulty of

SecondSecond Order changeOrder changeSecondSecond--Order changeOrder change

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Chapter 5Chapter 5

•• Common method to address all problems is through Common method to address all problems is through

first order changefirst order change… Agree? Disagree? and … Agree? Disagree? and gg g gg gWhy?Why?

•• Fullan, Fullan, “…the big problems of the day “…the big problems of the day are complex, rife with paradoxes are complex, rife with paradoxes and dilemmas. No once and for all and dilemmas. No once and for all answers.”answers.”

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Chapter 5Chapter 5

• Clark, “…we need to develop a new “…we need to develop a new language of improvement that is language of improvement that is better designed to resound to the better designed to resound to the problems of the present and lead problems of the present and lead into the future rather than one into the future rather than one that is designed around a that is designed around a solution of problems belonging to solution of problems belonging to an age gone by.”an age gone by.”

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Chapter 5Chapter 5

• How would Clark’s statement work in Second-Order Change?Order Change?

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Chapter 5Chapter 5

Leadership for First Leadership for First –– Versus Second Versus Second –– Order ChangeOrder Change•• Distinction between 1Distinction between 1stst order and 2order and 2ndnd order change is an order change is an

important one, especially for schools. important one, especially for schools.

•• Which of the 21 responsibilities are appropriate to firstWhich of the 21 responsibilities are appropriate to first--order change and which are appropriate to second order order change and which are appropriate to second order change? Why? change? Why?

School Leadership That WorksSchool Leadership That WorksChapter 5Chapter 5

• Leadership for…

second Order Changesecond-Order Change– Knowledge of Curriculum, Instruction, Knowledge of Curriculum, Instruction,

Assessment– Optimizer– Intellectual Stimulation– Change Agent– Monitoring/Evaluating– FlexibilityFlexibility– Ideals/Beliefs

School Leadership That WorksSchool Leadership That WorksChapter 5Chapter 5C apte 5C apte 5

• Leadership for… Second-Order ChangeThe responsibility of Change Agent is important to – The responsibility of Change Agent is important to second-order change

– Behaviors such as challenging the status quo are appropriate to second order changeappropriate to second order change

– A Principal must establish a system that allows her to identify effective versus ineffective practices and evaluate the impact on student practices and evaluate the impact on student achievement.

– The Principal must communicate a strong set of ideals and beliefs ideals and beliefs.

– The Principal’s behavior must be consistent with the ideals and beliefs espoused .

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• Leadership for Second-Order Change

Principal seeking to provide leadership for second-order change might have to “endure” following perceptions;

Team spirit, cooperation and common language have deteriorated as a result of the innovation (culture)Communication has deteriorated as result of the innovation Communication has deteriorated as result of the innovation (communication)Order and routine have deteriorated as a result of the innovation (order)Th l l f i t f ll b f th t ff h The level of input from all members of the staff has deteriorated as result of the innovation (input)

School Leadership That WorksSchool Leadership That WorksChapter 5Chapter 5C apte 5C apte 5

• Leadership for Second-Order ChangeFullan:Fullan:

Those individuals and organizations that are most effective in change do not experience fewer problems, less stress situations and g p p ,greater fortune, they just deal with them differently.Implications of second-order change are far reaching. To successfully implement a second-order change initiative, a school leader must ratchet up his idealism, energy and enthusiasm.School leader must be willing to live through periods of frustration and even anger from some staff members.Second order change takes a toll on a school leader and may explain why many promising practices in education have not led to improved student achievement and ultimately have been abandoned.

School Leadership That WorksSchool Leadership That Works

Chapter 6Chapter 6

Doing the Right Work

How does a school when going about doing the right work to work toward school improvement, how does a site select what is best way to go?

• CSR Model (comprehensive school reform)

• Site Specific ApproachSite Specific Approach

School Leadership That Works School Leadership That Works --Chapter 6Chapter 6

CSR ModelCSR Model

• Federally funded program that provides grants to schools • Federally funded program that provides grants to schools that adopt proven comprehensive reform model.

• Purpose of effort is to provide research-based approaches to enhancing student achievement, particularly in low-performing schools.

• Model is one that:

• Has been found through scientific base

• Provides high-quality professional development

• Proves meaningful involvement of parents/community

• Employs proven methods for student learning • Employs proven methods for student learning, teaching and school management.

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Site Specific ApproachSite specific has three factors in model:Site specific has three factors in model:

School-Level Factors• Guaranteed and viable curriculum

• Challenging goals and effective feedback• Challenging goals and effective feedback

• Parent and community involvement

• Safe and orderly environment

• Collegiality and professionalism

Teacher-level factorsI t ti l St t i • Instructional Strategies

• Classroom management

• Classroom curriculum design

Student-level Factors• Home Environment

• Learned intelligence and background knoweldge

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How would You Go About Determining Which Model To Us Toward School Improvement?Improvement?

Who would you involve in the decision-making process?g p

Wh t ld b th fi t t ld t kWhat would be the first steps you would take once you have decided on a model to use, how to proceed?

School Leadership That Works School Leadership That Works --Chapter 7Chapter 7

A Plan for Effective SchoolA Plan for Effective School Leadership

• Develop a strong school leadership team (Elem. Wonders)

• Distribute some responsibilities throughout the leadership team (PantherificP l )Pals)

• Select the right work (RayView Eagles)

• Identify the order of magnitude implied by the selected work (Elementary Wonders)