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Phillip SchlechtyTeacher | Leader | Reformer
U Shah | Oct 2010
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Table of Contents1. Brief Biography
2. Schlechty as a Theorist
3. Overview of Theories
4. Sources
5. Powerful Schlechty QuotesU Shah | Oct 2010
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Brief Biography
Author of books on school reform
Founder and CEO of Schlechty Center forLeadership in School Reform
Taught in public schools, colleges and universities
PD programs for educators
Mainstream: online blog and facebook profileU Shah | Oct 2010
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Schlechty as a Theorist
Leadership in the 90s still active
Classified as 21 st Century Schools theorist
Educational Change Agent
School reform Transformational & Participatory
Works with superintendents, school boards,principals and district leaders
U Shah | Oct 2010
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Overview of Theories
5 Assumptions about school reform1) Improvement in performance of schools2) Quality of work must improve
3) Students are volunteers4) Change capacity
5) District level reform
Leadership Imperatives
1) Power of vision2) Capacity to respond quickly
3) Ability to rally support for change
4) Creation of change systems5) Focus on results
U Shah | Oct 2010
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5 Assumptions about SchoolReform
U Shah | Oct 2010
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1) Improvement in Performance
Urgent need for improvementin performance
Theory of Change Goal of school is to nurture
focus on commitment tostudents
5 Assumptions about School ReformU Shah | Oct 2010
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2) + 3) Quality of Work/Students asVolunteers
Theory of Engagement Create tasks that engage student
Teacher s goal: student performance Knowledge work
Teachers as Inventors Focus shifts to improve student experience Staff development is collaborative and ongoing 10 critical qualities of student work
5 Assumptions about School ReformU Shah | Oct 2010
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4) Change Capacity
Leadership deve. linked with system deve.
Leaders of leaders Few simple beliefs Beliefs meant to direct action
Systems are flawed not people Structural and cultural forces already in place
5 Assumptions about School ReformU Shah | Oct 2010
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5) District Level Reform
Capacity for Reform (Transformational Leadership)1) Clear focus
2) Focus must be maintained3) Use results in critical capacity
Leaders must: Read Reflect Become action oriented
5 Assumptions about School ReformU Shah | Oct 2010
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Leadership Imperatives
U Shah | Oct 2010
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1) Power of Vision
1) Create compelling vision2) Developing, refining and modeling vision
Participatory leadershipDiscussion of results
results-oriented leadership
Leadership ImperativesU Shah | Oct 2010
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2) Capacity to Respond Quickly
People, knowledge, time and spaceConventions
Invention is needed not prescription
Leadership ImperativesU Shah | Oct 2010
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3) Ability to Rally Support for Change
Flexible structure to encourage restructuringMarketing change (not salesperson)
Foster success Collegial support
Leadership ImperativesU Shah | Oct 2010
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4) Creation of Change Systems
Whole system changeInventing change systems
5 functions to be fulfilled:1) Conceptualization function2) Developmental function3) Implementation function4) Service function5) Support function
Leadership ImperativesU Shah | Oct 2010
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5) Focus on Results
Self regulation and self controlEvaluation and assessment
Leaders must
a) Define qualities of excellence in performance
b) Discipline results by which they lead byreference to the sought after results
Leadership ImperativesU Shah | Oct 2010
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Sources
Books Schools for the 21 st Century Creating Great Schools
Internet Schlechty s blog Schlechty Center Interview Professional Learning
U Shah | Oct 2010
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Powerful Schlechty Quotes
The idea of distributingstudents into classroomscomprised of thirty or soyoungsters and a single teacheris an accident of history ratherthan a calculated decision.
The concept of the normalcurve and the notion that mostpeople are average are ideas thathave a devastating effect inschool. They condemn tomediocrity all but the few. Whatone needs to understand is thatnothing short of excellenceshould be expected of anyone.
People are the chief resourcesin the education enterprise.
Perhaps the most important understanding hereis that students are volunteers, whether we wantthem to be or not. Their attendance can becommanded, but their attention must be earned.Their compliance can be insisted on, but theircommitment is under their own control.
"Values and visionrather thanprograms andrules will drivethe system."
We need educators whoare comfortable inworking on the cuttingedge of ignorance as wellas those who work on thecutting edge of knowledge. We must
envision educationsystems unlike any thathave existed before andbusy ourselves with thetask of creating them.
"Educators mustprepare themselvesto totally reinventthe Americansystem of education."
U Shah | Oct 2010
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