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Stevan Kukic, PhD VP, Sopris West Educational Services email@example.com
3 Minute Management Course
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 Lesson To be sitting and doing nothing, you must be sitting very, very high up.
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 I haven'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 it actually gave him enough strength to reach the lowest branch of the Tree. The next day, after eating some more , he reached the second branch. Finally after a fourth night, the turkey was proudly perched at the top of the tree. He was promptly spotted by a farmer, who shot him out of the tree. Management Lesson Bullsh_t might get you to the top, but it won't keep you there.
A 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 dropped some dung on him. As the frozen bird lay there in the pile of cow dung, he began to realize how warm he was. The dung was actually thawing him out! He lay there all warm and happy, and soon began to sing for joy. A passing cat heard the bird singing and came to investigate. Following the sound, the cat discovered the bird under the pile of cow dung, and promptly dug him out 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 minute management course.
Now, get out there!
4 .Even a pat on the back isn’t necessarily a good thing.
Special Ed Where the job and the money don’t jive. 5 . And the educators get eaten alive. Special. Where seldom is heard An encouraging word. Home on the Range) Oh.adapted from Cal Evans Chorus: Special.The Special Educators Blues First Verse (sung to Home. And the parents are happy all day!” -. 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.
6 . Where seldom is heard An encouraging word. Chorus: Special.Second Verse Now that preschool is here We bus kids far and near We got NCLB and AYP. And since we’re so good. Special. People think that we should Serve A-D-D and autistic kids. too. Special Ed Where the job and the money don’t jive. too. And the educators get eaten alive.
And we have to restructure it all.Third Verse We got programs that work To help kids that have quirks. Where seldom is heard An encouraging word. We go back to square one. Chorus: Special. And the educators get eaten alive. and some just act dumb. Special. Special Ed Where the job and the money don’t jive. Then the Feds have some fun. Some are weird. 7 .
which is none other than the mobilizing of everyone’s sense of moral purpose. Fullan.Effective Leadership… • Has to have an explicit “making-a-difference” sense of purpose. • Has to be ultimately assessed by the extent to which it awakens people’s intrinsic commitment. 2001 8 . • Has to be held accountable by measured and debatable indicators of success. • Has to use strategies that mobilize many people to tackle tough problems.
1998 9 .Lessons on Resilience Leadership Secrets of Jean Luc Picard • • • • • • • • • • • 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. Roberts & Ross The best way to “manage” change is to allow it to happen. 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.. Mintzberg et al. opinions.
Fullan. Fullan. 2001 10 . helping create new settings conductive to learning and sharing that learning.Leadership is Complicated Leaders should have good ideas and present them well (the authoritative element) while at the same time seeking and listening to doubters (aspects of democratic leadership). 2001 Change leaders work on changing the context.
2007 11 . you’ll fall for almost anything!) • Interested in relationships Rick Lavoie. Multi) Intentional (If you don’t stand for something. 2007 Traits of Effective Leaders related to Inclusion • • • • Risk takers Accessible Collaborative (Trans v.The Role of the Administrator who is committed to ALL students “Shoveling off the ramp” Rick Lavoie.
• They get results. 4. Vroom & Yago. 2. Leadership is a process. • They generate trust and optimism. The nature of the incentives.All exemplary leaders have six competencies: • They create a sense of mission. 2007 Leadership A process of motivating people to work together collaboratively to accomplish great things. 2007 12 . not a property of a person. • They motivate others to join them on that mission. extrinsic or intrinsic. The process involves a particular form of influence called motivating. 3. • They create an adaptive social architecture for their followers. is not part of the definition. The “great things” are in the minds of both leader and followers and are not necessarily viewed as desirable by all parties. Implications: 1. Bennis. The consequence of the influence is collaboration in pursuit of a common goal. they develop other leaders. 5.
and developing the collective activities in accordance with this direction. 2007 Successful and effective leadership means. influencing others by establishing a direction for collective effort and managing. Fleishman and Harris (1962) Zaccaro. Moss (1931) There are curvilinear influences of initiating structure and consideration on employee grievances and turnover. shaping. 2007 13 .Basic Leadership Findings Cognitive ability without social competence could not greatly affect leadership performance. fundamentally. Zaccaro.
2007 Focus on Results + Interpersonal Skills = Effective Leadership 14 .Traits and attributes of the leader that promote an ability to adapt and change one’s behavior as the situation changes: • • • • • • • • Cognitive complexity Cognitive flexibility Metacognitive skills Social intelligence Emotional intelligence Adaptability Openness Tolerance for ambiguity Zaccaro.
2007 15 .The Four Imperatives of Great Leaders Franklin Covey Co.. superiors. 2007 The Four Imperatives of Great Leaders • Inspire trust among direct reports. 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 contributes to those goals • Unleash the unique talents and contributions of people on their teams Franklin Covey Co..
and processes • Accountability for achieving or not achieving Franklin Covey Co. positioning.The Four Essential Systems that Drive Success • execution—the discipline of focusing on a few critical objectives with a process for achieving those objectives • talent—attracting. 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.. 2007 16 . and developing individual workers in order to tap into their full potential • core work processes—creating clearlyunderstood and aligned work processes for each function of the team • stakeholder or customer feedback—understanding the one thing you need to know about how your customers perceive you Franklin Covey Co.
2002 Leadership is a combination of Attributes X Results Ulrich.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 17 .
4. 9. The good you do today will be forgotten tomorrow: do good anyway. 8. ulterior motives: do good anyway. 6. The biggest men and women with the biggest ideas can be shot down by the smallest minds: think big anyway. Honesty and frankness make you vulnerable: be honest and frank anyway. and self-centered: love them anyway. to apportion responsibility for poor results. Kent Keith Great Leaders… Look in the mirror. external factors. People are illogical. Give the world the best you have and you’ll get kicked in the teeth: give the world the best you have anyway. People favor underdogs but follow only top dogs: fight for a few underdogs anyway. you win false friends and true enemies: succeed anyway. not out the window. or bad luck. From Good to Great . 2. 7. 5. unreasonable. If you are successful.The Paradoxical Commandments of Leadership 1. What you spend years building may be destroyed overnight: build anyway. people will accuse you of selfish. 3. If you do good. never blaming other people. Jim Collins 18 .
Capitalize on strengths. direct. first! 19 . 2004 10. 2004 5. Repeatedly say “problems are our friends” 6.Top 10 To Do List for Change Judy Elliott. Think out of the box 9. children always. Use data-based decision making 8. always. Reallocate current resources Top 10 To Do List for Change Judy Elliott. children first. Think in shades of gray…not just black & white 7. Lead. Children first. Choose your targets well 4. Be systemic 3. or get out of the way 1. remediate the weak. or simply clean house 2.
1996 20 .Leadership is like Herding Cats. patterns. MacKenzie. or standards”– all while remaining connected to the spirit of the corporate mission…without becoming entombed in the bureaucracy of the institution. Warren Bennis Orbiting is responsible creativity: Exploring and operating beyond the “Hairball” of corporate mindset. beyond “accepted models.
MacKenzie.e.. your challenge is to help that bureaucrat discover a means.A New Surthrival Strategy Any time a bureaucrat (i. a custodian of a system) stands between you and something you need or want. 1996 21 . 1996 If you are in a position of power and want to lead well. All will benefit. MacKenzie. remember: Allow those you lead… To lead…when they feel the need. harmonious with the system. to meet your need.
Integrity 1997 Covey Leadership Center. Teach-ability 5. Kindness 7. your creative spirit will pass out. MacKenzie. we must first find the courage and willingness to let go: Let go of the strategies that have worked for us in the past… Let go of our biases. Acceptance 6. Inc. the root source of our victimhood… Let go of our so often denied fear of being found unlovable. Knowledge 8. 1996 Ten Principles of Power 1. 22 . Discipline 9. Persuasion 2.To be fully free to create. Patience 3. Consistency 10. the foundation of our illusions… Let go of our grievances. If you stop letting go. Gentleness 4.
Inc. Sustaining hope Kouzes & Posner. 1993 23 . Affirming shared values 4. Appreciating constituents 3. Developing capacity 5. Serving a purpose 6. Discovering your self 2.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? 1997 Covey Leadership Center. Six Disciplines of Credibility 1.
We all do. These are on a different plane or dimension. 2004 24 . and significant contribution.Greatness The call and need of a new era is for greatness. You have the potential within you. Covey. Covey. It is the birthright of the human family. from success. They are different in kind—just as significance is different in kind. It’s for fulfillment. 2004 The Soul’s Search For Meaning Deep within each one of us there is an inner longing to live a life of greatness and contribution—to really matter. to really make a difference. not in degree. passionate execution.
It’s the means and the end.Principle-centered living is not an end in itself. “There is nothing as fast as the speed of trust. It is the glue that holds organizations. cultures and relationships together. In a principle-centered life. for when trust is present. Trust is the glue of life. Covey. 1994 The Speed of Trust As my son says. mistakes are forgiven and forgotten. Covey. It’s faster than the internet. & Merrill. It’s the power and peace we experience each day as we accomplish what matters most.” It’s faster that anything you can think about. the journey and destination are one. It’s the quality of our travel along life’s road. 2004 25 . Merrill.
26 .The combination of Who the leader is + What the leader does determines success. Inc. Character + Competence = Trustworthiness From Covey and many others Trustworthiness Character •Integrity •Maturity •Abundance Mentality Competence •Technical •Conceptual •Interdependency Be Do 1993 Covey Leadership Center.
“I will never attend an anti-war rally. invite me. Look what she manifested in the world.The Secret Ask Believe Receive Jack Canfield Mother Teresa was brilliant. 2006 27 .” She knew. If you have a peace rally. The Secret. She understood The Secret. She said.
Let no thought of limitation enter your mind. The Secret. 2006 28 .”- Robert Collier The Secret.Michael Bernard Beckwith What’s beautiful about the teaching of The Secret is that there’s more than enough to go around for everyone. 2006 James Ray Every Great teacher who has ever walked the planet has told you that life was meant to be abundant. see abundance. feel abundance. believe abundance. “The essence of this law is that you must think abundance.
It’s the first time we’ve ever had the power to gain knowledge at our fingertips.Dr. 2006 29 . We don’t all want the same clothing. We don’t all want BMWs. We don’t all want the same experiences. We don’t all want…(fill in the blank). This is the best time to have ever been alive in history. That’s the beauty of this. We don’t all want the same person. Joe Vitale You know when people start to live from their heart and go for what they want. they don’t go for the same things. Denis Waitley Most of the leaders in the past missed the great part of The Secret. The Secret. The Secret. 2006 Dr. which is to empower and share with others.
If you want to. either way you are right. 2006 “Follow your bliss and the universe will open doors for you where there were only walls. Age 4.” –Joseph Campbell The Secret.” -Henry Ford (1863-1947) “Daddy. 2006 30 . you can.” –Stephanie Kukic. 1983 The Secret.“Whether you think you can or think you can’t.
The Secret Ask Believe Receive 31 .
Circle of Influence Circle of Concern 32 .
Big Rocks Urgent Urgent Important I II Not Not important III IV 33 .
2004 34 .Covey. 2004 Covey.
2004 35 . 2004 Inner Drive The inner drive to 1) Find Your Own Voice. Covey. and 2) Inspire Others to Find Theirs is fueled by one great overarching purpose: Serving human needs.--Covey.
Johnson 1991 36 . Owning Your Own Shadow Robert A. Covey. 2. Discover Your Voice by coming to understand your true nature. Express Your Voice by cultivating the highest manifestations of these human intelligences—vision.Finding Your Own Voice The pathway to finding your own voice is to: 1. passion and conscience. discipline. 2004 The Capacity for paradox is the measure of spiritual strength and the surest sign of maturity.
we must learn to embrace the opposites. We must honor our limitations in ways that do not distort our nature. Palmer. to live in a creative tension between our limits and our potentials. and we must trust and use our gifts in ways that fulfill (our) potentials. which means both limits and potentials. Honoring the Paradox If we are to live our lives fully and well.Limits and Potentials Each of us arrives here with a nature. 2000 37 . We can learn as much about our nature by running into our limits as by experiencing our Palmer. 2000 potentials.
One sign that I am violating my own nature in the name of nobility is a condition called burnout. Though usually regarded as the result of trying to give too much, burnout in my experience results from trying to give what I do not possess—the ultimate in giving too little!Palmer, 2000
When the gift I give to the other is integral to my own nature, when it comes from a place of organic reality within me, it will renew itself—and me—even as I give it away.
Strengths and Limitations
Limitations and liabilities are the flip side of our gifts, a particular weakness is the inevitable tradeoff for a particular strength. We will become better teachers not by trying to fill the potholes in our souls but by knowing them so Palmer, 2000 well that we can avoid falling into them.
Vocation as Voice That insight is hidden in the word vocation itself, which is rooted in the Latin for “voice.” Vocation does not mean a goal that I pursue. It means a calling that I hear. Palmer, 2000
We Teach Who We Are
Knowing my students and my subject depends heavily on self-knowledge. When I do not know myself, I cannot know who my students are. The work required to “know thyself” is neither selfish nor narcissistic. Whatever self-knowledge we attain as teachers will serve our students and our scholarship well. Good teaching requires self-knowledge: it is a secret… hidden in plain sight. Palmer, 1998
Palmer.The Essence of Reform In our rush to reform education. Teachers must be better compensated. Palmer. 1998 41 . rewriting curricula. But none of that will transform education if we fail to cherish—and challenge—the human heart that is the source of good teaching. 1998 Good Teaching Good teaching cannot be reduced to technique. and revising texts if we continue to demean and dishearten the human resource called the teacher on whom so much depends. freed from bureaucratic harassment. and provided with the best possible methods and materials. good teaching comes from the identity and integrity of the teacher. given a role in academic governance. we have forgotten a simple truth: reform will never be achieved by renewing appropriations. restructuring schools.
to teach and learn with them through dialogue and interaction. Good teachers join self and subject and students in the fabric of life. Good Teachers Bad Teachers distance themselves from the subject they are teaching—and in the process. from their students.Dancing My gift as a teacher is the ability to “dance” with my students. 1998 42 . Palmer. 2000 Bad vs. Palmer.
Courage to Teach The courage to teach is the courage to keep one’s heart open in those very moments when the heart is asked to hold more than it is able so that teacher and students and subject can be woven into the fabric of community that learning. and living. Identity and integrity have as much to do with our shadows and limits. 1998 Identity and Integrity Good teaching comes from the identity and integrity of the teacher. 1998 43 . Palmer. our wounds and fears. as with our strengths and potentials. require. Palmer.
teaching is always done at the dangerous intersection of personal and public life.Identity and Integrity Identity lies in the intersection of the diverse forces that make up my life. in part. Unlike many professions. 1998 Vulnerability We lose heart. 1998 44 . and Integrity lies in relating to those forces in ways that bring me wholeness and life. Palmer. because teaching is a daily exercise in vulnerability. Palmer.
The world of education as we know it is filled with broken paradoxes—and with the lifeless results: Palmer. Result: minds that do not know how to feel and hearts that do not know how to think. Result: theories that have little to do with life and practice that is uninformed by understanding. Result: teachers who talk but do not listen and students who listen but do not talk. Result: bloodless facts that make the world distant and remote and ignorant emotions that reduce truth to how one feels today.Broken Paradox • We separate head from heart. • We separate teaching from learning. Palmer. 1998 45 . • We separate theory from practice. • We separate facts from feelings. 1998 Teaching in a Community To teach is to create a space in which the community of truth is practiced.
mentally. and spiritually? • How are you inspiring others to find their voices? Your colleagues…Your students Maturity comes with age… Sometimes age comes alone! 46 .Developing and Using Your Voice • What is your voice? • What are you doing to refine your voice physically. social/emotionally.
1934 47 .Growing old… Mandatory Growing up… Optional Definition of Success Success is peace of mind that is the direct result of self-satisfaction in knowing you did your best to become the best that you are capable of becoming. Wooden.
the loss or the gain. Palmer. 2000 growth. Nature scatters the seeds that will bring new growth in the spring—and scatters them with amazing abandon. 2000 48 . the darkness or the light. Autumn Autumn is a season of great beauty. The notion that our lives are like the eternal cycle of the seasons does not deny the struggle or the joy.Seasons Seasons is a wise metaphor for the movement of life. but encourages us to embrace it all— and to find in all of it opportunities for Palmer. Autumn is a paradox of dying and seeding. but it is also a season of decline.
like the diminishments of autumn. Another gift is the reminder that times of dormancy and deep rest are essential to all living things. 2000 49 . One gift is beauty. are accompanied by amazing gifts. Palmer. for the stranger’s act of kindness that makes the world seem hospitable again.Winter Winter…is a demanding season. 2000 Spring Spring teaches me to look more carefully for the green stems of possibility: for the intuitive hunch that may turn into larger insight. And yet the rigors of winter. Palmer. An even greater gift is the gift of utter clarity. It is a season when death’s victory can seem supreme. for the glance or touch that may thaw a frozen relationship.
we create the very scarcities we fear. This fact of nature is in sharp contrast to human nature.Summer Summer’s keynote is abundance. often tragic. which seems to regard perpetual scarcity as the law of life. in return. is that by embracing the scarcity assumption. 2000 50 . the joint creation of an incredibly complex ecology in which each part functions on behalf of the whole and. Palmer. In the human world. The irony. Palmer. 2000 A Summertime Truth Here is a summertime truth: abundance is a communal act. It is created when we have the sense to choose community. to come together to celebrate and share our common store. is sustained by the whole. abundance does not happen automatically.
each sunrise offers a fresh new day. Life is ever changing. Many yesterdays slip into today. straining for the light. Tomorrow can never be now and for one of us…may never be known. life flows from season to season. Make the most of your moments and remember. Life is change…Growth is optional… Choose wisely. 51 . change is not merely necessary for life. Yet. Even in the darkness it moves on.Grow Deep NOT JUST TALL Karen Kaiser Clark Like wind rustling my leaves and bending by boughs. the night gives in to dawn. Unfailingly. always new.
There’s nothing enlightened about shrinking so that other people won’t feel insecure around you. It’s not just in some of us. our presence automatically liberates others. And as we let our own light shine. and fabulous? Actually. that most frightens us. it’s in everyone. gorgeous. who are you not to be? YOU ARE A CHILD OF GOD. not our darkness. who am I to be brilliant.Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure It is our light. We ask ourselves. As we are liberated from our own fear. We were born to make manifest the Glory of God that is within us. Inaugural Speech 1994 52 . Your playing small doesn’t serve the world. we consciously give others permission to do the same. talented. --Nelson Mandela.
. I Hope You Dance Lee Ann Womack I hope you never lose your sense of wonder. Whenever one door closes I hope one more opens.You’ve got to dance like nobody’s watching and love like you’ll never get hurt. 53 . GOD forbid love ever leave you empty handed. I hope you dance. I hope you still feel small when you stand beside the ocean.. You get your fill to eat but always keep that hunger. Promise me that you'll give faith a fighting chance.I hope you dance. May you never take one single breath for granted. And when you get the choice to sit it out or dance..
Lovin' might be a mistake but it's worth makin'. I hope you dance. I hope you dance. 54 .I hope you never fear those mountains in the distance. Dance. Give the heavens above more than just a passing glance. And when you get the choice to sit it out or dance. Tell me who wants to look back on their years and wonder where those years have gone.. When you come close to sellin' out reconsider. Whenever one door closes I hope one more opens.... Don't let some hell bent heart leave you bitter.. And when you get the choice to sit it out or dance...I hope you dance... I hope you dance. Never settle for the path of least resistance Livin' might mean takin' chances but they're worth takin'.I hope you dance..I hope you dance.. I hope you dance.) I hope you still feel small when you stand beside the ocean.. (Time is a wheel in constant motion always rolling us along.I hope you dance.I hope you dance.. Promise me that you'll give faith a fighting chance...
Driver #2: Managers Matter 3. • • • • • Moral purpose Understanding change Developing relationships Knowledge building Coherence making Fullan. Driver #3: Relationships Matter 4. Driver #1: Finding and Fostering Talent 2. 2001 The Four Drivers of Innovation 1.A Remarkable Convergence Powerful Factors that are deeply compatible—indeed synergistic. Driver #4: Keeping the Right Leaders Mika. 2007 56 .
2007 Employee engagement is highly related to the ability to innovate. but there’s an element of action missing there. Mika. 2007 57 .Innovation and creativity are not the same thing. Creativity may spur innovation. Conchie in Mika.
you can’t have an innovative environment. If one [element] is missing. Inventors Entrepreneurs High Achievers Super Mentors Mika.” Mika. “You need knowledge. 2007 58 .” he said. technique.Mike Morrison. dean of the University of Toyota. “You can’t wait by the phone for a breakthrough idea. 4. 3. 2. and motivation. 2007 The Four Categories of Innovators 1. said that one approach to engaging employees is to “incubate” their ideas.
. monitoring. as the authors demonstrate. and adjustments until real progress and real results can be seen. et al. by creating “places of action. measurement.A bad relationship is a surefire way to kill innovation. “experimentation” for them is no flimsy notion. manageable problem at a time--and that anyone could do this. and a willingness to test ideas that seem to hold potential for improving student achievement. experimentation. Conchie in Mika.” As you will see. really? This will only be accomplished. 2007 Henry Ford once said that his success was merely a function of solving one simple. by systematically and aggressively identifying and solving problems as they emerge. Smoker in DuFour. 2004 59 .” But will they. The challenge is to stay with it. and to do so in pursuit of a vision no less grand than anything ford ever accomplished: to actually live up to our mission and vision statements that glibly proclaim that “all children will learn. it must be characterized by ongoing observation.
. et al. in DuFour.In such an atmosphere. 2004 What schools most need now: --to begin systematically harnessing the power of collective intelligence that already resides in the school to solve problems. Smoker in DuFour. et al. these schools sometimes abandoned an effective solution because a better one emerged deep into their implementation. Fortune favors the experimental mind. Smoker. 2004 60 ..
We can. We already know more than we need to do that.. 5. successfully teach all children whose schooling is of interest to us.. and Goals Collaborative Teams Collective Inquiry Action Orientation and Experimentation Continuous Improvement Results Orientation DuFour. Shared Mission. 2. Values. Ron Edmonds. et al. whenever we choose. Vision. 6. 2004 Professional Learning Communities --Differ from more traditional schools in the following substantive ways: 1. 4. 3. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. 1982 in DeFour et al. 2004 61 .
Values. and by unit of instruction? 2. How will we respond when students experience initial difficulty so that we can improve upon current levels of learning? DuFour.. and Goals Three Critical questions: 1. Vision. 2004 Clarity of Purpose The fundamental purpose of the school is to ensure high levels of learning for all students. What is it we want all students to learn—by grade level. How will we know when each student has acquired the intended knowledge and skills? 3. 2004 62 .. et al. by course. DuFour.Shared Mission. et al.
Educators in Professional Learning Communities maintain an unrelenting focus on student learning. et al. DuFour.. 2004 63 . DuFour. et al. 2004 Collaborative Culture The collaborative team is focused on learning..
2004 64 . et al. et al. The team is the engine that drives the Professional Leaning Communities effort..Collaborative Teams The basic structure of the Professional learning Communities is composed of collaborative teams whose members work interdependently to achieve common goals. 2004 Collective Inquiry Into Best Practice and Current Reality In each of the four schools.. DuFour. DuFour. buildingshared knowledge was a critical step in finding common ground.
et al.1995 in DeFour et al. 2004 As Peter Senge concludes.” Senge... 2004 65 . “the rationale for any strategy for building a learning organization revolves around the premise that such organizations will produce dramatically improved results.The very reason that teachers work together in teams and engage in collective inquiry is to serve as a catalyst for action. DuFour.
Fullan. 2005 66 . 2001 A highly effective school leader can have a dramatic influence on the overall academic achievement of students. Marzano.Change leaders work on changing the context. & McNulty. helping create new settings conductive to learning and sharing that learning. Waters.
It fine tunes the system through a series of small steps that do not depart radically from the past. both in defining a given problem and in finding a solution. and Instruction Involvement in Curriculum. Assessment. Second-Order Change • First Order-Change is incremental. offering a dramatic shift in direction and requiring new ways of thinking and acting. Waters. 2005 67 . & McNulty. 2005 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. It involves dramatic departures from the expected. and Instruction Focus Order Marzano. • Second-Order Change is anything but incremental. Waters. It can be thought of as the next most obvious step to take in a school or district. Assessment. Deep change alters the system in fundamental ways. & McNulty. Marzano.First-Order Change vs.
” DuFour. et al. 2005 The Mantra of the Professional Learning Communities “We do whatever it takes. & McNulty.. 2004 68 . and Instruction Optimizer Intellectual Stimulation Change Agent Monitoring/Evaluating Flexibility Ideals/Beliefs Marzano.Leadership for Second-Order Change: The 7 Responsibilities: • • • • • • • Knowledge of Curriculum. Waters. Assessment.
Los Penasquitos in DuFour.” Darren Lopez. It is the power of our belief in the ability of every student to achieve success that makes us strong. goals of braking the chain of history of poverty.“We are convinced that every student can and will achieve grade-level standards or above. and because of this conviction. 2004 69 . Whatever it Takes’ philosophy. Principal. We believe we can create a school of learners who can achieve future goals that up to this point would have been but a distant dream: goals of being the first in their family to graduate from a university.. goals if entering a profession. et al. every member of the Los Pen staff lives by a ‘No Excuses.
Every person is perfectly aligned for the trust and results he/she gets.
Every organization is perfectly aligned for the results it gets.
All organizations are perfectly aligned to get the level of trust they get.
The effective school research challenged the longstanding belief that only those who has won the genetic lottery were capable of high levels of learning . Compelling evidence was presented to support two bold new premises: first, “all students can learn” and second, “schools control the factors necessary to 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 DuFour, et al., 2004
AND Few as the consistent focus O – One child at a time.A Call to Action The relentless pursuit of excellence: Thriving on CHAOS! C – Collaboration with one purpose. to improve achievement H – Hierarchy of tiered. effective. academic and behavioral interventions A – All. instructional decisions based on progress monitoring data S – Systems change with coherence to Close The Achievement Gap 73 . Some.
Is the school district currently using an RtI process to provide additional support to struggling students? What screening procedures are used to identify students in need of intervention? What are the interventions and instructional programs being used? What research supports their effectiveness? What process is used to determine the intervention that will be provided? What length of time is allowed for an intervention before determining if the student is making adequate progress? What strategy is being used to monitor student progress? What are the types of data that will be collected and how will student progress be conveyed to parents? Is a written intervention plan provided to parents as part of the RtI process? Is the teacher or other person responsible for providing the interventions trained in using them? When and how will information about a student’s performance and progress be provided? At what point in the RtI process are students who are suspected of having a learning disability referred for formal evaluation? Cortiella. 2006 RtI: Ten Questions Parents Should Ask 1. 2. 6. 5.RtI: The Process 1. 8. 3. 10. 3. 6. 74 . 4. 9. 4. 5. 2006 7. 2. Screen Teach Intervene Probe Chart Adjust Dickman.
and prescriptive assessment to design instruction 5-15% mu Com Fam ilie s 80-90% nit Academics Behavior y 75 . high quality. general education that incorporates ongoing universal screening. On-going use of discipline and other types of data inform the design of interventions that are preventive and proactive Targeted Level Interventions provided to students identified as at-risk and who require specific supports to make adequate progress in general education Universal Level ALL students receive research based. progress monitoring.Arizona’s Three Tier Model RtI in Colorado Levels of Instruction and Intervention Intensive Level Interventions provided to students with intensive academic needs based on comprehensive evaluation 1-5% Intensive Level Interventions provided to students with intensive/chronic behavior challenges based on comprehensive evaluation Targeted Level Interventions provided to students identified as at-risk of academic or social challenges due to behavioral issues Universal Level ALL students are taught expectations which are reinforced and monitored in all settings by all adults.
targeted intervention to the most at-risk readers. and addresses the specific needs of students who do not make adequate reading progress in Tier 1.July 2007 Draft Utah’s 3 Tier Model of Reading Instruction Utah’ Tier 1: Core Classroom Instruction Tier 1 refers to core classroom instruction for all students utilizing scientifically based reading research. Student Movement Through the Tiers Student movement through the 3 Tiers is a fluid process based on student assessment data and collaborative team decisions. Tutoring may be necessary in any of the tiers to provide extra practice and support to help students maintain benchmark progress. Tier 2: Supplemental Targeted Instruction Tier 2 provides supplemental targeted instruction in addition to Tier 1.Kansas Multi-Tiered System of Support (MTSS) Behavior • Student centered planning • Customized function-based interventions • Frequent progress monitoring to guide intervention design Academics • More intense supplemental targeted skill interventions • Customized interventions • Frequent progress monitoring to guide intervention design • Supplemental targeted function-based interventions • Small groups or individual support • Frequent progress monitoring to guide intervention design • • • Supplemental targeted skill interventions Small groups Frequent progress monitoring to guide intervention design • All students. a student may be referred for consideration for a 504 plan and/or special education evaluation. All settings • Positive behavioral expectations explicitly taught and reinforced • Consistent approach to discipline • Assessment system and data-based decision making • All students • Evidence-based core curriculum & instruction • Assessment system and data-based decision making KSDE . Tier 3: Intensive Targeted Intervention Tier 3 is designed to provide intensive. At any time during this process. 76 .
Utah RtI Model Utah RtI Model 77 .
Utah RtI Model 78 .
. et al. 2004 Thriving on CHAOS Together CONTEXT 2003 SHARED PRINCIPLES MISSION Strategies Action Plans STRUCTURE TOOLS SUPPORT ONGOING EVALUATION 79 . and programs that are aligned with that purpose. and.We acknowledge the need for schools to move beyond pious mission statements pledging learning for all and to begin the systematic effort to create procedures. DuFour. policies.
7. Leadership: Personal Humility and Professional Will The RIGHT people are the most important asset. 6. 1997 80 . 2. 8. Simplicity about what: Passionate Focus. 5. 4. Best in the World. 3. Driving the Economic Engine The Culture of Discipline: People to Thought to Action Technology-Not primary AND Pioneers in the Application Pushing a giant heavy flywheel in one direction “Good to Great” leads to “Built to Last” Collins.Making the Leap From Good to Great: 8 Characteristics 1. Confront the brutal facts and never lose faith. 2001 Built to Last Preserve the Extraordinary Purpose AND Consider no organizational chart as sacred Collins & Porras.
fiftyfifty. all the time. 2004 One of the most damaging examples of the “Tyranny of OR” is the belief that a focus on academics results in indifference to all or the other factors that constitute the well-being of a student. Balance implies going to the midpoint.The Tyranny of OR … The Genius of AND We’re not talking about mere balance here. it aims to be distinctly yin and yang— both at the same time.. 1994. Collins & Porras. 2004 81 . half and half…A highly visionary company does not want to blend yin and yang into a gray. et al. indistinguishable circle that is neither highly yin nor highly yang.. DuFour. et al. in DuFour.
There was no single defining action. and no wrenching revolution. action by action.Good to great transformations never happened in one fell swoop. no one killer innovation. from The 4 Roles of Leadership 82 . Good to great comes by a cumulative process—step by step. decision by decision. Collins. no grand program. turn by turn of the flywheel—that adds up to sustained and spectacular results. 2001 THE 6 RIGHTS • • • • • • STRUCTURE PROCESS PEOPLE INFORMATION DECISION MAKING REWARDS Franklin Covey Company. no solitary lucky break.
Principles to guide schools’ efforts to sustain the professional 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 a Professional Learning Community 1. How will we know when each student has learned it? 3. What do we want each student to learn? 2. DuFour. 2004 83 . How will we respond when a student experiences difficulty in learning? The answer to the third question separates learning communities from traditional schools.
et al. it is a given. We won’t place you in less rigorous curriculum. time. students are held accountable. and structure to help you be successful.” This approach is the antithesis of “enabling. We will give you the support. DuFour.. Conversely. but we will not lower the bar.. when schools create a system of interventions …. We will see to it that you do what is necessary to be successful. both students and teachers can take the easy way out. Time and resources are the only variables. et al. 2004 84 . Their schools bombard them with the message that “We will not let you off the hook. nor will we lower our standards for this course or grade level.” DuFour. failure is not an option! Student success is not a variable.In the Professional Learning Community. 2004 When schools make working and learning optional.
Action Orientation Their efforts were guided by what Michael Fullan has described as coherence— “the extent to which the school’s programs for students and staff are coordinated. The unrelenting focus on the three critical questions helped these schools bring coherence to their efforts. and sustained over a period of time”. 2004 85 . 2004 When you start with an honest and diligent effort to determine the truth of the situation.. “The shift from a focus on teaching to a focus on learning is a powerful coherence-maker.You absolutely cannot make a series of good decisions without first confronting the brutal facts. in DuFour.” Fullan. 2001. et al.. Jim Collins. et al. the right decisions often become self-evident…. 2001 in DuFour. focused on learning goals.
et al. 2002 in DuFour.. 2004 86 . et al. 2004 The difference between a formative and summative assessment has also been described as the difference between a physical and an autopsy. Professional Learning Communities prefer physicals to autopsies. DuFour..Rick Stiggins differentiates between formative and summative assessment by clarifying that the former is “assessment for learning” while the latter is “assessment of learning.” Stiggins.
Translate classroom assessment results into frequent descriptive feedback for students. DuFour. et al. Use classroom assessments to build students’ confidence in themselves as learners and help them take responsibility for their own learning. 2004 87 . Actively involve students in communicating with their teacher and their families about their achievement status and improvement..Commitment to Continuous Improvement Becoming a Professional Learning Community is a wonderful journey. Develop assessment exercises and scoring procedures that accurately reflect student achievement. from the very beginning of the teaching and learning process. in DuFour. Inform their students about those learning goals in terms that students understand. Continuously adjust instruction based on the results of classroom assessments. • Stiggins.. et al. Engage students in regular self-assessment with standards held constant so that students can watch themselves grow over time and thus feel in charge of their own success. 2004 Assessment for Learning…Together • • • • • • • Understand and articulate in advance of teaching the achievement targets their students are to hit. 2002. even if the journey has no final destination.
instead.. The third is the attained curriculum— what students actually learn. et al. DuFour. et al. The first is the intended curriculum— what we intend for each student to learn. 2004 A Professional Learning Community will. create a school-wide system of interventions that provides all students with additional time and support when they experience initial difficulty in their learning. The second is the implemented curriculum—what is actually taught.Marzano (2003) has described three different levels of curriculum. DuFour. 2004 88 ..
Is our response DIRECTIVE? DuFour.. Are we forgetting the whole child? 3.. et al. 2004 Myths about Creating a System of Interventions 1. et al. But aren’t we neglecting the gifted and high-achieving child? 4. Doesn’t this system of interventions simply enable students to act irresponsibly? 2. Isn’t this what special education is designed to do? DuFour. 2004 89 . Is our response TIMELY? 4.4 Questions for the school trying to be a Professional Learning Community 1. Is our response based upon INTERVENTION rather than remediation? 2. Is our response SYSTEMATIC? 3.
DuFour. these schools do not simply offer time and support. 2004 90 . et al. The staff of a Professional Learning Community attempts to create a culture that stretches all students beyond their comfort zone and then provides the support to help them be successful in meeting the challenge.Focus on Results Because they are committed to the success of each student.. et al.. they direct students to devote the time and avail themselves of the support that will lead to success DuFour. 2004 The Stretch Culture The Professional Learning Community model is based on the premise that all student benefit when placed in a challenging and supportive environment.
when they begin to create effective systems of intervention that ensure struggling students receive additional time and support. and habits that constitute the norm for that school. structural changes have little lasting impact unless the changes ultimately become deeply rooted in the school’s culture—the assumptions. expectations. values. et al... 2004 91 . their collective sense of confidence in their ability to help all students will be enhanced. et al. DuFour. 2004 Unfortunately. DuFour.When the members of a staff make a powerful paradigm shift. beliefs.
. 2. 2004 92 . 7. 3. 5. et al.Cultural Shifts for Developing the Culture of a Professional Learning Community 1. From a focus on teaching to a focus on learning From working in isolation to working collaboratively From focusing on activities to focusing on results From fixed time to flexible time From average learning to individual learning From punitive to positive From “teacher tell/student listen” to “teacher coaching/student practice” From recognizing the elite to creating opportunity for many winners DuFour. 4. 6. 2004 Schools that attend to both strategies— building a collaborative culture that focuses on student learning and creating a system of timely interventions for students— experience a powerful synergy. 8.. DuFour. et al.
2004 93 .The Bottomline We do whatever it takes.. et al. DuFour.
2007 94 . 1990 Collins found that unsuccessful organizations pursued a structure of one charismatic visionary leader with lots of helpers. while “great” organizations purposefully dispersed leadership throughout the organization.The Principle of The distribution of power among others in an effort to get more power in return. Power Investment Sergiovanni. DuFour.
Leadership.. Collaboration is a social imperative. Without it.is a team performance.. 2007 95 . people can’t get extraordinary things done in organizations. DuFour. 2003 We must recognize that collective leadership is not just a “feel good” philosophy: it is the best way to achieve results and is consistent with our moral purpose of helping all students learn at high levels. Konzes & Pozner.
Fullan.The main mark of an effective principal is not just his or her impact on the bottom line of student achievement. 2004 96 . but also on how many leaders he or she leaves behind who can go even further.
et al.Strong Principals Who Empower Teachers (Simultaneous Loose/Tight Leadership) Leadership was widely distributed in each of four schools. principals must insist on adherence to certain tenets that are essential to the Professional Learning Community concept and make it clear that teachers autonomy does not extend to disregarding those tenets..” Collins.. 2004 97 . and Anxiety At the same time they are encouraging autonomy and discretion. 2004 Commitments to Face Adversity. These leaders encourage freedom within parameters— “an ethic of entrepreneurship within a culture of discipline. DuFour. et al. The collaborative team process in place in each of the schools was designed to encourage very fluid situational leadership. Conflict. 2001 DuFour.
. keeping commitments.” John Kotter. Lundin. The transparent leaders are those who build credibility through overwhelming honesty. et al. real vulnerability. Like all of us. humility. 2004 in Pagano&Pagano. grace. 2004 98 . 1996. they are product of their history. composure and sincere cheerleading. in DuFour. fierce conversations. but they are not really bad people.“Change zealots tend to demonize resisters. 2004 Transparent Leadership We have learned that a change which requires individual commitment to succeed can be initiated anywhere in the organization but is only fueled by natural energy. leaders who practice what Barbara Pagano calls transparent leadership. And this natural energy is inspired and maintained by certain kinds of leaders. They have had experiences that have led to the adoption of certain deeply ingrained behaviors and habits…The best solution is usually honest dialogue.
Delivering bad news well 8. Keeping promises 6. Properly handling mistakes 7. Being Composed 4. Avoiding destructive comments 9. Gathering intelligence 3. Letting your guard down 5. Showing others that you care Pagano&Pagano. 2004 99 . Being overwhelmingly honest 2.Credibility Through Responsible Transparency Nine Behaviors: 1.
This above all to thine own self be true. and it must follow. thou canst not then be false to any man. Shakespeare 100 . as the night the day.
One man can not do right in one department of life whilst he is occupied doing wrong in any other department. 2002 101 . Mahatma Gandhi “To know and not do is really not to know.” Covey. Life is one indivisible whole.
speedoftrust.Franklin Covey.1998 www. 2006 102 .com Covey.
Once lost. in most cases lost trust can be restored. Though difficult. Trust is slow. and it can become a leverageable. Nothing is as fast as the speed of trust. Trust is established one person at a time. You either have trust of you don’t.Myths and Realities of Trust MYTH Trust is soft. strategic advantage. Trust is a function of both character (which includes integrity) and competence. 2002 103 . Not trusting people is a greater risk. REALITY Trust is hard. trust cannot be restored. Trust can be effectively taught and learned. Trust is built solely on integrity. 2006 The Five Dysfunctions of a Team Inattention to Results Avoidance of Accountability Lack of Commitment Fear of Conflict Absence of Trust Lencioni. Establishing trust with the one establishes trust with the many. real. Trust can be both created and destroyed. and quantifiable. It measurably affects both speed and cost. You can’t teach trust. Covey. Trusting people is too risky.
The key principlecontribution Covey. 2002 5 Waves of Trust 1.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. Societal Trust. Organizational Trust: the key principlealignment 4. 2006 104 . Self Trust: The key principle-credibility 2. Market Trust: The key principlereputation 5. Relationship Trust: The key principleconsistent behavior 3.
2006 105 . • Confucianism: Surely it is maxim of loving kindness: do not unto others what you would not have them do unto you. • Islam: No one of you is a believer until he desires for his brother that which he desires for himself. Covey. • Buddhism: Hurt not others in ways that you yourself would find hurtful. 2006 The Golden Rule (It’s true in all cultures. • Judaism: What is hateful to you. for this is the Law of the Prophets. • Taoism: Regard you neighbor’s gain as your gain and your neighbor’s loss as your loss. • Zoroastrianism: The nature alone is good which refrains from doing unto another whatsoever is not good for itself. all the rest is commentary. do not to your fellowman. • Christianity: All things whatsoever ye would that men should do to you. 3.) Golden Rule Across the Globe • Brahmanism: This is the sum of duty: Do naught unto others which cause you pain if done to you. 2. That is the entire law. do ye even so to them. Integrity Intent Capabilities Results Covey.The 4 Cores of Credibility 1. 4.
Talk Straight 2. 2006 Trustworthiness Character •Integrity •Maturity •Abundance Mentality Competence •Technical •Conceptual •Interdependency Judgment 1993 Covey Leadership Center. Show Loyalty Flow from Competence 6. Listen First 12. Get Better 8. Confront Reality 9. 106 . Demonstrate Respect 3. Deliver results 7. Keep Commitments 13. Practice Accountability Flow from both almost equal mix of Character and Competence: 11. Extend Trust Covey.13 Trust Behaviors Flow initially from Character: 1. Right Wrongs 5. Inc. Create Transparency 4. Clarify Expectations 10.
Above all.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? Extending trust to others rekindles the inner spirit—both theirs and ours. and confidence to lives. 2006 107 . it produces and extraordinary dividend in every dimension of our lives: the speed of trust. It touches and enlightens the innate propensity we all have to trust. and to be trusted. results to work. It brings happiness to relationships. Covey.
2006 The Extraordinary Leader This book examines the leader as seen through the eyes of those being led (subordinates). We focus on the question: What do these three groups (subordinates.Leadership: Getting results in a way that inspires trust. using 360-degree questionnaires.000 responses. 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 is to examine the impact leasers have on the people they lead. and bosses and compared them to the bottom 10 percent. peers. 2002 108 . Covey. It is the subordinates’ view we value the most. Zenger & Folkman. We began our analysis by identifying the top 10 percent of managers a seen through the eyes of their subordinates. and influenced (peers). and those who manage the leaders (bosses) and the leaders themselves with our database of some 200.
The Leadership Tent Floor Leading Organizational Change Focus on Results Character Interpersonal Skills Personal Capability The Leadership Tent Floor5 Tent Poles (Building Blocks) • • • • • Character Personal Capability Focus on Results Interpersonal Skills Leading Organizational Change Zenger & Folkman. 2002 109 .
technical competence. and be selfconfident. being emotionally resilient. integrity. ability to create a clear vision and sense of purpose. able to trust others. 2002 110 . the more highly regarded the leader will be.Character Ethical standards. The more people can see inside. 2002 Personal Capability Individual make up includes analytical and problem-solving capabilities. Zenger & Folkman. Zenger & Folkman. and authenticity of the leader are extremely important.
balanced results they simply are not good leaders.Focus on Results Leaders may be wonderful human beings. 2002 111 . Zenger & Folkman. Zenger & Folkman. 2002 Interpersonal Skills Leadership is expressed through the communication process and is the impact that one person (the leader) has on a group of other people. but if they don’t produce sustained.
Great Leaders make a huge difference. Great leadership consists of possessing several “building blocks” of capabilities. Effective leaders have widely different personal styles. 10. 2. 2002 112 . There is no right way to lead. when compared to merely good leaders. 2002 The Extraordinary Leader. 6. Effective leadership practices are specific to an organization Zenger & Folkman. We have been aiming too low in our leadership development activities. 4. 3. 5. 9. but leaders are demanded it the organization is to pursue a new path or rise to a significantly higher level of performance. while others do not. Zenger & Folkman. All competencies are not equal. One organization can have many great leaders. Some differentiate good from great leaders. The relationship between improved leadership and increased performance is neither precisely incremental nor is it linear. Leadership culminates in championing change. 7. each complementing the others. 20 Insights 1. 8. Leadership competencies are linked closely together.Leading Organizational Change Caretaker managers can keep things going on a steady path.
Focus on Results 6. 7. 17.The Extraordinary Leader. 20. 12. 10. The key to developing great leadership is to build strength. 13. Displaying high Technical and professional expertise Solving problems and analyzing issues Innovation Practicing self-development Focus on results Establish stretch goals Take responsibility for outcomes/initiative Communicating powerfully and prolifically Inspiring and motivating others to high performance Building relationships Developing others Collaboration and teamwork Developing strategic perspectives Championing change Connect internal groups with the outside world 3. 2002 Personal Capability 2. 16 Competencies of the Top 10% of Leaders integrity and honesty Character 1. Zenger & Folkman. 8. The quality of leadership in an organization seldom exceeds that of the person at the top. 16. provides significant assistance in developing leadership. The organization. 15. Greatness is not caused by the absence of weakness. 2002 113 . 18. Powerful combinations produce nearly exponential results. 14. not born. Zenger & Folkman. Leadership attributes are often developed in non-obvious ways. Leaders are made. Change 15. 5. Fatal flaws must be fixed. Leading Organizational 14. Great leaders are not perceived as having major weaknesses. 11. Interpersonal Skills 9. Leaders can improve their leadership effectiveness through selfdevelopment. with a person’s immediate boss. 16. 4. 20 Insights (cont. 13. 12.) 11. 19.
2. 2002 114 . Identify your strengths. 5. Develop new skills. Zenger & Folkman. and then find ways to make them irrelevant. 2002 25 Ways leaders can improve the attributes or behavior that are vital in producing results. Identify your weaknesses. 10. Decide to become a great leader. 1. 9. 7. 8. 3. Increase the scope of your assignment. Connect with good role models. Enroll in developmental experiences. Zenger & Folkman. Develop and display high personal character. Learn from mistakes and negative experiences. Fix fatal flaws. (cont.25 Ways leaders can improve the attributes or behavior that are vital in producing results. Find a coach. 4.) 6.
(cont. Build personal dashboards to monitor leadership effectiveness. Study the current reality the organization faces. Plan and execute a change initiative. 15. 17. 20. Zenger & Folkman. 12. Zenger & Folkman. Learn to think strategically. 2002 115 . 19. Infuse energy into every situation. Allocate specific time to people development. Weld your team together. 13.) 11. Communicate with stories.25 Ways leaders can improve the attributes or behavior that are vital in producing results. 14. Seek ways to give and receive productive feedback and learn to absorb it in an emotionally healthy way. (cont. 18.) 16. 2002 25 Ways leaders can improve the attributes or behavior that are vital in producing results. Learn from work experiences.
• Build accountability into the development process • Plan developmental experiences for leaders. • Set extremely high expectations for leaders. • Make development a longer-term process. Prepare for your next job. • Celebrate successes. not an event. 2002 116 . • Emphasize action learning projects—or work on projects that matter. Zenger & Folkman. 24. • Create a culture of feedback. (cont.) 21. Think ahead regarding the skills you will need. 23. Become a teacher/trainer. • Use powerful learning methods that change behavior. Practice articulating your vision for the firm and your group. • Involve senior executives in leadership development. Zenger & Folkman. Volunteer in your community. 22.25 Ways leaders can improve the attributes or behavior that are vital in producing results. • Transform complexity into simplicity. • Involve your leaders as teachers. • Focus development efforts on strengths. 2002 The Organizations Role in Developing Extraordinary Leaders • Define the results you seek from leaders and how those results link to the strategy of the organization. 25. Study the high performers and replicate their behavior with others.
Machiavelli 117 .It ought to be remembered that there is nothing more difficult to take in hand. or more uncertain in its success. more perilous to conduct. Because the innovator has for enemies all those who have done well under the old conditions. than to take the lead in the introduction of a new order of things. and lukewarm defenders among those who may do well under the new.
DuFour.. and in that idealism he possesses a wealth which he must never exchange for anything else. They can paint an attractive picture of the desired future state of the school.It is through the idealism of youth that man catches sight of truth. 2004 118 . short-term implementation steps to advance those ideas. but they must balance this futuristic vision of what the school is working toward with steps that can be taken today. it is equally imperative that they recognize the need for specific. et al. Albert Schweitzer Idrealistic Leadership While leaders need a few key big ideas to provide the conceptual framework and coherence essential to successful school improvement.
When you are being run out of town. Always remember. make it look like a parade. it is easier to get forgiveness than permission… or… Proceed until apprehended! 119 .