Uplifting Leadership BCSSA Conference Andy Hargreaves Boston College.
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Andy Hargreaves
Sustainable Leadership
Welcome to
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Sustainable development
Sustainable development, democracy and peace are indivisible as an idea whose time has come.
Wangari Maathai
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Development of the term “sustainability”
1980 Term first coined by Lester Brown, founder of the World Watch Institute
1987 Sustainable development defined by Brundtland Report ofthe World Commission on Environment and Development
1992 Agenda 21, United Nations Conference on Environment and Development, Rio De Janeiro systematically addressed sustainable development
2002 United Nations Johannesburg Summit – developed practical goals for sustainable development
2005 Beginning of UN Decade of Education for Sustainable Development
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United Nations Decade of Education for Sustainable Development 2005-2015
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SustainabilitySustainability does not simply mean whether something can last. It addresses how particular initiatives can be developed without compromising the development of others in the surrounding environment, now and in the future.
Hargreaves & Fink 2000
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Sustainable leadershipSustainable leadership matters, spreads and lasts. It is a shared responsibility that does not unduly deplete human or financial resources, and that cares for and avoids exerting damage on the surrounding educational and community environment.
Hargreaves & Fink 2003
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Sustainability
Sustainability is the capacity of a system to engage in the complexities of continuous improvement consistent with deep values of human purpose.
Fullan 2004
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Seven principles of sustainable leadership1 Depth
2 Endurance
3 Breadth
4 Justice
It matters
It lasts
It spreads
It does not harm the surrounding environment
Continued…
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Seven principles of sustainable leadership5 Diversity
6 Resourcefulness
7 Conservation
It promotes diversity & cohesion
It conserves expenditure
It honours the past in creating the future
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Unsustainability
Repetitive change syndrome is
Initiative overload +
Change-related chaos
Abrahamson 2004
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Unsustainability
Imposed, short-term targets (or adequate yearly progress) transgress every principle of sustainable leadership and learning
Hargreaves & Fink 2006
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Principle 1: DepthSustainable
leadership matters. It preserves,
protects, and promotes deep
and broad learning for all in relationships of care for others.
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Nelson MandelaThe human body has an enormous capacity for adjusting to trying circumstances. I have found that one can bear the unbearable if one can keep one’s spirits strong even when one’s body is being tested. Strong convictions are the secret of surviving deprivation: your spirit can be full even when your stomach is empty.
1. Depth
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Standards and SustainabilityLearning Achievement Testing
NOT
Testing Achievement Learning
Hargreaves & Fink, 2006
1. Depth
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The five pillars of learning
1. Learning to know2. Learning to do3. Learning to be4. Learning to live togetherUNESCO 19965. Learning to live sustainablyHargreaves & Fink, 2006
1. Depth
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BasicsOld basics• Literacy• Numeracy• Obedience• Punctuality
New basics• Multiliteracy• Creativity• Communication• IT• Teamwork• Lifelong Learning• Adaptation &
Change• Environmental
Responsibility
1. Depth
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What does the doctor reply?
1. Depth
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Activity
1. Depth
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Slow schooling• starts formal learning later• reduces testing• increases curriculum flexibility• emphasizes enjoyment• doesn’t hurry the child• rehabilitates play alongside purpose
Honore, 2004
1. Depth
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Principle 2: EnduranceSustainable leadership lasts. It preserves and advances the most valuable aspects of learning and life over time, year upon year, from one leader to the next.
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Endurance• It is a common defect in men not to
consider in good weather the possibility of a tempest
Machiavelli, 1532• All leaders, no matter how charismatic
or visionary, eventually dieCollins & Porras, 1994• Few things succeed less than leadership
successionHargreaves & Fink, 2006
2. Endurance
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Four Issues in Succession
1. Succession Planning2. Succession Management3. Succession Duration & Frequency4. Succession and the Self
2. Endurance
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Succession Planning Patterns
Planned(purposeful)
Unplanned(accidental/unintentional)
Hargreaves & Fink2006
Continuity Discontinuity
Planned PlannedContinuity Discontinuity
Unplanned UnplannedContinuity Discontinuity
2. Endurance
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Good succession plans• Are prepared long before leaders’ anticipated
departure or even from the outset of their appointment• Give other people proper time to prepare• Are incorporated in all school improvement plans• Are the responsibility of many, rather than the
prerogative of lone leaders who tend to want to clone themselves
• Are based on a clear diagnosis of the school’s existing stage of development and future needs for improvement
• Are transparently linked to clearly defined leadership standards and competencies that are needed for the next phase of improvement
2. Endurance
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Successful Succession Management
• Distributes leadership effectively• Builds strong professional communities• Deepens and broadens the pools of leadership
talent• Establishes leadership development schools• Stresses future leadership competencies• Supports and sponsors aspiring school leaders• Replaces charismatic leadership with
inspirational leadership• Plans early for the incumbent leader’s exit• Moderates and monitors leadership
succession frequency
2. Endurance
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Sound succession, strong selves, through
• Availability of counselling and coaching for exiting leaders
• Quick, clear and open communication of reasons for departure
• Acceptance of emotional confusion and vulnerability• Celebration of the leader’s contributions• Recognition that succession is subject to the four stages
of grief – denial, awakening, reflection and execution• Confrontation of the Messiah and Rebecca myths• Prepares oneself and others early for the possibility of
succession
Hargreaves & Fink, 2006
2. Endurance
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Principle 3: BreadthSustainable leadership spreads. It sustains as well as depends on the leadership of others
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Professional learning community
Collaboration
Learning, reflection & review
Use of evidence
Learning & teaching focus
Achievement and
Engagement
3. Breadth
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Professional learning communities aren’t…X Merely convivial and congenial – they are
demanding and criticalX Just a collection of stilted teams looking at
data togetherX Obsessed with scores and results, instead of
depth of learningX Forced and imposed, they are facilitated and
supportedX Ways to hijack teachers to carry out
administrative agendas
3. Breadth
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Relationships
It’s hard to eat something you’ve had a relationship with
Hargreaves & Fullan, 1998
3. Breadth
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Distributed leadershipsees leadership practice as a product of theinteraction of school leaders, followers and theirsituation.• Leadership practice involves multiple
individuals within and outside formal leadership positions
• Leadership practice is not done to followers. Followers are themselves part of leadership practice.
• It is not the actions of individuals, but the interactions among them that matter most in leadership practice.
Spillane, 2005
3. Breadth
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Raising the temperature of distributed leadership
Anarchy
Assertive distribution
Emergent distribution
Guided distribution
Progressive delegation
Traditional delegation
Autocracy
Too hot
Too cold
3. Breadth
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Principle 4: Justice
Sustainable leadership does no harm to and actively improves the surrounding environment by finding ways to share knowledge and resources with neighboring schools and the local communities.
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Sustainability and Social Justice
do not steal your neighbor’s capacityuse multiple indicators of accountabilityemphasize collective accountabilitycoach a less successful partner schoolmake a definable contribution to the community your school is inpair with a school in a different social or natural environmentcollaborate with your competitors
4. Justice
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Responsible leadershipMutual relationships among the domainsof ethical responsibility
Starratt, 2005
4. Justice
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Principle 5: DiversitySustainable leadership promotes cohesive diversity and avoids aligned standardization of policy, curriculum, assessment, and staff development and training in teaching and learning. It fosters and learns from diversity and creates cohesion and networking among its richly varying components.
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Differences
You learn more from people who are different from you, than ones who are the same
Hargreaves & Fullan, 1998
5. Diversity
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Networked learning communities
• Share and transfer knowledge• Stimulate professional fulfilment & motivation• Capitalize on positive diversity• Provide for lateral leadership• Are evidence-informed• Promote innovation• Give teachers voice• Personalize schools as learning communities• Are flexible and resilient
Continued…5. Diversity
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Network risks
• Restricted to enthusiasts• Shared delusions• Self-indulgent• Limited scale• Unaccountable• Over-regulation• Over-participation
5. Diversity
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Strong networks have…• Strong branding, definite products• Clear moral purpose• Clarity, focus, discipline• Evidence informed substance• Accessibility in real and chosen time• Hacker ethic• Embedded in altered structures• Support from lateral leadership• PLCs as nodes
5. Diversity
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Networking and interaction• Paired schools• University-school
partnerships• Internet communities• Families of schools• Collaborative
accountability• Professional
networks
5. Diversity
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Principle 6: ResourcefulnessSustainable leadership develops and does not deplete material and human resources. It renews people’s energy. Sustainable leadership is prudent and resourceful leadership that wastes neither its money nor its people.
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Energy Restraint
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Energy Renewal
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Energy Release
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Four Forms of Energy Renewal
1. Physical Renewal2. Emotional Renewal3. Intellectual Renewal4. Spiritual Renewal
Loehr & Schwartz
6. Resourcefulness
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Energy restraint
• No achievement without investment
• Shared targets, not imposed ones• Slow leading, slow learning• Time• Political continuity and stability
6. Resourcefulness
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Three Sources of RenewalTrust
Confidence Positive emotion
6. Resourcefulness
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Three forms of trust & betrayal
Communication
Contract Competence
Hargreaves, 2002
6. Resourcefulness
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Principle 7: Conservation
Sustainable leadership respects and builds on the past in its quest to create a better future.
Page 83
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Modes of organisational forgetting
New Knowledge Established Knowledge
Accidental
Purposeful
Failure to consolidate DISSIPATION
Failure to maintain
DEGRADATION
Abandoned innovation
SUSPENSION
Managed unlearning PURGING
DeHolan & Phillips, 2004
7. Conservation
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The Past, Present & Future of Change
Acknowledge the past. Preserve the best. Learn from the rest.Wildness, diversity and disorder have value.The past is not pure. Do not romanticize it.The past has no Golden Age to which we should return.We view the past differently. We must therefore interpret it together.When we dismiss or demean the past,we fuel defensive nostalgia among its bearers.
7. Conservation
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Three Cultures of Teaching• Veteran dominated
– serves experienced teacher interests– feels exclusionary– offers few leadership opportunities
• Novice orientated– surrounded by fellow novices– feels inclusive– driven by enthusiasm rather than expertise
• Blended– provides mentoring– offers leadership– reciprocal learning
Johnson et al, 2004
2. Endurance
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Stop, Start, Continue…
STOP
What is less valuable
START
What is more valuable
CONTINUE
What remains highly
valuable
SUBVERT
What is formally required but threatens what is
valuable
7. Conservation
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Conserving the past through…• Retreats that renew the vision• Audits of the organization’s memories of analogous
change• Asset inventories of existing experience and knowledge• Organizational abandonment meetings• Appointments made mid-term to cultivate learning of
the culture• Storytelling to pass on wisdom• Mentoring that runs in both directions• Good written records• Creation of blended professional cultures• Creative recombination, not repetitive change
7. Conservation
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The Long and Short of Sustainable Improvement
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RATLA Network of Over 300 Underachieving Secondary “Schools Helping
Schools”
An Invitational Process to Three Annual Cohorts
A “No Strings Attached” Stipend of 9,000 pounds per annum
Conferences
Expert Analysis of School Achievement Data
Mentor Schools and Consultant Heads
Data-Informed Reflection and Decision Making
A Menu of Short, Medium, and Long-term Strategies
A Web Portal with a Chat Room and Discussion Forum
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Research DesignIndividual and focus group interviews with school heads,
teachers, and policy makers
Conference attendance, site visits to schools, and
ethnographic observations of instruction
Review of pupil achievement data
Analysis of RATL’s web portal
Targeted interviews of heads in the top and bottom quartiles
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QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
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The Failures Car Park
… there was a bit of a joke that we’re going to have our wrists slapped because we didn’t do terribly well, and we met a whole lot of other headteachers who we knew who said, “well, you’re in the failures car park,” you know, those sorts of things.
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Achievement Gains63.2% of Cohort A Schools (141 of 224) maintained or improved
GCSE results from 2003 to 2004--an increase of 2.4% in contrast to .8% among all secondary schools
82% of Cohort B Schools (86 of 105) maintained or improved GCSE results from 2004 to 2005--an increase of 5.4% in contrast to 2.9% among all secondary schools
73% of Cohort A Schools (173 of 224) maintained or improved their performance from 2003 to 2005--an increase of 4.7% compared to 3.7% among all secondary schools
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What about the schools without gains?
Leadership transitions
Leadership instability
Leadership isolation
No prior networking experience
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Short-Term StrategiesProviding students with test-taking strategies
Offering revision sessions after school and on weekends
Creating tutoring opportunities with peer and subject specialists
Celebrating student accomplishments
Implementing supplementary materials using ICT
Initiating parent-teacher conferences
Providing nutrients before exams
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Medium-Term Strategies
Teacher mentor programs to assist struggling or coasting colleagues to improve instruction
SAM technology learning program to track and encourage pupil homework on challenging curricula
Data-informed assessment to target specific groups of pupil for further study and customized interventions
School training days to enhance awareness of new approaches to raise achievement and transforming learning
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Long-Term Strategies
Organizational restructuring of a school’s leadership team
Increasing student voice through Learning to Learn
Emphasizing continuing assessment and improvement
Building professional learning communities that
continuously review upon and revise instruction
Developing new strategies for creating local capacity that
include parents and other community constituencies
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Short Term NecessityThe new reality is that governments have to show progress in relation to social priorities…within one election term [typically four years.] Our knowledge base is such that there is no excuse for failing to design and implement strategies that get short-term results.
Fullan, M., Leadership and Sustainability 2005.
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Unsustainability
Imposed, short-term targets (or adequate yearly progress) transgress every principle of sustainable leadership and learning
Hargreaves & Fink 2006
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The Long and Short of Change
Hargreaves and Fink’s Proposition
The urgency of targets is inversely related to the degree of power held by those responsible for implementing them.
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SHORT LONG
cynical,
opportunistic
evasive,
unaccountable
urgent,
confidence-boosting
enduring,
sustainable
–
+
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SHORT LONG
Government-imposed
short-term
achievement targets
UN Millenium Goals
shared targets,
quick “wins”
authentic transformations
In practices and beliefs
–
+
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Negative Longs• Long-term targets, such as Millenium
Goals, that are evasions of political and corporate responsibility
• Mission and vision building processes that do not survive the leaders who initiated them
• Long-range plans that are soon made obsolete by unanticipated events
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Negative ShortsTargets that are• Imposed upon the powerless• Do not engage those responsible
for reaching them• Are politically convenient and
arbitrary• Are imposed in cultures of distrust
and fear
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Positive Shorts
• Also demand changed behavior among the powerful
• Are collectively shared• Are inspired by cultures of trust and
hope• Build confidence to persevere with
longer term struggles
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Positive Longs
• Promote and depend on patience, discipline and perseverance
• Inspire people to see beyond the present
• Symbolically guide and articulate short-term measures
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Happiness
Comes from
• Choice, but not too much• Control over one’s own destiny• Achievement of purposes along
the way
Jonathan Haidt, The Happiness Hypothesis
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Sustainable Leadership
One of t he mo st impor tant and neg lect ed as pects of leaders hip i s l eadership s uccession. Schools tend to focus on improv ing schoo ls or remaking t hem anew rather than sus taining what has been cre ated by past leader s. Similarly, leaders rar ely think about how the improve ment s they ma ke wil l surviv e their own departur e. In this book, Andy H argreav es and D ean Fink examine wh at we kno w about ma king leaders hip last and offer seven p rinci ples of sust aina bility. They provide an ov ervi ew of the topi c, a s ummary of res earch, examp les of good practi ce, and guid elines for the future. This is a volu me in The Jos sey-Bass Lead ershi p Library in Educa tion, Andy Hargrea ves, Cons ulting Editor.
• This landmark book focu ses on the importa nt (bu t neg lected ) top ic of leaders hip succession in school s. • Offers a con cise, pra ctical, and easy -to-rea d guid e for the busy professio nal. • Wri tten for both aspi ring and practicing l eader s who mu st ke ep curre nt in thi s dynam ic field.
Andy Hargrea ves is co-director of the Intern ational Centre for Education al Change at the Uni vers ity of Toronto, and professor of educ ation al l eadership and change at the Univer si ty of Nott ingham and the Nation al Col lege for School L eade rship in E ngland. Dr. Hargreav es consul ts w idely in the United S tates, Europe, and Austr alia and is the author of numerous books including Learning to Change . Dean Fink is prof essor of education a t the Ontario Inst itute for S tud ies in Ed ucation a t the Univer sity of Toront o .
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Seve n Principles of Sus tainabi lity • Depth Š Learning and Integrity • Length Š Enduran ce and Su ccession • Breadth Š Distribution not Dele gation • Justice Š Others and Ou rselves • Diversity Š Complexity and Co hesion • Resour cefulness Š Restraint and Ren ewal • Conservation Š History an d Leg acy
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By Andy Har greaves and Dean Fink
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Thank you