Establish Reality:Effective Leadership and

LearningRaymond J. McNulty, President

@ray_mcnulty

“The future is not some place

we are going to, but one we are creating.

The paths are not found, but made, and the activity of

making them changes both the maker and the

destination.”--John Schaar

•Schools are Improving

•Schools are Improving

•Changing

World

Unless we unlearn some of our

traditional practices, we will never get

beyond an improvement

mindset.

We are getting better at things that do not matter

as much anymore.

Making a better “20th Century School”

is not the answer.

• To Do Leadership Well

• Quantitative Data

• Qualitative Data

• Ask Great Questions

• Technical Challenges

• Culture Challenges

• Leading and Lagging Indicators

First practice must change, then results,

then policy.

Many people -- both inside and outside of education – seem to be afraid (generally) of three things:

• The Future• Technology• Social Skills

I believe the future is not about the latest gadgets,

it is about something more than gadgets, it’s

about …LEARNING

The Adult Learning Year!

2011

Systems are challenged today like never before.

The key challenge that we face

is results.

In an environment driven by results, the best

strategy is to “DEVELOP YOUR PEOPLE.”

Broaden the definition of learning in your system to include adults.

The focus must be on the way we work.

• Cooperation is what was valued in the past. It is about efficiency: “You do this and I will do that.”

• Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.

WE need to become the AGENTS of change.

Themes1. Best and Next Practices2. Three key trends impacting us3. Technologies to watch4. Non-techie stuff5. Daggett System for Effective

Instruction6. The Adaptive Leader “QUAD D”7. Closing remarks

Theme

• Best and Next Practices

Best practices allow you to do what you are

currently doing a little better.

Next practices increase your organization’s capability

to do things it has never done before.

Expertise (“the way we do things around here”) can be a road block to problem solving

and to the development of Next Practices.

System Innovation

Sustaining Innovation

Next Practice

Disruptive Innovation

Established organizations often

embrace “sustaining

innovations” but struggle with “disruptive

innovations.”

ExampleResearch in an established organization is aligned to someone studying aircraft built in the 1940’s…. All statistics and engineering data are based on what has been accomplished in the past, not what the organization might deliver in the future.

“Travel faster than the speed of sound!”

3 Essential Traits for Future Leaders

1. Clarity

2. Immersive Learning Ability

3. Rapid Prototyping

(Bob Johansen, Leaders Make the Future. Berrett-Kohler Publishers, 2009)

Getting to the Heart of Leadership – A Story of Two Educational Leaders

Johansen Principal A (SS) High Performer

Principal B (BK) -Maintainer

Clarity Presents goals and outcomes for student Achievement

Assumes that everyone understands the goals and outcomes for students.

Immersive Learning Ability Adjusts instructional practices based on Interviews and surveys parents, teachers, students and experience of key partners.

In concert with teachers, follows curriculum, uses assessment data to determine instructional practices.

Rapid Prototyping Focuses on implementing change quickly and sets up a learning, blame-free environment

Implements changes based on carefully thought-out plans that have had broad-based input

Theme

• Three key trends impacting us

First Key Trend• Our roles as educators is

challenged by easy access to an abundance of resources

• Sense Making• Coaching• Credentialing

Second Key TrendPeople expect to be able to learn,

study and work whenever and wherever they want.

The world outside of school is increasingly collaborative.

We must reflect upon the way student projects are structured and graded and how teachers work.

Third Key TrendThird Key Trend

Theme• Technologies to Watch

The Horizon Report 2011

Near Term: 1-2 YearsElectronic Books and Mobile Devices

Amazon: For every traditional 100 books sold, 105 electronic books were sold. - May 19, 2011

Mid Term: 2-3 yearsAugmented Reality and Game Based

Learning

Far Term: 3-5 Years

Gesture-based computing

Pattie Maes, MIT Media LabPranav Mistry, inventor of “Sixth

Sense”

Current System

Something Different

The Horse

The Automobile

Henry Ford quote…

“If I had asked the public what they wanted,

they would have said a faster horse.”

Many of us seem to be able to adapt better to change

in our lives outside our work

rather than inside our work.

Some making bold moves….

• Barren Academy of Virtual and Expanded Learning

Some suggesting bold moves….

Conrad Wolfram… Start teaching math and stop teaching calculating.

Theme

Non-techie stuff

Intentionally Non-Compliant Student

The Fundamental Attribution Error

When looking at our own behavior, we tend to view the situation in the environment that surrounds our action.

When looking at the behavior of others, we make assumptions about their personal qualities.

The Effects of Praise

Fixed or Growth

Can’t hand confidence to learners on a silver platter.

Social Skills1. We are very good at content skills,

rules, regulations, strategies. We are terrible at discussing and coaching on social skills.

2. David Brooks, “The Social Animal”3. Policy makers are good at

understanding social skills, but are void in recognizing their value when making policy.

Theme

Daggett System for Effective Instruction

53

Learning Criteria

Foundation Learning

Stretch Learning

Learner Engagement

Personal Skill Development

Components of School Excellence

•Embrace a Common Vision and Goals•Inform Decisions Through Data Systems•Empower Leadership Teams to Take Action and Innovate•Clarify Student Learning Expectations•Adopt Effective Instructional Practices•Address Organizational Structures•Monitor Progress/Improve Support Systems•Refine Process on an Ongoing Basis

6

5

4

3

2

1

1 2 3 4 5

Rigor/Relevance Framework Supported by Relationships

FIDELITY OF IMPLEMENTATION

Aligned for Success

• Doctors/Nurses in Hospitals• Pilots in Flight• Troops in Battle• Teachers in a School System

System

Aligned for Success

• Doctors/Nurses in Hospitals• Pilots in Flight• Troops in Battle• Teachers in a School System

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Rigor and relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Asses

smen

t to

guid

e

inst

ruct

ion

Embrace rigorous and

relevant expectations

for all students (+.75)

Cultivate

Caring

relationship with students (+.72)

Make content m

eaningful to llearners (+

.69)

Teaching

Use

Var

ied,

ong

oing

Ass

essm

ents

to In

form

and

diffe

rent

iate

Inst

ruct

ion

(+.9

0)

Engag

e in

Targe

ted

and

Susta

ined

Profe

ssion

al Gro

wth

(+.6

2)

1. Embrace rigorous and relevant expectations for all students (+.75)

2. Build strong relationship with students (+.72)3. Possess depth of content knowledge and make

it relevant to students (+.69)4. Facilitate rigorous and relevant instruction

based on how students learn (+1.28) 5. Use assessments to guide and differentiate

instruction (+.90)6. Demonstrate expertise in use of instructional

strategies, technology, and best practices (+.60)

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Organizational Leadership

Data

syste

msB

uild

lead

ersh

ip

Adj

ust t

he O

rgan

izat

iona

l

Str

uctu

reLe

vera

ge D

ata

Syste

ms

Organizational Leadership

1. Create a culture 2. Establish a shared vision 3. Align organizational structures and

systems to vision4. Build leadership capacity 5. Align teacher / administrator selection,

support, and evaluation 6. Support decision making with data systems

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Provid

e

prof

essio

nal g

rowth

Instructional Leadership

Use Data to set High

Expectations

Align C

urriculum to

Standards

Integrate Literacy and Math

across Curriculum

Use

Dat

a to

Gui

de

Inst

ruct

ion

Cre

ate

Teac

her S

elec

tion,

Sup

port

and

Eva

luat

ion

Sys

tem

Instructional Leadership

1. Use research to establish urgency for higher expectations

2. Align curriculum to standards3. Integrate literacy and math across all content

areas4. Facilitate data-driven decision making to

inform instruction 5. Provide opportunities for focused professional

collaboration and growth

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Theme

The Adaptive Leader (Quad D Leader)

Adaptive Leadership

• International Center’s unique brand in the field of education leadership

• Anchored by the philosophy and principles of the Rigor/Relevance Framework

• Influenced by practitioners in the nation’s most successful and rapidly improving schools

• Vision driven• Based on school/district DNA•

The Adaptive Leader • Leadership today requires a balance

of traditional skills mixed with innovation skills

• Stability, control and standardization mixed with uncertainty, ambiguity and disruptive thinking

ICLE’s Definition of Leadership

School leadership is a disposition for taking action. Adaptive Leadership is the collaborative responsibility for taking action to reach the future- oriented goal of the intellectual, emotional and physical needs of each learner.

“The fundamental task of a leader is to develop confidence in

advance of victory, in order to attract the investments that

make victory possible.”

•- Rosabeth Moss Kanter

Leadership Leverage Points1. Coherent Vision

2. Instructional Leadership

3. Empowerment

• Goal Focus• Decisions Based on Reliable Data

• Curriculum and Instruction• Professional Development• Fidelity of Implementation

• Trust• Communication• Relationships

•72

•1 •2 •3 •4 •5

•EmpowermentEmpowerment

•VisionVision

•1

•2

•3

•4

•5

•6

•Adaptive Leadership FrameworkAdaptive Leadership Framework

Vision •A •B

•D•C

AuthoritativeLeadership

•Four Quadrants of Leadership

Collaborative Leadership

VisionaryLeadership

•Adaptive •Leadership

•High•Low

•Low

•High

Empowerment

Vision •A •B

•D•C

•Quadrant D Leadership

•High•Low

•Low

•High

Empowerment

•Sports Roles as a Metaphor

Referee Cheerleader

Player •Coach

•Vision

•AA •BB

•DD•CC

•Four Quadrants of Leadership

•1

•Empowerment

•2

•3

•4

•5

•6

•1

•2

•3

•4

•5

•Increasing Staff Leadership

•Increasing Learner Leadership

Vision

•AA •BB

•DD•CC

•Four Quadrants of Leadership

•1

Empowerment

•2

•3

•4

•5

•6

•1

•2

•3

•4

•5

•Greater Reflection

•Best•Practices•for•Future•Needs of •Learners

You don't want to work for a manager who is not a leader

and you don't want to work for a leader who is not a manager.

Adaptive leadership describes a

manager and leader in a continuum.

Quadrant A – Acquisition(Position)

• Traditional leadership

• School manager

• Leaders decide, others act

• Authoritarian

•Quadrant A Leadership•Situations Where Quadrant A Is Effective

• Student safety and security issues

• Compliance with ethical and legal requirements

• Dismissal of staff

• Significant student behavior disruptions

• Introduction of new state mandates

• Need for fiscal controls

• School maintenance issues

“Fierce conversations are about moral courage, clear requests, and taking action.”

Susan Scott, Fierce

Conversations

Once a month evaluation discussions at Leadership Team meetings.

Difficult cases are discussed by all.

Professional Dialogue

Quadrant B - Application

• Application of leadership by administration and staff

• The staff works in a highly collaborative setting

• Actions are aligned with school goals

•Quadrant B Leadership

•Situations Where Quadrant B Is Effective

• Conditions of low morale, such as layoffs or fiscal cuts

• Hiring and mentoring new staff

• Changes in school community, such as demographics

• Introduction of new programs, such as a reading program

• Frequent turnover in school leadership

The Issue: Quadrant BIs this the best we can be?

Empower Leadership Teams to Take Action and Innovate

• Restructuring Committee: The “think tank.” Every department represented with a mix of teachers and administrators

• Balance of new teachers and veterans, new voices and voices of experience

Quadrant C – Assimilation(Research and Best Practices)

• Reflective and innovative

• Visionary

• Anticipation of the future• Student needs drive action

•Quadrant C Leadership

•Situations Where Quadrant C Is Effective

•Gaps in achievement among different groups of learners

•Staff clinging to status quo and traditional instruction

•Poor learner achievement

•Low learner expectations

The Issue: Quadrant C

The performance of our students with disabilities.

So, do you think what we’re doing is working???

Know what you can do, know when you need help!

Same standards, same curriculum,

different approach to instruction

Quadrant D - Adaptation(Disposition)

Adaptive and collaborative Reflective and innovative Staff and learners are

empowered to take a significant leadership role

•Quadrant D Leadership

•Situations Where Quadrant D Is Effective

• Need for innovative approach

• Moving from good to great school

• Sustaining school improvement efforts

• Low learner engagement

• Shortage of prospective leaders

• New school planning

The Issue: Quadrant D

Sustaining the momentum!

Faculty Investment

Structured Discussion Groups

Facilitated by Restructuring Committee members

Guided questions provided

•94

1. What would you cite as the primary reason(s) why students fail?

2. What procedures/ techniques/ strategies have you used that you feel have been most successful for our 9th and 10th graders in terms of academics and behavior?

3. We have been successful at helping students over the MCAS “passing bar;” now we must move our target to proficiency. What do you see as the major obstacle our students face in achieving this goal? What suggestions would you make to help our students overcome those challenges to reach proficiency?

Structured Discussion Groups

Adaptive leaders function in each

quadrant, continually striving to influence

school stakeholders to spend most of their time in Quadrant D.

•1 •2 •3 •4 •5

•EmpowermentEmpowerment

•VisionVision

•1

•2

•3

•4

•5

•6

•Quadrant D Leadership FrameworkQuadrant D Leadership Framework

•1 •2 •3 •4 •5

•CollaborationCollaboration

•CreativityCreativity

•1

•2

•3

•4

•5

•6

•Quadrant D Leadership FrameworkQuadrant D Leadership Framework

Quick Review…1. The idea of the future2. Best Practices and Next Practices3. Key trends shaping (now and in the

future) education (hardware section)4. Relationship / social skills (software

section)5. Daggett System for Effective

Instruction6. The Adaptive Leader (Quad D)7. Tie it all together (reboot section)

Now “CTRL, ALT, DELETE”

IF WE WANT… Children to be learners who

think, read, reason and express themselves effectively in multiple ways…

Then we must show them thoughtful people eager

to take in and use new information.

IF WE WANT..

Children to be brave and resourceful when confronted with the unknown…

Then they must see us taking risks and finding new ways to move ahead.

IF WE WANT..

Children to be loyal, patriotic and responsible….

Then let us show them that we can be true to our deepest principles.

IF WE WANT..

A new and better educational system that educates all our children

for success in the 21st Century….

We will have to be new and better leaders and learners so that we can be

“FUTURE READY TODAY”

Establish Reality:Effective Leadership and

LearningRaymond J. McNulty, President

@ray_mcnulty