Leading Improvement Efforts: Theories and Challenges

Pete Bylsma, EdD, MPAbylsmapj@comcast.net

Presentation Overview

1. Characteristics of Effective Leaders– Perspectives of the sages– What research says about effective

leadership in schools and districts

2. Creating Change– Theoretical models– Practical implications for leaders

3. Using data to lead change

4. Other things on your mind

Characteristics of Effective Leaders

• Effective leaders are found in both private and public sector organizations.

• Effective leadership is multi-faceted.

• Most writers view effective leaders as people who do certain things and have certain qualities.

Per Jack Welch,former General Electric CEO

Leaders need

– Head (intelligence, competence, wisdom, savy)

– Heart (emotional intelligence and “soft” relational skills such as empathy, understanding, and communications that foster candor and openness)

– Guts (the self confidence to make hard decisions)

– Character (prerequisites of humility, trustworthiness, strong work ethic)

Mind

Energy

People skills

Work habits

Head on straight (maturity)

Mask shortcomings

Resume

Per John Wareham(The Anatomy of a Great Executive)

Means to get you where you are headed

Misdirect with resumes

Per Jim Collins (Good to Great)

Level 5 – ExecutiveBuilds enduring greatness through a paradoxical blend of personal humility and professional will (“fierce resolve”)

Level 4 – Effective LeaderCatalyzes commitment to and vigorous pursuit of a clear and compelling vision, stimulating higher performance standards

Level 3 – Competent ManagerLevel 2 – Contributing Team MemberLevel 1 – Highly Capable Individual

Common Characteristics of Effective Leaders

1. They establish and pursue a simple, clear, and compelling vision.– Know what should be, inspire others to work toward it

– Vision is not too complicated, is constantly in view

– Continuous communication in multiple forms to reinforce the message

Common Characteristics of Effective Leaders

2. They understand their environment.– Proactive and flexible when dealing with external

variables influencing the work (economic and political conditions, competition, beliefs and values of the local community)

– Advocate for supportive conditions, policies, and laws through networking, building relationships

– Foresee the implications of others’ actions and adjust accordingly

Common Characteristics of Effective Leaders

3. They think and plan strategically.– Understand internal and external challenges and the

multiple ways needed to address the challenge (see the big picture and know what levers to pull)

– Work with others and use a range of information and data to design and implement a sound multi-system strategy to address obstacles and help them meet their goals

– Establish aligned structures and systems that work well together

Common Characteristics of Effective Leaders

4. They select and support talented people.– Recognize need to develop other leaders

– Know how to select and develop other leaders who can spread the message of the mission

– Have good people skills and encourage, inspire, and recognize their staff when appropriate

– Help staff acquire the skills and knowledge needed to do their work

Common Characteristics of Effective Leaders

5. They are learners.– Listen to other perspectives, encourage diverse

perspectives, seek honest feedback

– Balance the urgency to meet their goals with reflection to learn from their successes and failures

– Take calculated risks and have the courage to admit when things do not go as planned

– Learn from mistakes and are willing to change

– Remain optimistic and resilient when problems arise

Common Characteristics of Effective Leaders

6. They have integrity.– Have a strong moral code that guide their actions

– Honest, fair, and just when dealings with others

– Treat others with respect, have high regard for all types of people

– Keep their word and follow through on their commitments(“walking the talk” creates trust, motivates others to do the same)

– Actions are consistent with their values and goals.

Common Characteristics of Effective Leaders

7. They get results.– High expectations, passion for excellence for its own sake

– Track record of accomplishing goals by working hard and smart

– Set goals and select metrics to measure progress toward the goal

– Inner intensity to improve, sense of urgency

– Creative problem-solvers who persevere and persistUse lessons learned from listening to change practice, generate new ideas

– Hold themselves and others accountable for results

Common Characteristics of Effective Leaders

7. They get results (continued)– Action-oriented, decisive, willing to make hard decisions

after receiving enough information and assessing context

– Not afraid to move (or remove) staff who do not produce

– Use small victories to build momentum and confidence that can eventually get big results

– Accomplish goals by reflecting all the other characteristics

Characteristics of Effective Leaders

Effective leaders often have a combination of certain skills and knowledge, dispositions, and values that motivate and inspire others. In general, they are …

intelligent, insightful, productive, versatile, flexible, creative, optimistic, hopeful, confident, energetic, hard working, decisive, disciplined, courageous, organized, approachable, proactive, fair, compassionate, trustworthy, team players

Nine Characteristics of High-Performing Schools

Nine Characteristics: Effective Leadership

Leadership is essential to implement all the characteristics of high performing schools• Deeper Understanding of Effective Leadership

–Distributive leadership–Sustainable leadership–Lateral capacity building–Relational trust

• Leadership Attributes and Behavior–Demonstrate value-added leadership

–Build community of learners/leaders

–Promote second-order change

• Leadership Approaches–Develop positive respectful relationships

–Create collaborative professional learning communities

–Focus on learning

Nine Characteristics: Effective Leadership (continued)

Characteristics of Improving School Districts

Characteristics of Improved School Districts: Effective Leadership

Leadership is at the center when implementing all characteristics of improved districts.

• Focus on All Students Learning• Dynamic & Distributed Leadership• Sustained Improvement Efforts over Time

Improved School Districts:Effective Leadership (cont.)

• Focus on All Students Learning– Focus on all students learning to high standards

– Share beliefs & values, have clear goals & shared vision of change

– Hold all district staff, programs & operations responsible for student learning

• Dynamic/Distributed Leadership– Exhibit dynamic leadership, united in purpose,

visible in schools, interested in instruction

– Expand to encompass central office, principals, teacher leaders and others

– Provide moral leadership that moved from talking to doing, to ensure students learn

Improved School Districts:Effective Leadership (cont.)

• Sustained Improvement Efforts over Time– View education improvement as long-term

commitment & processes

– Persevere, persist, and stay the course

– Help staff internalize the changes

Improved School Districts:Effective Leadership (cont.)

Small Group Discussion

• Form small groups; select a recorder, speaker• Discuss one of the questions for reflection• Select 2 or 3 key ideas from your discussion from

your experiences about effective leadership• Share in whole group

1. How can school/district leaders develop & share their vision for improving student learning?

2. How can school/district leadership be distributed throughout the educational system?

3. How can leaders create political will & moral responsibility to take action to provide equity & excellence in learning for all students?

4. How can school/district leaders communicate their commitment to school improvement?

5. How can school/district leaders maintain stability and sustain improvement in a climate of political & social change?

Questions for Reflection

Part II: Creating Change

Gleicher's FormulaD x V x F > R

• D Dissatisfaction What is not working; concern• V Vision for future A compelling, attractive, and

achievable goal• F First Steps A start toward a vision• R Resistance Forces opposed to change

Model relates to change management based on its experience with hundreds of companies around the world

Awareness of why the change is needed Desire to support and participate in the change Knowledge of how to change Ability to implement new skills and behaviors Reinforcement to sustain the change

Prosci Research - ADKAR

Larger Context(social/political/economic)

My Theory of Change

Leadership

Mission &Expectations

Internal & external

pressure to motivation to

change

Vision

Assessment of current conditions

Improvement strategy

Capacity to enact changes

Opposing Forces

Interactive Process

Implement strategy

Assess results

Data as a feedback

loop

Creating Change in Your System

1. What external and internal pressures exist in your school/district that motive people to change? What other pressures could be brought to bear to stimulate change?

2. What are your strategies to close the gap between your vision of the future and the current reality? How do you know they will work?

3. How can you build capacity to enact the desired change?

4. What are the forces in system that oppose change? How can they be addressed (mitigated, neutralized, or eliminated)?

Part III:Using Data to Stimulate Change

• Cross sectional data and disaggregation• Longitudinal analyses• Considering the context• Data problems to watch for• Sneak preview of things to come

Cross Sectional DataA snapshot in time of multiple groups

3 4 0

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N ot Low Incom e Low -Incom e

Re ading Scale Score s by Incom e Le ve l, A ll G rade s (2007)

Am er. India n As ia n/Pa c Is B la ck H is pa nic W hite

Longitudinal Analysis ExerciseA

chie

vem

ent l

evel

2002 2003

NCLB passed

Longitudinal Analysis Exercise

In groups, add at least 2 more years on each side of the trend line to create 3 graphs to show:

• NCLB had a positive impact

• NCLB had a negative impact

• NCLB had no impact

Longitudinal AnalysisMath Helping Corps

0%

10%

20%

30%

40%

50%

60%

70%

1997 1998 1999 2000 2001 2002 2003 2004

WA

SL

pe

rce

nt

me

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MHC - 1st cohort

Period of assistance

Longitudinal AnalysisMath Helping Corps

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10%

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30%

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70%

1997 1998 1999 2000 2001 2002 2003 2004

WA

SL

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State

MHC - 1st cohort

MHC - 2nd cohort

Period of assistance

Longitudinal Analysis:What’s Going On?

Source: http://election.princeton.edu/history-of-electoral-votes-for-obama/

2002 Results (average of 3 tests) WA Achiever Schools

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Percent Low Income (F/RL)

Perc

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State: 23.0%

State: 50.3%

Correlation -.693R-square .48

All other high schools

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Percent Low Income (F/RL)

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State: 29.4%

State: 71.0%

All schools improved by 2006

Schools experienced different levels of improvement since 2002

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Percent Low Income (F/RL)

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Mabton

Yelm

West Valley

Stevenson

Cleveland

Davis

Lincoln

Kent-Meridian

Tonasket

Mt Tahoma

Kittitas

Clover Park Foss

Mariner

Foster

2006 results

2002 results2006 state trend

2002 state trend

Five OutcomesResults from 4 assessments (reading, writing, math, science)

aggregated together from all gradesExtended graduation rate for all students

Four Indicators1. Achievement (% of all students meeting standard/ext. grad rate)

2. Achievement by low income students (those eligible for FRL)

3. Achievement vs. Peers (Learning Index and ext. grad rate controlling for ELL, low-income, special education, mobility)

4. Improvement (change in Learning Index from previous year)

Creates a 5x4 matrix with 20 outcomes40

SBE’s New Accountability System

Accountability Matrix

Indicator Reading Writing Math Science Grad rate Avg.

Achievement

Ach. of low income

Achievement vs. Peers

Improvement

Average Index

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Linear Regression

0.0 25.0 50.0 75.0 100.0

Pct low income

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1.000

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h L

earn

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Math Learning Index, 2007 = 3.26 + -0.01 * PctLowIncR-Square = 0.70

A

B

Illustration of Ach. vs. Peers

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Data Issues

• Data quality continues to improve• Important data are missing• Simpson’s paradox

All subgroups are improving but the overall level is declining due to higher percentages of lower performers

•Unit of analysis (classroom, grade, school, district)•Unusual cases (outliers, special schools)•Getting an outside/neutral perspective

44

Concerns About Survey Results

• Self perceptions reflect self awareness• Our perceptions may not be realistic

– Psychologists have noted our tendency to inflate ourselves and be blind to our shortcomings or suffer from “groupthink”

– Conversely, sometimes we are too hard on ourselves

• If educators don’t have accurate perceptions of their condition, they won’t to identify their problems, which will lead to efforts not focused on the right solutions– Needed changes won’t occur, outcomes may not improve– Lead to discouragement, less effort to improve in the future, and a

belief that external conditions are to blame for the problems

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Stages of Learning

Unconscious Competence

Conscious Incompetence

Unconscious Incompetence

Conscious Competence

Conscious of Unconscious Competence

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Matrix of Perceptions of School Quality

Unrealistic

Unaware of limitations

(unconscious (unconscious incompetenceincompetence

))

Realistic

Aware of success

(conscious (conscious competence)competence)

Realistic

Aware of limits/success

Realistic

Aware of limitations

(conscious (conscious incompetenceincompetence

))

Unrealistic

Unaware of success

Staff Perceptions of School Quality (consciousness)

HIGHmost positive

MEDIUM

LOWleast positive

LOW MEDIUM HIGHStudent Outcomes controlling for school SES(competence)

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Other Things on your Mind