© mcrel 2004. do not copy without permission school leadership that works the magnitude of change
TRANSCRIPT
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The Magnitude of Change
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Common labels describing types of change
McREL uses labels based on the implications of change.
vs.
vs.
vs.
vs. First-order Second-order
Technical Adaptive
Continuous Discontinuous
Incremental Fundamental
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Understanding the Magnitude of Change
2nd order change
1st order change
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McREL’s view of change
A change is defined by the implications it has for the people expected to implement it or those who will be impacted by it.
The same change can be perceived differently by different stakeholders.
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Characteristics of First Order Change
•Consistent with current values, beliefs, and practices
•Can be carried out with existing knowledge and skills
•Can be implemented by others,
including outside experts
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Second Order Change•A break with the past
•Conflicts with prevailing norms, beliefs, and behaviors
•Implemented by stakeholders
•Complex
•Requires new knowledge and skills
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First- or second-order?
Do stakeholders perceive the change as…Do stakeholders perceive the change as…
an extension of the past? a break from the past?
consistent with prevailing organizational norms?
inconsistent with prevailing organizational norms?
congruent with personalvalues?
incongruent with personalvalues?
easily learned using existing knowledge & skills?
requiring new knowledge & skills?
First-order Implications Second-order Implications
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Estimating the implications of a change
Measuring the implications of a change for stakeholders requires thoughtful consideration of how different individuals and groups will perceive and respond to the change.
Picture retrieved October 28, 2004 from, http://inventors.about.com/library/inventors/blseismograph.htm
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The magnitude of change
C H A N G E
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The magnitude of change
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Retrieved November 11, 2004 From, http://www.afn.org/~gestalt/fignd.htm
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Retrieved November 11, 2004 From, http://www.afn.org/~gestalt/fignd.htm
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Retrieved November 10, 2004 From, http://www.nwlink.com/~donclark/hrd/history/gestalt.gif
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Understanding Magnitude of Change
To understand the magnitude of a change,
leaders must be able to compare/contrast the:
Meaning of key criteria for the
proposed change
Implications of that meaning
for stakeholders
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Understanding Magnitude of ChangeKey Criteria Key Questions
Problem definition agreement What problem does the change propose to solve? Is there agreement on problem/solution relationship?
Understanding of (in)consistency of values
What does the change value?
Understanding of (in)consistency of norms
What does the change require relative to our ways of interacting?
Understanding of type of learning required
How complex is the (re)learning of knowledge or skills required?
Understanding of urgency and incentives
Is there a sense of urgency and incentives to move forward??
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ASSESSING ORGANIZATIONAL CONDITIONS
ESTIMATING THE MAGNITUDE OF ESTIMATING THE MAGNITUDE OF CHANGECHANGE
CORE CONTEXTCORE CONTEXT
RECEPTIVITY TO CHANGERECEPTIVITY TO CHANGE
READINESS FOR IMPLEMENTATIONREADINESS FOR IMPLEMENTATION
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CORE CONTEXT
Conditions Affecting Magnitude of Change
Key Questions for Assessing Conditions
Problem Definition
Is there agreement among those who will be impacted by the initiative that there really is a problem to solve? Is there agreement about the dimensions of the problem?
Problem Solution
Is there agreement among stakeholders that the proposed initiative will solve an agreed upon problem?
Personal Values
Is the proposed initiative consistent with the values of individual stakeholders?
Organizational Norms
Is the proposed initiative based on the current organizational norms of operation?
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RECEPTIVITY TO CHANGE
Conditions Affecting Magnitude of Change
Key Questions for Assessing Conditions
Choice
Are there multiple approaches, from which people can choose to implement the proposed initiative?
Responsibility
Are the people who are responsible for the implementing the proposed initiative involved in creating it?
Motivation
Is there agreement among stakeholders that the current levels of performance are unacceptable or a shared vision of a more attractive future?
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READINESS FOR IMPLEMENTATION
Conditions Affecting Magnitude of Change
Key Questions for Assessing Conditions
Knowledge
Do the majority of stakeholders have the basic knowledge they need to do what will be asked of them?
Skills
Do the majority of stakeholders have the skills required to be successful in the proposed initiative?
Resources
Are all of the resources needed available and accessible to those who will be asked to implement the proposed initiative?
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Understanding Magnitude of ChangeActivity #4
• Locate the handout entitled, “ Understanding the Magnitude of Change Worksheet”
• Individually, think about a change your school will be facing or one in which your school is currently engaged.
• Using the worksheet, write the answers to the questions, and determine whether the change has 1st or 2nd order implications for most stakeholders.
• In triads, share your findings and discuss why the change has 1st or 2nd order implications for most stakeholders.
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SCHOOL LEADERSHIP THAT WORKS™UNDERSTANDING MAGNITUDE OF CHANGE WORKSHEET
KEY CRITERIA
Problem definition agreement
KEY QUESTIONS
What problem does the change propose to solve? Is there agreement on problem-solution relationship?
ANSWERS/ 1ST OR 2ND ORDER IMPLICATIONS
Understanding of (in)consistency of values
What does the change value?
Understanding of (in)consistency of norms
What does the change ask relative to our ways of interacting?
Understanding of type of learning required
How complex is the (re)learning, knowledge or skills required?
Understanding of urgency and incentives
Is there a sense of urgency and incentives to move forward?
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Finding #4:results of a factor analysis
• Two major factors–General leadership–Positive and negative correlations with 2nd order change
There were insufficient factor loadings to collapse any of the 21 leadership responsibilities
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Leadership for first order change
All 21 responsibilities are necessary and should be considered SOP in a school.
First order change is a “by product” of the day-to-day operations of the school
Review of rank order of leadership responsibilities and practices
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Rank ordered
1) Monitor and evaluate2) Culture3) Ideals and Beliefs4) Knowledge CIA5) Involvement CIA6) Focus7) Order8&9) Affirmation and
Intel. Stimulation10) Communication11) Input
12) Relationships13) Optimizer14) Flexibility15) Resources16) Contingent rewards17) Sit. Awareness18) Outreach19) Visibility20) Discipline21) Change Agent
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Leadership for Second Order Change
Factor analysis
Positive and negative correlations
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Positive Correlations with 2nd Order Change (rank ordered)
• Knowledge of curriculum, instruction, and assessment
• Optimizer• Intellectual stimulation• Change agent• Monitor and evaluate • Flexibility• Ideals and beliefs
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Leadership Responsibilities Positively Associated with Changes with
Second Order Implications
Responsibility Practices
Knowledge of
curriculum, instruction,
& assessment
•Is knowledgeable about assessment practices
•Is knowledgeable about instructional practices
•Provides conceptual guidance for teachers regarding effective
classroom practice.
Optimizer •Inspires teachers to accomplish things that might seem beyond their grasp•Portrays a positive attitude about the ability of the staff to accomplish substantial things•Is a driving force behind major initiatives.
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Leadership Responsibilities Positively Associated with Changes with
Second Order ImplicationsResponsibilities Practices
Intellectual Stimulation
•Keeps informed about current research & theory regarding effective schooling•Continually exposes staff to cutting edge ideas about how to be effective•Systematically engages staff in discussions about current research & theory•Continuously involves the staff in reading articles & books about effective practices.
Change
Agent
•Consciously challenges the status quo•Is comfortable with leading change initiatives with uncertain outcomes•Systematically considers new & better ways of doing things.
Monitors/ Evaluate
•Monitors & evaluates the effectiveness of curriculum, instruction, & assessment.
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Leadership Responsibilities Positively Associated with Changes with
Second Order ImplicationsResponsibilities Practices
Flexibility •Is comfortable with major changes in how things are done•Encourages people to express opinions contrary to those with authority•Adapts leadership style to needs of specific situations•Can be directive or non-directive as the situation warrants.
Ideals/ Beliefs •Holds strong professional beliefs about schools, teaching, & learning•Shares beliefs about schooling, teachers & learning with staff and parents•Demonstrates behaviors that are consistent with beliefs.
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Responsibilities Positively Associated with 2nd Order Change
• Locate the 7 (pink) leadership responsibility cards that are positively associated with 2nd order change.
• Use the change initiative you identified in the “Understanding Magnitude of Change” activity to discuss how the responsibilities help to lead change with 2nd order implications.
• Refer to the sentence stems to guide your conversation.
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Responsibilities Positively Associated with 2nd Order Change
To guide your team’s conversation, consider the following sentence stems:- I think the 7 responsibilities
help to lead change with 2nd order implications because . . .
- In my situation, this leadership responsibility [pick one] would help initiate change because . . .
- In my leadership practice, I haven’t considered this responsibility [pick one] because . . .
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KS Leadership for first order Change
(rank ordered)
1) Monitor and evaluate2) Culture3) Ideals and Beliefs4) Knowledge CIA5) Involvement CIA6) Focus7) Order8&9) Affirmation and
Intel. Stimulation10) Communication11) Input
12) Relationships13) Optimizer14) Flexibility15) Resources16) Contingent rewards17) Sit. Awareness18) Outreach19) Visibility20) Discipline21) Change Agent
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Negative Correlations with 2nd Order Change (rank ordered)
• Culture
• Communication
• Order
• Input
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Leadership Responsibilities/Practices Negatively Impacted by Changes with
Second Order Implications
Responsibilities Practices
Culture•Develops a shared vision of what the school could be like
• Promotes a sense of well being
• Promotes cohesion among staff
• Promotes cooperation among staff
• Develops an understanding of purpose
Communication
• Develops effective means for teachers to communicate with one another
• Is easily accessible to teachers
• Maintains open and effective lines of communication with staff
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Leadership Responsibilities/Practices Negatively Impacted by Changes with
Second Order Implications
Responsibilities Practices
Order • Establishes routines for running of the school that staff
understand and follow
• Provides and reinforces clear structure, rules and
procedures for staff
• Provides and reinforces clear structure, rules and
procedures for staff
Input • Provides opportunities for staff to be involved in
developing school policies
• Provides opportunity for input on all decisions
• Uses leadership team in decision making
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Impacted by 2nd Order Change
• Locate the 4 (pink) leadership responsibility cards that negatively impact 2nd order change.
• Use the change initiative you identified in the “Understanding Magnitude of Change” activity to discuss how the responsibilities can be negatively impacted by changes with 2nd order implications.
• Refer to the sentence stems to guide your conversation.
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Responsibilities Negatively Impacted by 2nd Order Change
To guide your team’s conversation, consider the following sentence stems:
- I think the 4 responsibilities can be negatively impacted by changes with 2nd order implications because . . .
- In my situation, these 4 leadership responsibilities look like . . .
- In my leadership practice . . .
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KS Leadership for First Order Change
(rank ordered)
1) Monitor and evaluate2) Culture3) Ideals and Beliefs4) Knowledge CIA5) Involvement CIA6) Focus7) Order8&9) Affirmation and
Intel. Stimulation10) Communication11) Input
12) Relationships13) Optimizer14) Flexibility15) Resources16) Contingent rewards17) Sit. Awareness18) Outreach19) Visibility20) Discipline21) Change Agent
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The magnitude of change: Four stages of the change process
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The Art and Science of
Leadership
“The art of progress is
to preserve order amid
change and preserve
change amid order.”~ Alfred North-Whitehead
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The Personal Impact of 2nd Order Change
“It’s not so much that we’re afraid of change or so in love with the old ways, but it’s that place in between that we fear . . . It’s like being between trapezes. It’s Linus when his blanket is in the dryer. There’s nothing to hold on to.”
~ Marilyn FergusonThe Aquarian Conspiracy
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Leadership Responsibilities Associated with Purposeful
Community
• Culture• Ideals and Beliefs• Communication• Visibility• Input• Relationships• Situational Awareness• Affirmation
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Leadership Responsibilities Associated with Focus on
Research-based Practices
• Resources
• Curriculum, Instruction, and Assessment
• Focus
• Outreach
• Order
• Discipline
• Contingent Rewards
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Leadership Responsibilities Associated with Leading change
• Ideals and Beliefs• Optimizer• Flexibility• Knowledge of Curriculum, Instruction,
and Assessment• Intellectual Stimulation• Change Agent• Monitor and Evaluate
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Develop a
Purposeful
Community
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Definition: Purposeful Community
A purposeful community is one with the collective efficacy and capacity to develop and use assets to accomplish purpose and
produce outcomes that matter to all community members through agreed upon
processes.
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Develop a Purposeful Community
• collective efficacy and capacity
• develop and use assets
• accomplish purpose and produce outcomes
that matter to all community members
through
• agreed upon processes
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Strategies and Tactics
for Leading Change
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Distribute Leadership Responsibilities
• Culture
• Order
• Communication
• Input
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Operational Definitions
Distributed leadershipDistributed leadership implies shared responsibility and mutual accountability toward a common goal or goals for the good of an organization. Distributed leadership is not a “program” or a “model.” It is a condition that can be enabled and sustained through organizational authority.
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Rationale: Why Distributed Leadership is Important
Depending on the complexity of an organization, and the implications of the changes it is attempting to implement, leadership demands more than what one person can provide. Distributed leadership is important because it creates a condition for maximizing the collective strengths of all individuals within a coherent, adaptive, and sustainable organization as they strive to adapt, learn, and grow. It requires each person to assume responsibility and take action for the good of the whole.
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Distributed Leadership
True forms of distributed leadership require that:
• multiple people work together to complete the right work regardless of positional authority, and,
• the group is grounded in responsibilities and tasks rather than position.
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Distributed Leadership
• The group capitalizes on individual strengths to create a common approach to improvement
• They create an intentional shared responsibility towards accomplishing the right work, which in turn creates internal accountability
• Over time, they increase their capacity to do the right work
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The Importance and Use of a “Balanced” Approach to Leading Change
With 1st and 2nd Order Implications
Balancing
Directing and Supporting
Answers and Questions
Stability and Instability
Stepping up and Stepping back
Within and Between
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“InsanityInsanity is doing the
same thing you have
always done and
expecting different
results.” ~ Albert Einstein
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Be the change
you want to see
in the world
Mahatma Gandhi
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Everyone has a dream he can
follow or squander.
It is no failure to fall short of realizing all that we might dream.
The failure is to fall short of dreaming all that we might realize.
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Balanced Leadership
Development
Work
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Other Development• Online Questionnaire • Distributed Leadership
–Superintendents–Teachers
• Leadership Consortia• Fieldbook• Administrator standards• HPHN Study (5th year)
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McREL’s research and ISLLC standards
The ISLLC standards include:• 44 knowledge statements• 43 dispositions• 97 performances• which can be found in 184 indices
However, 17 of the practices identified in McREL’s analysis are not included in the ISLLC standards.
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in the ISLLC standards
Responsibility Associated Practices
Affirmation: The extent to which the principal recognizes and celebrates school accomplishments and acknowledges failures
Systematically and fairly acknowledges failures and celebrates accomplishments of the school
Contingent Rewards: The extent to which the principal recognizes and rewards individual accomplishments
Uses hard work and results as the basis for reward and recognition Uses performance vs. seniority as the primary criterion for reward and advancement
Curriculum, Instruction, & Assessment: The extent to which the principal is directly involved in the design and implementation of curriculum, instruction, and assessment practices.
Is involved with teachers in designing curricular activities and addressing instructional issues in their classrooms Is involved with teachers to address assessment issues
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in the ISLLC standards continuedResponsibility Associated Practices
Flexibility: The extent to which the principal adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent.
Adapts leadership style to needs of specific situations Can be directive or non-directive as the situation warrants
Outreach: The extent to which the principal is an advocate or spokesperson for the school to all stakeholders.
Interacts with parents in ways that enhance their support for the school Ensures that the central office is aware of the school’s accomplishments
RelationshipsThe extent to which the principal demonstrates an awareness of the personal aspects of teachers and staff.
Remains aware of the personal needs of teachers and staff Acknowledges significant events in the lives of teachers and staff Maintains personal relationships with teachers and staff Is informed about significant personal issues in the lives of teachers and staff
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17 balanced leadership practices not found in the ISLLC standards continued
Responsibility Associated Practices
Situational AwarenessThe extent to which the principal is aware of the details and undercurrents in the running of the school and uses this information to address current and potential problems.
Can predict what can go wrong from day to day
VisibilityThe extent to which the principal has quality contact and interactions with teachers and students.
Makes systematic and frequent visits to the classroom Has frequent contact with students Is highly visible around the school
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“Principal leadership in … schools is based on a
balance of emphasis. It is supportive and
facilitative of expertise and initiative distributed
widely across the school. At the same time it is
assertive of the school’s collective vision and
goals. It is helpful but not threatening, directive
but not overbearing, facilitative but not laissez-
faire” (p.430)Smylie, M.A. & Hart, A. W. School Leadership for Teacher Learning and Change: A Human
and Social Capital Development Perspective(1999)
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Leadership
“…we should be calling for leadership that will challenge us to face problems for which there are no painless solutions . . . problems that require us to learn in new ways.”
~ Ronald A. Heifetz
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For more information
• Visit the McREL Web site
– www.mcrel.org– Access Balanced Leadership under
“What’s New”
• Visit McREL’s online newsroom
– www.mcrel.org/newsroom – Click on “education topics”
– Click on “leadership”
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KS At-risk synthesis =
www.mcrel.org/atrisksynthesis
A Theory-based Meta-Analysis of Research on Instruction =
www.mcrel.org/instructionmetaanalysis
Classroom Instruction that Works video = www.mcrel.org/video
Out-of-school time synthesis =
www.mcrel.org/oststudy
A New Era of School Reform =www.mcrel.org/newera
McREL Fellows Program =
www.mcrel.org/fellows
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Colorado critical friends network protocolshttp://www.coloradocfg.org/Summer04/coaches_handbook.htm
ISLLC Standards and Balanced Leadershipwww.mcrel.org/leadershipweneed
Other web resources
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References
Argyris, C. and Schön, D. (1996). Organisational learning II: Theory, method and practice. Reading, Mass: Addison Wesley.
Beckard, R. & Pritchard, W. (1992). Changing the essence: The art of creating and leading fundamental change in organizations. San Francisco: Jossey-Bass.
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Shanker Institute.• Fullan, M. (2001) 3rd ed. The new meaning of educational change. New York and
London: Teachers College Press.• Fullan, M. G. (1993). Change forces: Probing the depths of educational reform. Bristol, PA:
Falmer Press.• Gardner, J.W. (1990). On leadership. New York: The Free Press.• Hanson, M. (Dec. 2001). Institutional theory and educational change. Educational Administration
Quarterly, 37 (5), 637-661). University for Educational Administration. • Heifetz, R.A., Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of
leading. Boston, MA: Harvard Business School Press.• Heifetz, R. (1994). Leadership without easy answers. Cambridge, MA: Belknap Press. • Hesslebein, F. & Johnston, R. (Eds.). (2002). On leading change: A leader to leader guide. San
Francisco: Jossey-Bass.• Kanter, R.M. (1983). The change masters: Innovation & entrepreneurship in the american
corporation. New York: Simon & Schuster, Inc.• Kouzes, J.M., Posner, B.Z. (1988). The leadership challenge: How to get extraordinary
things done in organizations. San Francisco: Jossey-Bass.• Marzano, R. J. (2000). A new era of school reform: Going where the research takes us. Aurora,
CO: Mid-continent Research for Education and Learning.• Marzano, R. J., Gaddy, B. B., & Dean, C. (2000). What works in classroom instruction. Aurora,
CO: Mid-continent Research for Education and Learning.• Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA:
Association for Supervision and Curriculum Development.
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KS • Murphy, J. (2002) 1st printing. The educational leadership challenge: Redefining leadership for the
21st century. Chicago, IL: University of Chicago Press.• Nadler, D. A., Shaw, R. B., Walton, A. E., & Associates. (1994). Discontinuous change. San
Francisco: Jossey-Bass.• Nanus, B. (1992). Visionary Leadership. New York: Jossey-Bass.• Quinn, R.E. (1996). Deep change: Discovering the leader within. San Francisco: Jossey-
Bass.• Rogers, E. (1995). Diffusion of innovations. New York: The Free Press.• Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., Kleiner, A. (2000). Schools that
learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Currency Doubleday.
• Senge, P.M., (1990). The fifth discipline: The art & practice of the learning organization. New York: Currency Doubleday.
• Spillane, J., Halverson, R., Diamond, J. (2003). Towards a theory of school leadership practice: Implications of a distributed perspective. Journal of curriculum studies.
• Spillane, J., Hallet, T., & Diamond, J. (2003). Forms of capital and the construction of leadership: Leadership in urban elementary schools. Sociology of Education, 76 (1).
• Spillane, J., Diamond, J., Jita, L. (2003). Leading instruction: The distribution of leadership for instruction. Journal of Curriculum studies.
• Spillane, J. & Seashore-Louis, K. (2002). The practice of school improvement. National society: The study of education (NSSE) yearbook. Chicago: University of Chicago.
• Tucker, M.S., Codding, J.B. (2002). The principal challenge: Leading and managing schools in an era of accountability. San Francisco: Jossey-Bass.
• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
• Wheatley, M.J. (1999). Leadership and the New Science: Discovering order in a chaotic world. San Francisco: Berrett-Koehler Publishers, Inc.
• Wheatley, M.J. and Kellner-Rogers, M. (1996) A simpler way. San Francisco: Berrett-Koehler Publishers