The 21st Century Leadership Challenge:

Leading Second Order Leading Second Order ChangeChange

General Session

The Welsh Congregation’s DilemmaWe must build the new system while we’re in the old system

20th Century Expectation: TIME

21st Century Expectation:PROFICIENCY

Perspective

Q - If you LEAD an organization over time, and it significantly improves, what happened to the organization?

A- CHANGE

The “Practice” of Leadership Largest-ever Sample for Research on Leadership Practice

Marzano, Waters, &

McNulty, 2005

• All studies, 1971-2001• > 5,000 studies of relationship

between school leadership & achievement examined

• 69 met McREL’s criteria for rigor• 2,802 schools, all levels, K-12

represented• 14,000 Teachers• 1.4 million students

Three Findings

• School-level leadership impacts student achievement

• Principals use 66 leadership practices to fulfill 21 essential responsibilities that correlate with student achievement.

• Strong principals can have either a positive or negative impact on student achievement

Finding #1: School leadership impacts student achievement.

• School Leadership that Works: The Effect of Principal Leadership on Student Achievement

If principal’s leadership improves from 50th to 84th percentile,researchers predict a 10 percentile gain in student achievement

Finding #2 The “Practice” of Leadership

• Identified 21 Principal responsibilities that positively correlate with student achievement

• All 21 responsibilities are important for raising student achievement. All are important in First-order change.

• 7 responsibilities are essential for Second-Order change.

Marzano, Waters, &

McNulty, 2005

Finding #3: Strong leaders who have established purposeful communities can have either a positive or negative impact on student achievement. Why?

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Collective Efficacy: “We can make a difference.”

Building a Purposeful Community

• Collective Efficacy - The group members’ shared perception or belief that they can dramatically enhance the effectiveness of an organization. The collective efficacy of the teachers in a school is a better predictor of student success in schools than is the socioeconomic status of the students.

Goddard, Hoy, and Hoy, 2004

Definition: Purposeful Community

“A purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that matter to all community members through agreed-upon processes.”

Marzano, Waters, McNulty, 2005

Build a purposeful community Focus on the right things Assess and manage the magnitude of change

Leadership

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Finding #3: Strong leaders who have established purposeful communities can have either a positive or negative impact on student achievement. Why?

Leadership

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Focus Magnitude

Maintain stability in existing system

Challenge normal routines that do not produce results that achieve mission

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Focus Magnitude

Classroom Research

School Research

Student Research

Create demand

Implement change

Manage transitions

Monitor/Evaluate

Implement

Create Demand

Monitor and Evaluate

1st Order

The Four Phases of Change

McRELFirst Order Change

Implement

Create Demand

Manage Personal Manage Personal TransitionsTransitions

Monitor and Evaluate

2nd Order2nd Order

The Four Phases of Change

McREL

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Focus Magnitude of Change

On the right things Gentle pressure, Gentle pressure, applied relentlesslyapplied relentlessly

How Do We Lead for Systemic Change?

• Knowing what to do

• Knowing how to do it

• Knowing when to do it

• Knowing why to do it

“First-Order” Change*

• An extension of past knowledge

• Implemented with existing knowledge and skills

• Within existing paradigms

• Consistent with prevailing values and norms

• Incremental

*Marzano, Waters, McNulty, 2005

First-Order Change?

1. Professional development to implement new editions of social studies textbooks

2. Reading The Five Dysfunctions of a Team and establishing norms for faculty meetings

3. Implementing a new dress code

4. Revamping the master schedule, moving from 7 periods per day to 6

5. Converting your school to International Baccalaureate (IB) status

“Second-Order” Change*

• A break with the past

• Outside of existing paradigms

• Conflicts with prevailing values and norms

• Complex

• Requires new knowledge and skills to implement

Marzano, Waters, McNulty, 2005

First- or Second-Order Change?

1. Adopting mathematics textbooks

2. Adding 15 additional minutes of instruction to the school day

3. Moving to non-graded classrooms

4. Assessing writing across the curriculum

5. Standardizing cafeteria menus across all schools in the district to meet new government requirements

6. Implementing new student data management software

First Order Second Order

When stakeholders see the change as:

• Consistent with existing values and norms

• Advantageous for stakeholders

• Readily implement-able with existing knowledge and resources

When stakeholders:

• Are unclear about how it will make things better for them

• Must master new knowledge, practices, or approaches to implement the change

• Feel the change conflicts with prevailing personal values and organizational norms

First or Second Order Change?

It’s a matter of perspective!

Super-Super-intendentintendent

PrincipalsPrincipals

Leadership Team Leadership Team and Central Staffand Central Staff

School Staff

School Board

Strategy Team Program Design Achievement

Monitoring School Support

Governance TeamCommunity EngagementSystem Values & Policy

•Beliefs, Vision, Mission

•Goals & Operational Expectations

Superintendent Accountability

Instructional Team Student

Achievement Program Delivery School-based

Decisions

Systemic Change

First or Second Order Change?

It’s a matter of perspective!

20th Century Expectation: TIME

21st Century Expectation:PROFICIENCY

Perspective

Balanced Leadership Framework Responsibilities

Affirmation Change Agent Communication Contingent Rewards Culture Curriculum, Instruction,

Assessment involvement

Discipline Flexibility Focus Ideals/beliefs

Input Intellectual stimulation Knowledge of C, I, A Monitors/evaluates Optimizer Order Outreach Relationship Resources Situational awareness Visibility

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Focus Magnitude

Purposeful Community

Focus Magnitude

Affirmation

Communication

Culture

Ideals/Beliefs

Input

Relationships

Situational awareness

Visibility

Contingent rewards

Discipline

Involvement C,I,A

Focus

Order

Outreach

Resources

Change agent

Flexibility

Ideals/Beliefs

Intellectual stimulation

Knowledge of C,I,A

Monitor/evaluate

Optimize

Balancing Leadership

Principal leadership in highly

effective schools is:

• Helpful but not threatening,• Directive but not overbearing,• Facilitative but not laissez faire.

Rosenholtz, 1989

Louis & Murphy, 1994

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Balancing Leadership for Change

What an organization needs from its leader depends on the magnitude of change occurring for the organization

Direct ------------------------- Support

Answer ------------------------ Question

Step up / Manage ----------- Step back / Learn

The art of progress is to preserve

order amid changeand preserve

change amid order.

~ Alfred North-Whitehead

7 Responsibilities Critical for 2nd Order Change**

Affirmation Involvement in C,I,AChange Agent** Knowledge of C,I,A**Contingent Rewards Monitoring/Evaluating**Communication Optimizer (Optimist)**Culture OrderDiscipline OutreachFlexibility** RelationshipsFocus ResourcesIdeals/beliefs** Situational AwarenessInput VisibilityIntellectual stimulation**

7 Responsibilities Critical to Support Second-Order Change

1. Change Agent2. Flexibility3. Ideals & beliefs4. Intellectual stimulation5. Knowledge of Curriculum Instruction,

Assessment6. Monitor and evaluate7. Optimizer

Responsibility Definition Practice

1. Change Agent

2. Flexibility

3. Ideals and Beliefs

4. Knowledge of CIA

5. Intellectual

Stimulation

6. Monitor and

Evaluate

7. Optimizer

Responsibility Definition Practice

1. Change Agent Actively challenge status quo

•Challenges status quo•Comfortable leading change•Looks for new, better ways

2. Flexibility Adapts behavior; OK with dissent

•Comfortable making change•OK w/ diverse opinions

3. Ideals and Beliefs •Well-defined beliefs•Behavior models beliefs

4. Knowledge of CIA Content, instruction, and assessment

•Extensive knowledge•Provides guidance -teachers

5. Intellectual

Stimulation

Discusses current theory, practice

•Keeps informed•Fosters discussions, etc.

6. Monitor and

Evaluate

Impact and effective- ness of practice

•Continually monitors C-I-A•Impact of practice on achievement

7. Optimizer Inspires, leads new & challenging innovation

•Inspires; driving force•Positive attitude @ challenges

2nd order change

• Is a horse of a different color from a leadership perspective. To successfully implement a second order change initiative, a school leader must ratchet up her/his idealism, energy, and enthusiasm.

• Additionally, he must be willing to live through a period of frustration and even anger from some staff members. No doubt this takes a great personal toll on a school leader and might explain why many promising practices have not led to improved student achievement and ultimately have been abandoned.

Ron Heifitz

Marzano, Waters, McNulty

Ideals and BeliefsWhat Is Our Purpose?

• To improve the quality of human life.

• To create schools in which every child learns at high levels.

To secure America’s future—one student at a time!

What Do We Value?

• We put service to students above all else.

• We take responsibility for the success of all students.

• We care passionately about our work with children.

• We build strong, positive relationships with students, staff, parents, and community.

• We model and promote civility and integrity.

What/How What/How We TaughtWe Taught

What Students What Students LearnedLearned

Knowing the Knowing the connectionsconnections that that enhance and increase learningenhance and increase learning

Building a Culture ofContinuous Improvement

PAGE 9

Change Agent ~Leadership is Difficult!

• “Perhaps the most revealing aspect of analysis is that some responsibilities are negatively affected by second-order change:”

• Culture (Strongest negative relationship with 2nd order change)

• Communication• Order• Input

Possible perceptions of principal leading 2nd order change

• Team spirit, cooperation, and common language have deteriorated as a result of the innovation (Culture)

• Communication has deteriorated as a result of the innovation (Communication)

• Order and routine have deteriorated as a result of the innovation (Order)

• The level of input from all members of the staff has deteriorated as a result of the innovation (Input)

Pages 12 & 13Purposeful Community

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Purposeful C

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Purposeful Community

Leadership

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Focus Magnitude

Classroom Research

School Research

Student Research

Create demand

Implement change

Manage transitions

Monitor/Evaluate

1st Order

The Four Phases of Change

McREL

Second Order

Leadership—A Balancing Act

• Adaptive work creates risk, conflict, and instability because addressing the issues underlying adaptive problems may involve upending deep and entrenched norms. Thus, leadership requires disturbing people—but at a rate they can absorb.

Heifitz

True Leadership is Risky Business

• “When exercising leadership, you risk getting marginalized, diverted, attacked, or seduced. Regardless of the form, however, the point is the same. When people resist adaptive work, their goal is to shut down those who exercise leadership in order to preserve what they have.”

Leithwood

• The more complex society gets, the more sophisticated leadership must become. Michael Fullan

• The most essential pre- requisite for success is

commitment from leaders. Joseph Murphy

• Leadership is second only to classroom instruction among all factors that contribute to what students learn in school. Kenneth Leithwood

• Leaders . . . challenge people’s habits, beliefs, and values. Ron Heifitz

The Challenges of Leadership

Change is MESSY!

• Fullan: “The more accustomed one becomes to dealing with the unknown, the more one understands that creative breakthroughs are always preceded by periods of cloudy thinking, confusion, exploration, trial and stress; followed by periods of excitement and growing confidence as one pursues purposeful change, or copes with unwanted change.

Change is like a planned journey into uncharted Change is like a planned journey into uncharted waters on a leaky boat with a mutinous crew. waters on a leaky boat with a mutinous crew.

Michael Fullan

Five minutes beforethe party is not

the time to learnto dance.

- - Snoopy

How We Can

ALL students achieving at high levels

Why We Can’t

X

Fullan

• Those individuals and organizations that are most effective do not experience fewer problems, less stressful situations, and greater fortune, they just deal with them differently.

Daniel Boone

“Can’t say that I was lost, but I was bewildered once . . .

for three days.”

Change will beChange will be uncomfortableuncomfortable at times.at times.

FIDO

Always Give 100% at Work

12% Monday

23% Tuesday

40% Wednesday

20% Thursday

5% Friday

•Trustworthiness

•Truthfulness

•Active Listening

•Doing Your Personal Best

•No Put Downs

Lifelong Guidelines*

*from Susan Kovalik & Associates, Inc.

FINDING JOY IN THE WORK

COURAGE CONFIDENCE

ENTHUSIASM

Eleanor RooseveltEleanor RooseveltThe Wright BrothersDr. Martin Luther King Jr.

Dum spiro, spero

As I breathe,

I hope.

Contact Information

• McREL documents were referenced throughout this presentation. Copies of McREL research reports can be downloaded from their website: mcrel.org

• Gerrita Postlewait [gerritap@stupski.org]

617 Ellsworth Court

Myrtle Beach, SC 29579