High School Distributed Leadership

Uploaded by NHSCenterMedia on 31.10.2011

good morning everyone
this is that i am session on high school just admitted leadership is everyone in
the right round
obey isn't has supposed to be
i think it was
in recent
but glad to have everyone here thanks for taking the time out of your is
scheduled to select int id in on the session
uh... we're hoping that this interactive session will
provides you with the useful tools resources tips strategies i mean you can
go back and take back to your school's uh... states and districts
so to begin my name is that Melissa Brown-Sims with the national
comprehensive center on teacher quality (or the TQ Center)
uh... which was house under at the american institutes for research for a
and on our panel today
uh... presenters are Dr. Carol Kelley 0:00:59.219,0:01:03.300and Dr. Paul Bredeson from the university of wisconsin
madison 0:01:04.350,0:01:07.780 apples are from the department of education of leadership and policy
paul is a professor at uh... UW 0:01:15.640,0:01:20.200 and he has more than twenty years of experience and
as a school administrator and high school spence teacher on his current
research centers around a tentative conceptions of leadership
particularly when it comes to school leadership for school principals i
and his wife also examines the role of the school leaders
uh... indesign delivery insensitive outcomes
uh... professional development that builds upon organizational capacity to
enhance student learning
uh... an equity in schools appall has received the check a culprits in award
for his um... outstanding contributions to the field of education week it
that kali
isn't uh... format the former chair of the department
technically such focuses on
online plotted the substantive feedback system systems
to support the sectional leadership
uh... through
uh... so-called comprehensive assessment for the ship
leadership for learning or the call
it's probably being absolutely said nationwide right now in two states uh...
it's constantly an
the next year to we hope to go
uh... infer the state an additional states
uh... last year abducted kelly
homosexual kit for the wisconsin at publication action
uh... supplements of above eighteen high explosive things to build leadership
threatening teens and its that's ok that we will kinda be referring to when you
throughout today's session
and i will
i thought was so we will have some interactive uh...
activities uh... highlighting some tools within the toolkit
resources that we are providing can be found on the icy conference website
and what towards the end of the conference at
the talk if you know what you're looking at you go on the website
so i will talk about many and worst of it too
pollen counts
i think it was great to be here uh... and i just want to announce that i'm not
one of these legislators
our senators that statement online and know that your suspicious that anytime
there's a problem in wisconsin weekly to cacao and that it simply not true
uh... caroline and i uh... are really delighted to be here share with you work
that we've done
over the last three years uh... with urban high schools
and are taken this as you can tell is distributed instructional leadership
uh... based on the title
and what we didn't like to do is we have singles ourselves
and then we of would like to tap into
some of your interest reissues
no uh... let me first began by describing
uh... what we hope to accomplish
in our session together this morning
uh... to begin we want to be able to describe to you
and pretty vivid detail working six one
i work in six urban high schools
and that we want to talk about their progress
we want to talk about the challenges and then we want to talk about the
opportunities that they found
uh... we don't have
any iron-clad silver bullet
uh... perfect framework
what we want to be to do
uh... issues our findings
to lay out a framework
that we believe is quite useful
so we're going to then you summer research findings
he helped bill since it just a framework they can be usable in uh...
restructuring of
instructional leadership in urban high schools
and lastly
within a focus on two critical areas the one is what is it
that people need to learn reporter to make this transition
uh... you seem to be talking about what's the professional development
that's required
successfully through these transitions
what is
the transformational
uh... role
and what is the transition
that traditional department chairs because both tell you to a bit more
about that later but uh... traditional
department cheers
will take in what we call distributed instructional leadership
for short ok about uh... what we're gonna do is was simply going to ask you
as sound
items that you would like to know we we don't promise
to ensure everything because we obviously have presented him but we can
address a number of issues so as you thought about coming to this session
one thing that would be helpful to us is
what did you hope
might occur in the session like this
and then we're just gonna chapters done keep
detract and then as we go through i will try to return to that as much as we can
so please
this is meant to be interactive
we're gonna share ideas
we can share questions challenge is awesome
and howard
for interrupting what we're reporting
spend so willing it's their that
when you ask questions
except that
partial sat-sun
kurt stand also we champion packers not
outside the question that i'm trying to develop a leadership team in in my
and what
producing within the year trend would it take here that though that
capacity of that team begin training to that distributed leadership model or
does it take longer how long would it take the this team
you can see techno it'll yet
we are taking to
not just principles center curriculum instruction too
content area
to help the kids
looking for the professional development that it would require and what tools i
need to get the teachers to be able to do that
how to make sure and distribute leadership that their aren't overlaps in
job responsibilities and you know that at least able to
be the leader of that
and when you separate sanity and not so much you know signatures to listen
criss-crossing areas and you can wisecracks
okay banking that's of online
up against a kitty from one of the state of ohio
working with several buildings
and knowing that the buildings are starting to build up their building
leadership team someone knowing this
that the principles are having a difficult time letting go to delegate
great a paper these are all really good questions and i i i just want you all
know you came to the right place
this is what somewhat hopefully by the end we can sort of
uh... give you what we know about this from our experience and uh... and maybe
have a little more opportunity
answered questions more com more directly
this uh...
this session is based on a project uh... i'm just gonna
skip ahead to this the sessions based on a project that pauline
uh... worked on with uh...
two other universities
uh... and the five largest school districts in wisconsin and com at the
park road construction wisconsin
uh... over about a five year period uh...
and especially in the last on three years uh...
but uh... project was funded
of provided by
uh... while foundation but in the last three years we're working specifically
with high schools
uh... and uh...
uh... holland worked directly with six urban high schools
uh... but they were eighteen altogether in the project and
uh... the design of the project was to
bills uh... leadership capacity in high school second there is a concern that
among the participants that
um... the pipeline for leadership development at the high school level
was insufficient and that one of the best ways to build leadership capacity
was not just don't put the leadership asking the principle that to happen
support bill the leadership capacity of their leadership teams
too that way through
grow uh... a body of of leaders that would help not just the work in that
particular school but also the pipeline for future
principles and
uh... so on so that project was designed to work uh... in the high schools upon
it worked
uh... and spent a lot of time weekly sometimes uh... in the high school
working with the principle to help them
uh... rethink how they use their leadership team and and applied that
uh... leadership team to advance of of learning initiative in the school
on the project was very calm
sort of give and take a developmental so we didn't go in there saying we're gonna
change it weekly one and they're saying
let's work together and figure out how to do this cell
uh... we ended up
uh... not that uh...
grants up wasn't targeted necessarily export department chairs
but the schools that we're working with uh...
pretty quickly focused on that leadership team the department chair
leadership team
as the local team that they want to work with so
uh... so we worked for two years in the schools uh...
to help that help the principal
develop the leadership capacity of the department chair leadership team and and
carry out of learning initiative that way
so out i guess that
the high school leadership transition on our inst
um... that these um... of a lot of times a lot of the work of leadership in
installs focuses on other levels of leadership
uh... elementary school leadership
uh... especially
uh... and but what what we found is that the leadership challenge in high schools
is much more complex these institutions are are uh... the work of a high school
principals more like a mayor than then uh... and organizational leader often
and uh...
abut uh... a lot of times
reform initiatives come in and they try to sort of recreate
uh... structures to help support the institution and our goal was really just
sort of
recognize that high schools have structures in place that can be utilized
better to advanced learning and uh... and so are our goal was really to to
build on the structures that already existed rather than trying to create new
uh... restructures
and we sort of think about this is kind of the awakening giant uh... and and in
fact what we found in a lot of the schools was
despite early reluctance from some of the principles
as they got into this they found that their department figures not only were
willing to take on this but they were excited about date they were you know
sort of
uh... finally being asked to do what they could do you know to to leave their
schools uh... around instructional leadership
so uh...
so before i get into this uh... and i'm gonna i don't know this microphone thing
might be a problem but
uh... i guess i wanted to just take a minute to ask you guys too
i'll do a little brainstorming and maybe if we shall really loud we won't need or
i could repeat what you say have a let's do that
uh... and you could uh... dist tell me what your department is currently do
in your in your school's what what are the rules of the department chair in the
you can just out contact
that's great
yet and that's how i think that's the best of the research trials and what
what we found in the schools we work with two it was that that's a really
common thing that a lot of times they used uh... departures visas
communication agents
uh... their there
appears full what's going on and then there's folks to relate other people's
making that ends isn't really what this project
um... there are there other roles that you
okay so so i think your and beer raising an important issue which is that
department chair the role of the department chair how they're selected
and what their contractual obligations and vanderbilt responsibilities are
looks very different across schools
uh... we we worked with some schools that had
um... aware that uh... uh... principal had complete discretion over who those
tears were and we work with schools too
uh... had contractual serious q where tears until they decided to retire or
leave our stop you know uh... so
uh... but in your case sounds like they're doing a lot of uh... social
tests already and they have an administrative position which is a
it typically and rolled
anyone else on
right that's right so they do a lot of uh... kind of management tasks uh...
uh... intentions that weren't supplies flat friends there
uh... the room assignment people constantly
and hang out with the partner and
those ralston
quite different to you if you're in a music
music for
uh... art kind of
uh... arts kind of
having to spend a lot of selling these can be really uh... the printer
okay so so i think your experiences uh...
uh... echo what we saw in what we what we read about in in our uh... researcher
on this which is
uh... that uh... department chairs often
image have a traditional role that that includes communications budgeting
and typically not so often around it's actually yourself
that ironic thing is that competent with uh... looked at this com find that in
schools that are really moving forward
the department chairs play a critical role in this and
um... the the chairs are in a uh... really unique and
position to be
uh... leaders in the school because they have this sort of unique uh...
foot in the classroom so they have both uh... respective their peers on and
uh... and they were an understanding of what context the teachers around them
are working in 'cause they're doing it to you
but they also have the opportunity to have a school-wide policy views so they
they can and sort of step outside the classroom and see
what you-know-what uh...
what the broader school needs are and what what kinds of policy missions are
coming from the district or from the school level
on that needs to be addressed and and down into that
uh... into the classrooms
um... they have uh... leadership content knowledge uh... a lot of that
uh... workarounds
uh... improving and uh... improving
grass pollen provement suggest that
uh... you need to not only have sort of leadership skills but having that
credibility and the ability to understand that unique challenges of
your content area uh... also is a really important leadership skill in
some of the work that compound i've done before uh... looking at
that what we expect of the principal
suggest that
it's really
if you if you if u expected a principle to be an expert in every content area in
their school it's just it's not uh...
reasonable expectations so
tapping into that this expertise
for the ship is really important
and the other thing that department chairs habits that often their there are
any recognized leaders in the schools so
on some of the schools in this product project that we worked with
uh... had uh... worked with school improvement team set that just drew from
teachers who are kind of interested in
in leadership in the didn't always have
uh... sort of that credibility that the department chairs have because the
department chairs there are any recognized leaders and school
essentially um... what wet that kind of model that we're describing
is our effort to try to capture what happened over these two years
in the schools that we worked with and
uh... we what we found was that
uh... while they were unique challenges in the school
at the general process that was followed in the schools seem to be
uh... fairly similar and a lot of the challenges were
uh... while the schools themselves have unique context like the challenge is
kind of
uh... occurred in multiple uh... contacts so
uh... this model kind of describes
uh... what we art like i said our attempt to capture
how to build distributed instructional leadership in a in a leadership team
uh... because the project didn't require a focus on department chairs the first
that was really selecting a focal leadership team and i'd like to set in
case it was the department chairs there might be reasons that you don't use
department ears as the focal team
because of
however selected or your particular contacts or whatever
um... but we found what we found was that
uh... this process uh...
building the leadership capacity of the leadership team
was a really huge an important way of strengthening the leadership passive the
principal because the principal had to
uh... explain what leadership instructional leadership was
they had to model it on the head teaches com and they had to help people china
before and so that made them think a lot more and in many cases about what
especially a ship was in order to teach in model it's either so uh... that uh...
other idea of having this focal leadership team is that it gives you as
a principal
an opportunity to focus your energy attention on your modeling behavior
around that one leadership team instead of saying tomorrow i'm going to be
instructional leader
uh... you could sort of uh... these principles were able to focus and say
you know when i get to that meeting on wednesday afternoon
uh... ninety-two have my act together around what what instructional
leadership is into to use this team
uh... as the leadership team and not just as a as a communicating agent
so i just i think that there
so self-conscious
just so self-taught sloppy stuff we sell
um... so after the team was identified
uh... the next step was building a shared vision so
that is uh... building a uh...
helpful hearing uh... agreed-upon agenda and focus for the team
uh... looking at values what they're looking at data for the team looking at
the school's context in history and challenges
so that the team itself catechal unfocused uh... to work together
a big part of that was defining the role of the department chair
so um...
uh... it
uh... and being very explicit about what that role whatsoever in fact more about
that in a little bit
uh... once the role was defined the chairs uh... often were very
trepidations about it because they weren't sure they want to take on that
kind of leadership role
and so a big part of this was providing professional development uh... to
address the concerns that posts that those armchairs had about their
leadership uh... s uh... many of them while they
had lead meetings with their peers for a long time didn't feel like they're role
was as a leader as instructional leader they were sort of
that here
uh... coordinator you know have the of the teams and so
uh... teaching them how to take on that was a big part of it
uh... and then
uh... mobilizing leadership
uh... required though principles to behave differently so uh... they had
that's not just the
um... the chairs that need to change what they're doing but um... if he wants
to to be something other than that
that communication agent then you don't go into a meeting and say here are the
seven things that were the schools working on that you need to tell your
uh... year department about
on you need to actually use those people as leaders
uh... and then finally uh...
looking more privately to
that com structures and rolls uh... up the broader school as
these apartment your leadership teams grew in their leadership capacity
often the administrative leadership team
would say you know what about us you know we don't have training and how to
run an effective meetings whatever we note that they're doing it but we need
to know how to do too
uh... and uh... and so they gave that
the principal an opportunity to then grow their experience in working with
that one leadership team to their broderick leadership in the school into
and to build the capacity of these other teams as well
uh... and then also uh... working with the district's was an issue
uh... which i think we're getting to cell
uh... but
making sure that everybody's on on board with what you're trying to do and and
try to move the whole system
to support the changes that here you're making leadership team
uh... yeah i think somewhat like that we work with at school uh...
and i think that describe this pretty well
what i'd like you to do now
for just a minute
x manager so actually table
by yourselves
i want you to jot down even vote for him
or a wonderfully elegant succinct sentences
what you believe instructional leadership is because it seems to be
general conversation and that is salient major consensus around that but
in your mind now as you hear that term instructional leadership we put
distributed on it
what are we trying to distribute
take about two minutes
write it down
and then would you compare at your table
people thought
would you see how much consensus
there it is among you
what you just put down
yet yet that's right
intrigued statement
okay we're gonna give me another minute to continue sharing and then will
take a few of those big ideas up
and you can do better
you better get consensus is only two of you
otherwise were separating you know
okay now we could spend a a fair amount of time as a as a group talking about
this individually
what we'd like to what we'd like to do now
is try to capture some of your big ideas they came up at your table talk
celeste artifice first table over here
what we're
what were some big ideas that came up around instruction leadership in if you
speak as loudly as possible my can repeat them also
the program
focus in all signage enid ok another
me article chain and mentoring
any other ideas they're amin i'm sure there were a lots of ideas that
david gergen decision making
great let's go to the table and center
it in addition to what we've already
talked about their mentioned
please anybody
coach mentor
it was a lot of things et cetera effect of that
absolutely absolutely right and then very multifaceted other ideas please
implementing and monitoring
best practices
and others consensus down at this table in front here
building collaboration right
any other things that from the other table yes please
okay study vision empowering collaborating
coaching mentoring supporting monitoring
forget all that
well we've almost created impossible
a set of jab tak center
but let's let's take that i'm because that's really our task here
so uh... the first slide
uh... that a lot of talk about is uh...
the work that we do
is kinda messy it would be really much easier for caroline in me
if we didn't have to get
in and russell
with dave hennen nettlesome problems
better the daily life
of principles and teachers
in department chairs and districts
and so
uh... you know if we could stand back
and observe
and not be participants we would participants remember
we went ananda regular basis
we consulted with than in the sense that they said well what do you think of the
stadium it might that might work
uh... or they give ideas on what we might be doing
so we participated in as you are now we visited table we would be the teachers
we be principles we would completely would
help develop tools in instruments
but that creates a challenge for researchers right 'cause we're deeply
embedded in this work
we wanted to be successful so on the other hand
we've got to remember we have to keep an object if i were research questions
what are we trying to find out
and of course it gets a little missy
because when you're doing in
and you're doing inquiry about it you have to make sure that you u
you understand the boundaries it's not that they're not crossover
it's simply that you understand that so when you come to look at your findings
in your data
your cable to the new interpreting in such a way is that this is not the
magical answer
because we said it was going to be the intervention of work with here's what we
found out
warts and all
researcher interest did we want our schools they succeed
oh yes we did
we have a lot time and energy
and it you know they just kinda welcome this is part of the faculty
and so we've really had abreast of interest
in positive outcomes and so we had uh... be mindful of that
uh... and of course
anytime you bring others including research is like alice
that has an impact right
so we were hoping it was a positive impact for destruction leadership in
distributing it but we also know that in terms of inquiry
uh... that kind of the fact
uh... can really change
uh... dirty using guilty knowledge
uh... it's amazing
back to you
and that to me really what's going on the schools in all the information that
you're pretty too
and of course as scholars
we have to be very careful
interns of the sights and sounds but also the people
because once you start talking about in critiquing what's going on this will be
comes very advice who might have said that
and so uh... oftentimes you come to understand allot of interesting things
and of course that reaches into the
the ethical concerns because so what were we trying to do
we estimate basic questions
and you know what what liberals of principles departures especially as we
look like in a comprehensive urban high school as caroline said
it in in the state of ski pants and i know don't laugh uh... you know that you
have urban centers in the state wisconsin yes we do
uh... we chose the five largest
but the deal is
in the larger urban high schools
the ones we were working we're like eighteen hundreds of two thousand
students and give you a sense of what we call marked the large urban high school
you know there are larger
urban response in there
the half of the municipalities
in the state of wisconsin are smaller
half of them
that means that the job
of a high school principal
is much more complicated
has many more people commit
as the bigger budget then all of these little mcmanus appellate is of course
we're really worried about that
one of the other issues that i brought up uh... earlier
is that we want to talk about what's the concept of professional development
that came out so what does that that people actually need to learn what newt
what new knowledge and skills that they need for building strategic chitra
leadership in the room high school
when is it that need to know
but is it looked like
defining that
and then lastly the barriers
enabling conditions that exist for strengthening instructional
you'll love this ever
our first session
i'd be in a high school people are great
right at you
we said welfare here because we're this is an instructional leadership
and we want you to get at the task of destruction we shouldn't be saying what
did you begin talking about construction leadership from but
is that indian by structural leadership
now we had set ourselves up
for that taft
tough question
but we hidden really taking it
seriously enough to trends of
tell me
specifically what you mean when you want me to change from a traditional role
that i can
taking care of things mundane things
monitoring things in some cases ministry to casting doing back
what is it that you want me to do is instructional leader
and define it for us
and the literature of course
we drew one literature
and there's a lot of it
but to put it down in succinct framework
let me tell you i buy a city epic uh... the outfit here
we did not want to commune with the prepackaged
this is what you must do we really want it to the people much more organic
to the school
and we wanted it to really emerge
from their created knowledge around
what they believe with the important test construction leadership
but they were frustrated they wouldn't accept that so they said
in the next meeting me come back
okay so we sat down and so
here's what we
pulled out from a variety of instruments
and literature is that instruction elitist create coherent
purposeful and sustainable learning environments
for all students in staff
may still look at this is said so
how do we do that
he said all right
here's here five critical tasks
battle moves in that direction
other all the things that's actually used to no
if this is what we're going to be working on
to move forward
we're going to facilitate the shared vision you suck
the earlier
which was building that shared vision
so they did that school level
at the park
these data that came out beautifully decision making
setting goals
and assessing progress along the way
effectiveness both instructional effectiveness and organizational
they supported students staff learning
and i think it's really interesting sometimes
uh... in my work and professional development of past twenty years
one of the things that you know schools are always talking about learning
but oftentimes they become high style environments
for the professionally
we know lots of things about cognition
we'll lots of things about how student loan we know lots of things about
motivation often think we need those things off the table
when it comes to the very important learning needs
uh... step so we were very attentive
not only in terms of this is what instruction we just have to do
that this is how we were thinking about the professional need
and then continuously monitoring progress where are we
how do we know that
what do the data show
how can we explain this to others
because others are beginning to ask
like other teachers in the school
the school board
just rick folks
and then lastly
promotion of continuous improvement
we gave them a definition we sit all right let's just focus on these five
lets you afar we can get
now before we move into prison erasure trying to to areas
we're going to ask you to do a test so if you don't have your packet please
there's the department chair want debt
and it looks like
afflicted this the justice department chair one n
and says apartment at west high school
you know this is midwest right now but
every bit project
and here's what we'd like you did you meet don this in our schools because one
of the things
that we're gonna talk about
in our findings
is role transition
so this is kind of a kind of a fancy dup
close exercise in which you fill in the blanks
so um...
i think this is indeed a taking more than five minutes to fill it in
and then we're going to add them if i some of the key
abilities skills
duties knowledge in that and then
will shift into
when we find out about the professional knowledge
that needed to be
everybody n
same pager so till the seven division we first
and and then we're gonna lecture table talk a little bit
and then
will come back to get
by the way don't worry about writing and that's you know sometimes people and
keep it clean copy all of this in the toolkit
you can get in on line
was cut
appearing here and we're going to be getting ken and i know it's a
uh... district i'm going to do those kinds of things that uh... pan one of
the reasons we wanted to do this wanted and the reason the way in which we've
used it
is to find out how people construct
this role of department chairs in their own mines
what is it that they're thinking about
is if we're trying to
help them transformed that role or transition from one set of
responsibilities to another
how is that we're thinking about it sears are reduced right
i'm a start right i'm not upset with you before you start weight in the back
okay you want to me that their now alright give me an adjective
uh... for wanted
for departure
trotted out
energetic talked a lot of
over to that table another adjective
in a fire dept
come passionate alright and coming to the next table one more adjective
patient outfit
so we need someone who's energetic
patient and compassionate
by you might want to think about the people you've worked with
okay now alright so i'd listen i'm i'm right with you
about the next one when actually in a feeling that blank so much but you
couldn't you might think differently about it it's a bit like gertrude stein
saying departures department chairs the department chair right uh... actually
maybe not
because heading up people's services for example as unit
or special education services
may be different accounts and services may be very different
from hitting up history department at the park london english department and
you know one of things that challenges that speak it captured
by roles entitled tonight
felt everybody does the same thing loop i don't know
so we might think about those adjectives justly baat
now we want to know what kind of ability
the ability to do what
okay we're back at this first table to my right
support colleagues to improve instructional practices from at this
anybody up
motivate instill in
distribute leadership ok and one more
disabled and if that
persuade people to persuade people
okay now that we've got these people who are energetic compassion and patience
and they can do these are the things they can persuade and all that
uh... what we need is weak we're gonna insight in some duties
you have to conform to what i just said that uh... your duties are going include
such things that's that's for the next april
inspire educational games
yet dot thank you locais
let's go back to the back when i get
selfish act
lead with the use of student data
and one more pleased at the back table
leading collaborative teamwork
okay now this is going to require some skills and experience
uh... at
in a helpful knowledge up
so tennis skills
and explain to you like this for sending out
uh... let's go to this uh... center table right here in them
in the middle
okay indeed great interpersonal skills good interpersonal skills
uh... public this table what would you sit skills they need
case study of experience improving
student achievement results for all groups
okay thank you and
what do you want them to be knowledgeable about
any knowledge of what
common core standards
what else would you want them to be the next ten please
challenges of high school reform in herman
school population right
and they need to be able to to work in a work environment characterize by
bacterial please
but that work environment life
what else
dr ek twelve
fish are now
high expectations mcdaniel improvement
any other
okay an excuse written and very
update now we get the picture right now you can see that people are going to be
lining up all about uh... mccormick internets for job like that's right
we've got to take a lot of folks thereof rewards
there are rewards
so what would we identified then
as now becoming a departure actually they light killin me weep both been
if universal is catherine madison
we are excuse
and that you know the the person's already in the chair
hasta fabricated narrative
that at what's sounds challenging enabled dropped on your expertise in
skill and knowledge
and on the other hand lying about the incentives in the rewards that you get
enough so that someone will volunteer to do it
is that uh... when i was their katha pollitt please believe me tera typically
plateaued uh... i was
it was much cajun and i've worked on in the air tube with a colleague of mine
for a year and a half and it worked
and she keeps coming to me and said
why didn't you tell me about that adds up
out but you know it's stories unfolding dot
dot sub because everyone so we have to be stocks
cycle in stoke a allot times they're they re negotiated site that is that
come along in some people actually admitted
why do you do this
i do it for the money
okay some people think that
but i would reward
watching students and teachers succeed
another award
professional revolution absolutely okay
and you know what
besides all these fringe benefits you're gonna get now
all those rewards
they're going to be a couple challenges in front of you and
we might identify what
your biggest challenge right now is going to be what to think that they
collect so they shall going forward is going to be
resistive team members
well you get the idea
this is
this is important work for constructing knowledge on how we think about
what is it the care is needed you
uh... if it you know and do you begin selecting for these
uh... characteristics
now so let's take a look at some of the the uh... the findings that we have
as we begin this
and the sec school
that we were involved in
uh... we saw four intersecting domains
that were really important
first being professional development
the second being obviously the whole area construction leadership
and how we define the role at this critical tasks are
school improvement to be sure immune f_b_i_ d_e_a_ here right
and then role transition that we knew
that would be began working with these leadership teams
that there was going to be significant role transition
four principles
and for chair people
and that's not necessarily easy
you know sometimes change is easy change can be an event
it's the transition that gets you
is that how do i have to behave differently
how uh... what what's my new role one of the new relationships
i have new responsibilities
in their new we were all of those kinds of things change so the roles that
transition care will be talking about her findings ok solis talk first about
the professional relevant piece
one of the things that we discovered that over this two-year purely working
with these teams her and it started with the building of the shared vision
was what kind of professional knowledge
did they need and how do they
they see that knowledge how-to clearly uh...
set themselves up to learning in s'pore difference
and the first piece that came out was ethical knowledge because a lot of the
questions that came around these teams were usually fifteen to twenty in high
ethical knowledge
and they needed to know why
they were making this effort
uh... now one of the things that they that really helps here
of course
is that building a sense of away
ernest and moral commitment was crucial
so as they looked at their high school in for example
uh... in one of our high schools that we worked with they began
with slides from nineteen sixty five
when the high school open
to two thousand eight two thousand nine school year
and guess what
the school yeah it kinda looked the same
although they've added on in more students and all that
but the demographics of the school had dramatically changed
and they were serving almost
not a completely different clientele but a very difficult
and in fact what was interesting about this
is many of the teachers in the school
were actually kinda surprised by it
winnie began to look at the overall
any overall changes they the they known something there was something cst
an uneasiness in uncertainty about and certainly they see
in our navy there were scenes of collars and with the war
students with challenging behaviors in
and of course we didn't used to have police officers in the school and you
know they were all those things that inc cumulatively
it was uh...
they had to know so why are we going to spend this energy
you know they use to people i can only meet coming into schools
could we could come in
and then you know
that the project is over
we had to leave it there
and i gotta tell you i was about former high school spanish teacher in high
school principal
i was exhausted
after spending time with these folks
and i thought online county
uh... and one of my office tomorrow and it's gonna be relatively quiet not any
nuclear call in and have you know any
writers and that he needs other things and so
capturing that
but the more important piece here in the ethical knowledges
why are we doing this
and it centered around students
and success for all seasons
they also had to know some certain kinds of things
so they wouldn't know the
so what basic framework to talk about change
is being issued resistance to what do we know about that
but there's quite a bit there's a quite a body of literature
on change effective strategies for change in how you deal with people just
don't do what they
you want them to do
they also needed
a lot of process knowledge
now one of the things that the departures talked about which is really
their legitimacy as leaders
in fact
they're very worried leader
bothers some people didn't want to be called leaders
because that equated with people called administrators
and you know one of the things that happens we know this from sociological
is that when you start
kind of defining people like that you remove them from their group
and that group is their source of support and protection
so if you take a teacher
when you say now you are one of the school leaders
you know in our world they often say oh he joined the dark side
was people who are administrators
and as a way that we socialize people right
week we begin to push them out of the group inaccurate anymore you're part of
that group
you're there on your the other
okay now so that
you know in people try to do a playfully
but they need it
they actually mean it
and so their legitimacy as leaders even with either one of the cult leaders
that's all you know
i've never even i'm not very good at that
handling disruptive behavior
i'm not very good at setting an agenda i'm not very good ania cure people with
twenty twenty-five years of experience
and it doesn't say
and so he's at least patrick said okay with what is we need
and this was part of their company they needed to override
a process
how do you do this
how do you think
and i would
i said in a couple department
meeting spot over these years
and in what i can all i could do to keep my hands on my chair at the bottom
and bite my lip
because the faculty members were so disruptive
and i thought quayle
i know what i did do but i'm just gonna wait and see it was the most miserable
i mean one of the
the english teacher said that democrat not taking any more in marched out of
the meeting in
never came back
we only have learned the meeting we had an hour nap meeting
after dinner
you know and i thought were you know fancy single my town
didn't happen
didn't happen i thought well okay
instructional leadership reopening
we enough and then lastly pragmatic knowledge and this is really critical is
all of this
have deeply contextual i settings
so one of the reasons that that would very cautious about saying you do
justice and this is how you do it
we'll actually no
the temple history
we don't know exactly where your at this moment
some of the schools where the great launching point
had to cut it
slow down just a little bit
let's let's get this base first and then we got a launch
and so finding that what we call pragmatic knowledge knowing wind can we
do this
what's the history
seen this before
resistors right
uh... we've seen people like you before
and uh... and then you know just the readiness
readiness to learn
and then timing of it
uh... there are a variety of things and i can go through all of these because
they're already in your packet and so uh... you know we discussed such things
as the role of public high school
uh... in a democratic society
the burgess he challenges all you have to do if you want to be began to get
people as you well know into the moral commitment to transform high schools in
the structure leadership is is beginning to show the data
crow them the data
and their off at least two hundred
at what happens
in bourbon high schools
and especially
uh... students who've been traditionally marginalized
and not those korean gaps are
uh... they do need to know things about instruction leadership now we identify
despite s
we talked about
and then they want to know what change how we need to go back to us
of what we know about the facial anything's would email but team planning
what do we know but i perform schools
is this happening anywhere can we go see it what does it look like
all of those kinds of things
we had a theory of action carolyn lay that out earlier
this is how we think this is going to work
and then
we have research
uh... in the needed a lot self-knowledge
in the process knowledge
with very talked about some of those things
uh... you know using data you mentioned david gergen decision making
well it was very interesting you should begin to
to study they did
nap that we would construct
demeaning from the state of
but later those data out in ways that they were it with the saxophone
and said so what do you think about the state
and to set agendas facilitate meetings
generating division shared vision was that was always a fun one
i remember whatever high schools uh... after they develop actually in carolyn
did beautiful work
helping them develop shared vision
what was the argument about between the principal and the department chairs
department chair said
you're the leader
tell the staff
this is our shared vision
and different skill set
i'm not doing it
your the you're the instructional leaders in the school you're going to do
and i think the compromise the ended up with is they use a combination
of all of the players
little bit of the principle to introduce it
little bit from the department chairs
and then the students
to help present decision so we say it was the thing about this is
uh... uncharted territory for a lot of people they were uncomfortable stadium
in front of their colleagues
and inserting
a leadership role even though people knew they were departure has not backed
but they were a little bit uncomfortable you know if it
kind of are radical egalitarianism
as a norman public schools immediately try to stand out too much
you know
uh... you get kind of at back back down
it's the
it's a very uh... a tenuous position to say the best
uh... and then lastly we've already talked about this
uh... but the one thing i want a highlight here's the one bullet and
creating a sense of urgency and zones of him
for me it's always been out well my children now
in their late thirties
but my grandchildren a ten years old and fourth grade
i'm not waiting
if things are going to go on in their lives
i'm not waiting for reform to take three five years
working for some change here folks
and that's what
developing a sense of urgency about what's happening
to high school students right now
what ever has cause a is the most frustrating time for me
in in this project
we win in in that
person could detail every problem
from the home
to the community
through kindergarten primary grades
through upper elementary
to the middle school why he had so many problems in the high school
i said
you know frankly
i don't
care about that
when i care about is what are you going to do
win five hundred freshman walks through the door
on august thirty first
what are you going to do
but was almost like think someone over here
seven excuse environment
all of these things that what's my responsibility was mine moral commitment
to this
but one of my game they do in the first day of school notwithstanding all that
other stuff that happened i'd get that
and other system things that need to change i think
community issues and yes yes yes yes yes
but we still have an obligation
so creating that sense of urgency and and certainly dated
uh... what to do it better okay
so um...
we're almost done help uh... but pat i wanted to just walk through uh...
sort of how this process unfolded in the schools uh...
like pols at work differently in each school district
uh... based on context and uh... capacity and a lot of different things
uh... but ill give you an idea of how this sort of uh... plays out so
and that's just a
a picture of how uh...
you know how it unfolded that we began by working with the principal
on and the principal really had to understand
uh... what the bit what their own vision was for the school
answers or work said silk to lead the development of rigid in the staff
uh... and to understand the strategy that they were going to pursue so um...
thinking through not just sort of what's gonna happen at the next meeting but
what it what what is my goal for this year and how maganda i'm bill that
strategy on fort leadership development for the principal
had to uh... and i guess
uh... when we first met with the principles at the beginning of this
and told them that we were gonna
that they were going to be instructional leaders and build the instructional
leadership of
their leadership team
many of them phelps hugely uncomfortable with that i mean they of these high
school principals
plan lot of different roles and often their uh... there more
they see themselves managers and and uh... you know sort making the whole
thing work and not as instructional leaders themselves and so getting them
to even begin to think of themselves instructional leaders
even if it's uh...
sort of what symbolic things they're doing that are gonna com
uh... provide support and presents for the for the leadership team armed with a
new way of thinking for some of them that
somewhere very comfortable with uh... at first
so uh...
that principle then is working with the this leadership team and again uh... and
and uh...
articles of that worked were to build a community of practice among the
leadership team so
uh... creating opportunities for the leadership team too
are you know a lot of these people had been in meetings with each other every
other week for years but they never
they didn't see themselves as a community that they could of support and
providing some opportunities for problem solving and four
uh... for uh...
building uh... building themselves as a community that kid uh... address the
problems that they were facing together
you know if someone that they would go to when they had a problem uh... was a
new uh... a new thing for many of them
and then creating this focus on improving student learning even the
leadership team we we talked about that define the role of the department chair
but it's also important to define the role of the leadership team on these
uh... unique pretty regularly but they don't always they don't have a call and
it's word of the department chairs and so we meet every other week or whatever
so creating a uh... a set of goals for that team in a way of measuring progress
uh... for the team was really important as well
the uh... i think you can see in that and uh...
leadership team part of the triangle
uh... of the things that um... or really important word as we said to finding the
role creating a vision for the team
creating a team so undoing team building activities
uh... identifying skills and building skills for the team
uh... modeling so uh...
uh... and
practicing their works so one of the things that happened in these teams was
uh... that week we worked with the principal tomato effective
for example affect how do you run an effective meeting how you set a goal for
the team how do you
uh... how do you lick it data you know and so
as the as the
principal was leading the steams they were treating that from and and
uh... try it we're trying to get them to be
clear that they were intentionally modeling what they expected the
department chairs should do
on and then and then as time went on on the chairs actually
often got some responsibility for leading this department search teams son
and some tasks that were sort of
uh... not
hugely scary
but would give them the beginning of of some practise at doing ceasing so
instead of just saying you know now you're gonna be leading data analysis in
your department giving them a specific task that they could do with the
department so they could sort of
com try it out and then come back and talk about it this how did it go and
what worked well and what didn't know if it blew up in your face why did it what
do you do next time
to give them a chance to kind of work that out together
so what we found was that these leadership teams meet fairly frequently
for high schools uh... more often then departments meted met typically
on and so it was pretty easy to
there was a huge transition in these teams but it was pretty easy to do
relatively easy to do because they had
uh... if he focused on it if you sort of
made that the agenda a lot of these um... schools would use the parking lot
idea so
the old things that everybody would always uh...
worry about that put in the uh... put up on a piece of paper and at the end of
the meeting they spend five minutes saying how those things are going to be
dealt with so that they became clear that that's not
what we used to do is not how we're spending our time together anymore that
we're going to be working on building the leadership of this team
and moving the school forward
and uh...
uh... cell so it was relatively easy to get the leadership team to to become a
community of practice to become energized excited
um... into sort of read rethink their roles
um... that
and you can see um... wheatley actually interviewed uh... principles and
department chairs in in the school so we worked with and this is an example of
one of the chairs that i can look back over thirty six years and it makes me
quite sad actually that this model wasn't the status quo from the beginning
because it's so much more it's just so much more respectful not only at the
individuals for the so-called leaders but if everybody in the school you know
it really treats people more like professional switches starkly hasn't
really been the case
sleaze people coming to meetings and they're just being asked
to do things that they you know they were really
being tapped for their potential sale
and this is another quote
uh... so so um...
one of the challenges then for these teams and to the question of can you do
this in a year on what we found in all of our schools
was that if you really focused on it that you could build the capacity of
this leadership team in the year
and uh... that these schools or
were very energized but a lot of that year was spent on professional
development on you know we said we had meetings where we would ask that
uh... after department chairs here what are you concerned about like what do you
need to know to be able to do this now that you understand what your role is
and and sometimes uh... there would be a couple of months pension or three months
into in some school spent
uh... where that aware that there might be eh...
day away for them or some some opportunities for professional
development or just working through um... contents in the meetings on that
date regularly-scheduled
to build their capacity to do this work
but but they were very trepidations about taking the south to the school and
so in most of the school
there was the only some small transition in what they actually did in their
departments in that first year as they were kind of figuring out what they were
supposed to do
uh... and
uh... so wonder that one of the challenges
is then how do you make that transition from building this great team
who support each other and kinda gets it
to take that to the department's com
the departments have some challenges because they don't have as much time
together typically uh... the um... the culture of the department in in the
schools we work with maybe near schools as well
doffing determine what they they met or who met
you know sometimes they know their regular scheduled meetings but they
don't necessarily have them you know star award everyone didn't show up so
uh... soap and a building that
uh... building the same kind of momentum in the departments
uh... is a challenge and so one of the um...
one of the big on
you know
i guess next step challenges is how do you go from
uh... building this dynamic leadership team to getting out interdicting engage
faculty engaging faculty network
uh... you know that there's sort of a trade-off and if you can have some
change between the leadership team and the rest of the faculty
um... you don't want to have too much turnover in that team cuz it takes
awhile to build the t
mean and so if everybody's if people are moving in and out you're sort of getting
a new different group of people who don't know
the work com don't art you haven't had the training and and gone through
everything together
uh... but you ought but you do need that exchange need to have some kind of some
way of not creating this elite team that nobody else
feels connected to and so
some exchanges important it's a balanced that i think a lot of the schools
uh... had to struggle with uh...
and then there are going to be people who on peter opposed or uh... just don't
care about what you're doing uh... in that in that leadership team
and so over time you know the
uh... the goal is to try to
you know reduce the number of people who are testing dates
on and and kind of growth that uh... involvement over time
and that's what those heroes urs
so what you know what so how do you do that i guess is the question uh...
and whether we see in the schools that enabled us to happen arm and that that
prevented that um...
so some of the key enablers were first off principled commitment amin in some
of the schools uh... we did work with one school
where the principal um...
was not particularly
excited about this uh... perform
uh... and uh... and so you know and that
you know that makes a huge difference because it requires a change in the
principles behavior for this to happen
um... having resources some of the schools we work with hats had some grant
funds available to ted
uh... here have days away the grant on the wall street that we had
itself provided ten thousand dollars teach school
so that bought some time for them to have some uh...
professional development phase i think that we both agree that that work was
really back
that time away it was really important to them there'd be ability to
kinda get out of their uh... you know day-to-day pressures and and to build
them themselves as a team and bricks or rethink things having retreats bizarre
you know a good way to
to support that developments and and transition
you know i think we've got a lot too about what our role as university
partners was and i think
um... uh... we uh...
we played canada neutral it like
as opposed to someone from the district coming to help the school do this
uh... where there's there is sort of an oversight kind of
dynamic even if it's not intended um...
hack our ability to just be there to support them in uh... listen to them a
lot of what we did we very seldom came in with an agenda usually
we go in and just you know it's a like paul said how can we help you and
uh... you know
they would share ideas and we'd say that sounds like a great idea did you think
about this are there some research on that ur
you know um...
uh... so and we also uh... played a role i think of holding them accountable as
as uh... and i don't mean that a heavy wave but
as uh... as the year gets really busy and there are bonds hairs or
you know in violence erupting or you know major conflicts of
uh... within the school or whatever it is
uh... eat your attention gets distracted from the stand so you know the fact that
we were coming on tuesday to talk about what was going to happen on the meeting
on wednesday
made them think about it and and i think that was an important com
aspect of this product process and so i think
finding a way to make that commitment rio and and and make it a priority is
really important
the district relationship was also a really important and we haven't talked
much about that but
uh... one of the things that happen in most in in the we worked with two
districts so there were six schools and two different districts and
um... one of the things that happened was uh...
that as the
teachers got more empowered
uh... and this is throughout this project in eighteen schools
but sometimes there's that
teachers got empowered the district would
would you know have a new initiative that would
conflict with what the teachers were trying to do and
so having some
clear communication with the district about what you're trying to do
and and some uh... commitment from down to help you is really important because
a lot of the um...
a lot of the schools
uh... were afraid said invest time because i thought well i'm just we're
gonna put it this time in this and then the district also have to do something
else you know
and so um... we allot of a lot of the schools ended up having district people
come to the leadership team meetings which was a little awkward at first they
in the end i think it was really useful to have them
have been sitting there and understanding what the school was going
through understanding the commitment they were making and then
provided to being able to say you know if that's not going to be a barrier you
know we we aren't going to do that or
or yet we have this thing going on in this is what it is in this is how could
interact with what you're doing
com so that kind of communication support was really important
and then
you know having the ability to
um... manage these other disruptions was a really important thing
and finally uh... effective communication with the school
and i'm running out of time sometimes that
uh... might
well i think at this
slide that sort of shows that relationship to the broader school and
uh... you know
it's very easy to make this via a little club you know uh... it's it's kinda
these people are having fun together you know they're learning things together
they're solving problems their own practice is improving
and uh... and it's easy to
uh... you know if there's not uh... a lot of support and f communication to
the rest the school about what's going on
uh... to make this just be something that's happening in the leadership team
and not in the rest of the school so
continuing that communication
uh... making sure people are where what's going on uh... with the team
mean think is really uh... critical
what barriers if you want
share we can do that
was so
to try to pull
these two strands together
one is in terms of the role transition itself in the transition from the
district in uh... in schools
and professional dance or did we learn
well one day if you think is but distributing instructional leadership
you built an existing school capacity now that's why it's so important
uh... for contextual icing is where are the ass that's what's the capacity we
already have in so that's why we didn't go in and say well you have to start
because we didn't know we have to start
exactly where they had to start what capacity they have an identified at
uh... and that uh... we had no simple recipe
and and the way right
tried to talk about it
in our work
is that it's context responsive
you know people say well what do you get it if this happens a civil it depends
you know then lots of people don't like it is like that
uh... many people want crisp answers u_n_ simplistic answers
this is highly complex where
and what works in your school
it may work in your school
but as you look at it you know you get a different set of players you get a
different history you've got a different
european group for a bit
different issues
and so all of its content
uh... professional about what clearly
was the main st
times it the meetings actually
job in there that professional development
that's what they were
it was always an agenda for learning
with in
the creation building in dvds teens
so the meeting was at just the past communication that in a one-way fashion
the median was for us
to to learn together
to construct
knowledge together and to move forward together
it's really interesting in
distributing structural leadership
they have to have really strong leaders to do that
they have to understand this work
and they have to be
and people
to empower
in use
they have to do all of that and it takes really strong
principal ship
high credibility
to be able to do this in some cases
the principles changed over
uh... resources cals already mentioned at how important those out
one of the things that i'm sure you know
is that it's very easy to loose sight of student learning
when you building these teams
have to keep that always after quarter of the conversation
why are we looking at data
why are we trying to learn how to run meetings
why are we doing
because it has to do with student learning outcomes
got to be the driver
indicate you get back in easily slip away
because we know sometimes
schools become nice places for adults to work
but they may not be
their mission
legitimizing before it talked about that
i want to stop and and talk about the distraction uh... you know there's
always surprises the cumberland
another reason that you don't have simple recipes
the first one is the metra
how many of you would've guessed
that we were pushing forward
in one district
that the metro would have been a problem
and what was the problem
that the union in the school district has decided that they could create
professional collaboration
talked about how important
professional collaboration payments
because so many students in this district ride
this city bus service
the metra said i'm sorry we can't change ur schedule to accommodate
and so here we can love this
the just to get on the union in negotiated
commission up go we got it
political middle school that uh...
you know to fifty-five we're leaving at three ten
now took a year
to settle that issue
but it was a complete you know vote by setting and some people say what you
said you thought of it that way
probably should but it was a surprise
came in two ways
we did have a principally glee at several courtney sleep
and we had several chairs with
one of the things that happens by the way that people who think
they've inherited this chair
antagonistic ina delong as queen elizabeth staying in
is that when they begin to see the work ahead of them
face-offs select out
and anil and enough in n uh... terrible way that he remembered
uh... hearing some people say you know what
i think the direction we're going is the right direction
i simply don't have the energy to do it
that's the best thing you could have done that would not be wish
other people who are low performers
would be that honest
address i mean we've already talked about
uh... and that is the importance of
external funding
where right toward and act
uh... itself
you know on daya's academics tends to like the academic research perspective
i think we've got a pretty good job in this toolkit i'm i recommend that you go
to it com the thing that the handout that you've got is some excerpts from
that toolkit but what we tried to do was
sick all acts
uh... not just sort of like how do you do this description but
things that that shake that principles and the of leadership teams actually
used in that process so
um... there are tools for uh...
you know set you know
uh... creating an effective it and uh... uh... for the for the leadership team
for on
uh... week the one that is one of these things were you know things that you can
do so not not just to sort of say okay now we're gonna change the role
but some tools that you could use in a meeting to
to actually work on that uh... end up in a process that kind of just tries to
capture the process to use by the
by the schools that we worked with the tools were all things that they actually
use in their uh... in their schools
ominous probably fifty or seventy five of them in the school kids so
uh... i recommend that you if you want to do something like this on take a look
at it might help you on even if it's just a matter of pulling out a couple
things that
that might be useful to you in you know meeting