Building Schools Through Effective Leadership Styles
Session Order
bull Setting the tonebull Whatrsquos Your Storybull Self-Leadershipbull Overview of Leadership stylesbull Leadership and Effective Principalsbull The Principalrsquos Impact on Student
Achievementbull What style or styles should a Principal adopt
to be Effective in the 21st century
INTRODUCTIONS
bull Please introduce yourself to the person either side of you or on your table
bull Name job length of time in the job region
bull Now stand up and walk to someone you do not know at all and do the same
bull Shake handshelliphellip
bull A short movie to start the sessionrdquo As ONE summoning the forcerdquo
3
4
>
Setting the Tone
5
This seminar will rely upon there being a supportive professional atmosphere where participantsFeel secureParticipate amp Share openlyDo not judge or are judged by othersWill grow in understanding
My Leadership Journey
bull My motivation came from ineffective laissez -faire leaders in my formative years in education and their negative effect on childrenrsquos education
bull I was determined to get into a leadership position and make a difference
bull I was appointed as Principal at 29yrs of age in London The necessary style was autocratic
bull Since then my style has changed though I see now that my style adjusted and still adjusts to each schoolrsquos situation
6
7
Why How did you become a leader
bull You were in the right place at the right time
bull By accidentbull By designbull Promotion means more moneybull Someone recognized that you could
influence group behavior and othersbull Someone saw that you possessed
managerial qualities understanding process knowledge ability
bull Leadership comes naturally
Briefly tell us your story in the activity
You As A Leader
bull List the factors that enabled you to be here today in your role as a LEADER
bull List your strengths as a leader what are you good at
bull List areas for improvementbull Share your story with a partnerbull Compare and contrast your
experience and personal lists9
Think-Pair-Share (25 minutes)
Would Your Leadership Style Motivate or Inspire You
Dictionarycombull Motivate To provide
a motive to induce incite impel
bull Inspire Breathe life into to arouse someone else particularly to arouse something animating inside them to enliven
Ask Yourself ldquoWould I Inspire Me ldquo
Before I can hope to inspire anybody else FIRST Irsquove got to inspire MYSELF
bull How do you inspire yourself
bull What drives you each day to perform at the highest level Ask yourselves this question ldquoWould YOU want to work for YOUrdquo
bull What kind of work atmosphere or environment are you creating
We should desire to inspire
Leadership begins with
the
SELF12
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Session Order
bull Setting the tonebull Whatrsquos Your Storybull Self-Leadershipbull Overview of Leadership stylesbull Leadership and Effective Principalsbull The Principalrsquos Impact on Student
Achievementbull What style or styles should a Principal adopt
to be Effective in the 21st century
INTRODUCTIONS
bull Please introduce yourself to the person either side of you or on your table
bull Name job length of time in the job region
bull Now stand up and walk to someone you do not know at all and do the same
bull Shake handshelliphellip
bull A short movie to start the sessionrdquo As ONE summoning the forcerdquo
3
4
>
Setting the Tone
5
This seminar will rely upon there being a supportive professional atmosphere where participantsFeel secureParticipate amp Share openlyDo not judge or are judged by othersWill grow in understanding
My Leadership Journey
bull My motivation came from ineffective laissez -faire leaders in my formative years in education and their negative effect on childrenrsquos education
bull I was determined to get into a leadership position and make a difference
bull I was appointed as Principal at 29yrs of age in London The necessary style was autocratic
bull Since then my style has changed though I see now that my style adjusted and still adjusts to each schoolrsquos situation
6
7
Why How did you become a leader
bull You were in the right place at the right time
bull By accidentbull By designbull Promotion means more moneybull Someone recognized that you could
influence group behavior and othersbull Someone saw that you possessed
managerial qualities understanding process knowledge ability
bull Leadership comes naturally
Briefly tell us your story in the activity
You As A Leader
bull List the factors that enabled you to be here today in your role as a LEADER
bull List your strengths as a leader what are you good at
bull List areas for improvementbull Share your story with a partnerbull Compare and contrast your
experience and personal lists9
Think-Pair-Share (25 minutes)
Would Your Leadership Style Motivate or Inspire You
Dictionarycombull Motivate To provide
a motive to induce incite impel
bull Inspire Breathe life into to arouse someone else particularly to arouse something animating inside them to enliven
Ask Yourself ldquoWould I Inspire Me ldquo
Before I can hope to inspire anybody else FIRST Irsquove got to inspire MYSELF
bull How do you inspire yourself
bull What drives you each day to perform at the highest level Ask yourselves this question ldquoWould YOU want to work for YOUrdquo
bull What kind of work atmosphere or environment are you creating
We should desire to inspire
Leadership begins with
the
SELF12
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
INTRODUCTIONS
bull Please introduce yourself to the person either side of you or on your table
bull Name job length of time in the job region
bull Now stand up and walk to someone you do not know at all and do the same
bull Shake handshelliphellip
bull A short movie to start the sessionrdquo As ONE summoning the forcerdquo
3
4
>
Setting the Tone
5
This seminar will rely upon there being a supportive professional atmosphere where participantsFeel secureParticipate amp Share openlyDo not judge or are judged by othersWill grow in understanding
My Leadership Journey
bull My motivation came from ineffective laissez -faire leaders in my formative years in education and their negative effect on childrenrsquos education
bull I was determined to get into a leadership position and make a difference
bull I was appointed as Principal at 29yrs of age in London The necessary style was autocratic
bull Since then my style has changed though I see now that my style adjusted and still adjusts to each schoolrsquos situation
6
7
Why How did you become a leader
bull You were in the right place at the right time
bull By accidentbull By designbull Promotion means more moneybull Someone recognized that you could
influence group behavior and othersbull Someone saw that you possessed
managerial qualities understanding process knowledge ability
bull Leadership comes naturally
Briefly tell us your story in the activity
You As A Leader
bull List the factors that enabled you to be here today in your role as a LEADER
bull List your strengths as a leader what are you good at
bull List areas for improvementbull Share your story with a partnerbull Compare and contrast your
experience and personal lists9
Think-Pair-Share (25 minutes)
Would Your Leadership Style Motivate or Inspire You
Dictionarycombull Motivate To provide
a motive to induce incite impel
bull Inspire Breathe life into to arouse someone else particularly to arouse something animating inside them to enliven
Ask Yourself ldquoWould I Inspire Me ldquo
Before I can hope to inspire anybody else FIRST Irsquove got to inspire MYSELF
bull How do you inspire yourself
bull What drives you each day to perform at the highest level Ask yourselves this question ldquoWould YOU want to work for YOUrdquo
bull What kind of work atmosphere or environment are you creating
We should desire to inspire
Leadership begins with
the
SELF12
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
4
>
Setting the Tone
5
This seminar will rely upon there being a supportive professional atmosphere where participantsFeel secureParticipate amp Share openlyDo not judge or are judged by othersWill grow in understanding
My Leadership Journey
bull My motivation came from ineffective laissez -faire leaders in my formative years in education and their negative effect on childrenrsquos education
bull I was determined to get into a leadership position and make a difference
bull I was appointed as Principal at 29yrs of age in London The necessary style was autocratic
bull Since then my style has changed though I see now that my style adjusted and still adjusts to each schoolrsquos situation
6
7
Why How did you become a leader
bull You were in the right place at the right time
bull By accidentbull By designbull Promotion means more moneybull Someone recognized that you could
influence group behavior and othersbull Someone saw that you possessed
managerial qualities understanding process knowledge ability
bull Leadership comes naturally
Briefly tell us your story in the activity
You As A Leader
bull List the factors that enabled you to be here today in your role as a LEADER
bull List your strengths as a leader what are you good at
bull List areas for improvementbull Share your story with a partnerbull Compare and contrast your
experience and personal lists9
Think-Pair-Share (25 minutes)
Would Your Leadership Style Motivate or Inspire You
Dictionarycombull Motivate To provide
a motive to induce incite impel
bull Inspire Breathe life into to arouse someone else particularly to arouse something animating inside them to enliven
Ask Yourself ldquoWould I Inspire Me ldquo
Before I can hope to inspire anybody else FIRST Irsquove got to inspire MYSELF
bull How do you inspire yourself
bull What drives you each day to perform at the highest level Ask yourselves this question ldquoWould YOU want to work for YOUrdquo
bull What kind of work atmosphere or environment are you creating
We should desire to inspire
Leadership begins with
the
SELF12
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Setting the Tone
5
This seminar will rely upon there being a supportive professional atmosphere where participantsFeel secureParticipate amp Share openlyDo not judge or are judged by othersWill grow in understanding
My Leadership Journey
bull My motivation came from ineffective laissez -faire leaders in my formative years in education and their negative effect on childrenrsquos education
bull I was determined to get into a leadership position and make a difference
bull I was appointed as Principal at 29yrs of age in London The necessary style was autocratic
bull Since then my style has changed though I see now that my style adjusted and still adjusts to each schoolrsquos situation
6
7
Why How did you become a leader
bull You were in the right place at the right time
bull By accidentbull By designbull Promotion means more moneybull Someone recognized that you could
influence group behavior and othersbull Someone saw that you possessed
managerial qualities understanding process knowledge ability
bull Leadership comes naturally
Briefly tell us your story in the activity
You As A Leader
bull List the factors that enabled you to be here today in your role as a LEADER
bull List your strengths as a leader what are you good at
bull List areas for improvementbull Share your story with a partnerbull Compare and contrast your
experience and personal lists9
Think-Pair-Share (25 minutes)
Would Your Leadership Style Motivate or Inspire You
Dictionarycombull Motivate To provide
a motive to induce incite impel
bull Inspire Breathe life into to arouse someone else particularly to arouse something animating inside them to enliven
Ask Yourself ldquoWould I Inspire Me ldquo
Before I can hope to inspire anybody else FIRST Irsquove got to inspire MYSELF
bull How do you inspire yourself
bull What drives you each day to perform at the highest level Ask yourselves this question ldquoWould YOU want to work for YOUrdquo
bull What kind of work atmosphere or environment are you creating
We should desire to inspire
Leadership begins with
the
SELF12
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
My Leadership Journey
bull My motivation came from ineffective laissez -faire leaders in my formative years in education and their negative effect on childrenrsquos education
bull I was determined to get into a leadership position and make a difference
bull I was appointed as Principal at 29yrs of age in London The necessary style was autocratic
bull Since then my style has changed though I see now that my style adjusted and still adjusts to each schoolrsquos situation
6
7
Why How did you become a leader
bull You were in the right place at the right time
bull By accidentbull By designbull Promotion means more moneybull Someone recognized that you could
influence group behavior and othersbull Someone saw that you possessed
managerial qualities understanding process knowledge ability
bull Leadership comes naturally
Briefly tell us your story in the activity
You As A Leader
bull List the factors that enabled you to be here today in your role as a LEADER
bull List your strengths as a leader what are you good at
bull List areas for improvementbull Share your story with a partnerbull Compare and contrast your
experience and personal lists9
Think-Pair-Share (25 minutes)
Would Your Leadership Style Motivate or Inspire You
Dictionarycombull Motivate To provide
a motive to induce incite impel
bull Inspire Breathe life into to arouse someone else particularly to arouse something animating inside them to enliven
Ask Yourself ldquoWould I Inspire Me ldquo
Before I can hope to inspire anybody else FIRST Irsquove got to inspire MYSELF
bull How do you inspire yourself
bull What drives you each day to perform at the highest level Ask yourselves this question ldquoWould YOU want to work for YOUrdquo
bull What kind of work atmosphere or environment are you creating
We should desire to inspire
Leadership begins with
the
SELF12
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
7
Why How did you become a leader
bull You were in the right place at the right time
bull By accidentbull By designbull Promotion means more moneybull Someone recognized that you could
influence group behavior and othersbull Someone saw that you possessed
managerial qualities understanding process knowledge ability
bull Leadership comes naturally
Briefly tell us your story in the activity
You As A Leader
bull List the factors that enabled you to be here today in your role as a LEADER
bull List your strengths as a leader what are you good at
bull List areas for improvementbull Share your story with a partnerbull Compare and contrast your
experience and personal lists9
Think-Pair-Share (25 minutes)
Would Your Leadership Style Motivate or Inspire You
Dictionarycombull Motivate To provide
a motive to induce incite impel
bull Inspire Breathe life into to arouse someone else particularly to arouse something animating inside them to enliven
Ask Yourself ldquoWould I Inspire Me ldquo
Before I can hope to inspire anybody else FIRST Irsquove got to inspire MYSELF
bull How do you inspire yourself
bull What drives you each day to perform at the highest level Ask yourselves this question ldquoWould YOU want to work for YOUrdquo
bull What kind of work atmosphere or environment are you creating
We should desire to inspire
Leadership begins with
the
SELF12
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Why How did you become a leader
bull You were in the right place at the right time
bull By accidentbull By designbull Promotion means more moneybull Someone recognized that you could
influence group behavior and othersbull Someone saw that you possessed
managerial qualities understanding process knowledge ability
bull Leadership comes naturally
Briefly tell us your story in the activity
You As A Leader
bull List the factors that enabled you to be here today in your role as a LEADER
bull List your strengths as a leader what are you good at
bull List areas for improvementbull Share your story with a partnerbull Compare and contrast your
experience and personal lists9
Think-Pair-Share (25 minutes)
Would Your Leadership Style Motivate or Inspire You
Dictionarycombull Motivate To provide
a motive to induce incite impel
bull Inspire Breathe life into to arouse someone else particularly to arouse something animating inside them to enliven
Ask Yourself ldquoWould I Inspire Me ldquo
Before I can hope to inspire anybody else FIRST Irsquove got to inspire MYSELF
bull How do you inspire yourself
bull What drives you each day to perform at the highest level Ask yourselves this question ldquoWould YOU want to work for YOUrdquo
bull What kind of work atmosphere or environment are you creating
We should desire to inspire
Leadership begins with
the
SELF12
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
You As A Leader
bull List the factors that enabled you to be here today in your role as a LEADER
bull List your strengths as a leader what are you good at
bull List areas for improvementbull Share your story with a partnerbull Compare and contrast your
experience and personal lists9
Think-Pair-Share (25 minutes)
Would Your Leadership Style Motivate or Inspire You
Dictionarycombull Motivate To provide
a motive to induce incite impel
bull Inspire Breathe life into to arouse someone else particularly to arouse something animating inside them to enliven
Ask Yourself ldquoWould I Inspire Me ldquo
Before I can hope to inspire anybody else FIRST Irsquove got to inspire MYSELF
bull How do you inspire yourself
bull What drives you each day to perform at the highest level Ask yourselves this question ldquoWould YOU want to work for YOUrdquo
bull What kind of work atmosphere or environment are you creating
We should desire to inspire
Leadership begins with
the
SELF12
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Would Your Leadership Style Motivate or Inspire You
Dictionarycombull Motivate To provide
a motive to induce incite impel
bull Inspire Breathe life into to arouse someone else particularly to arouse something animating inside them to enliven
Ask Yourself ldquoWould I Inspire Me ldquo
Before I can hope to inspire anybody else FIRST Irsquove got to inspire MYSELF
bull How do you inspire yourself
bull What drives you each day to perform at the highest level Ask yourselves this question ldquoWould YOU want to work for YOUrdquo
bull What kind of work atmosphere or environment are you creating
We should desire to inspire
Leadership begins with
the
SELF12
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Ask Yourself ldquoWould I Inspire Me ldquo
Before I can hope to inspire anybody else FIRST Irsquove got to inspire MYSELF
bull How do you inspire yourself
bull What drives you each day to perform at the highest level Ask yourselves this question ldquoWould YOU want to work for YOUrdquo
bull What kind of work atmosphere or environment are you creating
We should desire to inspire
Leadership begins with
the
SELF12
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Leadership begins with
the
SELF12
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us hostagehellip the thing that amazed me is that a belief is more than just an ideamdashit seems to shift the way we actually experience ourselves and our lives According to Talmudic teaching lsquoWe do not see things as they are We see them as we arersquo
(Remen 1996)
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Self-Leadership
Leaders lead from the inside And it is through who they are and who they are becoming that they establish credibility earn respect and create resonance in their followers
To become the kind of leaders we need to become we must first look into our interior world nurturing whatrsquos going on inside of us
We must practice the art of soul-care We must learn how to lead ourselves well before we learn to lead others well 14
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
The most effective leaders are consciously introspective and intentionally reflective Or to say it like the Apostle Paul told Timothy ldquoPay close attention to yourselfhelliprdquo (1 Timothy 416)
Leaders consistently monitor and recalibrate their thought life behaviors attitudes words emotions mistakes relationships and motivations
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 15
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Self Leadership
They embrace who they are and who they are notmdashthe journey into deep self-awareness and clarity of personhood
They strive to live with integrity living up to who they say they are
Integration of a leaderrsquos life and values enhances their decision-making skills expands their trust levels with others and gives them confidence
But if leaders donrsquot carve out time to lead the hardest person theyrsquoll ever lead(themselves) healthy vibrant thriving leadership wonrsquot be in their future
16
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Video ndash Bishop Tutu
>
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Take 25-30 minutes to complete the survey and make notes for yourself
Do the results confirm your thoughts or
surprise you
If you feel able to Be ready to share with a partner amp the group
What Type of Leader are You
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Overview of Leadership Styles 19
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Defining Leadership
Leadership is the process of influencing a group toward the achievement of goals
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Leadership style
The way in which a leader uses power to lead or influence others determines his or her leadership style
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Charismatic Leadership
23
Charismatic Leadership
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Charismatic Leadership
bull Charismatic leadership is leading by dint of personality and charm instead of relying on any external power or authority
bull Charismatic leaders seek to fulfill organizational goals by instilling devotion
bull They scan and read the environment in which they operate to pick up the moods and concerns of individuals and larger audiences and then hone their actions and words to suit the situation
24
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Charismatic Leadership
The major behavioral attributes of charismatic leaders include
bull Sensitivity to the environment and member needs
bull Articulation of a clear-cut vision shaped to the situation
bull Effective use of body language
and verbal languagebull Personal risk taking and
unconventional behaviorbull High self-belief and confidence
25
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Charismatic Leadership
bull Displaying confidence in followers ability
bull Charismatic leaders have the potential to elevate and transform an entire school
bull The danger lies in using such powers to create a personality-based cult that misguides people
26
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Transformational Leadership
27
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Transformational Leadership
bull Transformational leadership is one of the most popular leadership styles in the changing world and focuses on effecting revolutionary change in organizations through a commitment to the organizationrsquos vision
bull Transformational leaders sell the schoolrsquos defined vision usually a radical vision that departs from the established one in many ways such as
bull Developing a shared vision and appealing to peoplersquos inborn desire to attain higher levels related to learning leaving a legacy and the like
28
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Transformational Leadership
bull Articulating the vision and explaining how to attain the vision in an appealing manner
bull Establishing high levels of personal integrity to gain trust and inspire the members
bull Applying passion and energy at work and injecting such energy and enthusiasm to followers
bull Leading from the front to demonstrate attitudes and actions for followers to emulate
bull Motivating and rallying followers by constantly listening soothing and enthusing
29
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Transformational Leadership
Characteristics of transformational leader behavior
bull Inspirational motivation
bull Individual consideration
bull Intellectual stimulation
bull Idealized influence
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Transformational Leadershipin Education
1 Leithwood notes that the ldquofour Irsquosrdquo of transformational leadership are necessary skills for school principals if they are to meet the challenges of 21st century
2 School leaders must attend to the needs of and provide personal attention to individual staff members particularly those who seem left out
3 Effective school administrators must communicate high expectations of teachers and students alike
4 Through personal accomplishments and demonstrated character effective Principals must provide a model for the behavior of teachers Page
31
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Instructional Leadership Video
>
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Instructional LeadershipFour Dimensions or roles
1 Resource providerbull Ensures that teaches have materials facilities and
budget
2 Instructional resourcebull Actively supports day to day instructional activities and
programs by modeling desired behaviors participates in in-service training and consistently giving priority to instructional concerns
3 Communicatorbull Has clear goals for school and articulates those goals to
faculty and staff
4 Visible presencebull Principal engages in frequent classroom observations and
is highly accessible to faculty and staff
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
The Principal as Instructional Leader
The focus on results the focus on student achievement the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase amp Blase 2003 Castallo 2001 Lambert 2003)
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Situational Leadership
bull Leadership theory developed by Paul Hersey and Ken Blanchard
bull Effective leadership is task relevant and is most successful when adapted to the lsquomaturityrsquo of the individualgroup
bull Developed a Situational Leadership model of 4 distinct Leadership Styles based on the amount of direction required and the amount of support required
bull 4 Development Levels based on the level of competence and level of commitment of the individualgroup
bull The effective leader will adopt the most appropriate leadership style to the situationtask and the development level of the specific individualgroup
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
4 Development Level Characteristics of the team member
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
4 Development Level Characteristics
D2Some CompetenceLow Commitment
bull Has some knowledge amp skills not competent yet
bull Frustratedbull Discouraged
overwhelmed confusedbull Developing and learning
needs reassurance that mistakes are part of the
learning processbull Unreliable inconsistent
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
4 Development Level Characteristics
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
D3High Competence
Variable Commitment
bull Is generally self-directed but needs opportunities to test ideas with othersbull Sometimes hesitant
unsure tentativebull Not always confident self
critical may need help in looking at skills
objectivelybull May be bored with
goal or taskbull Makes productive
contributions
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
4 Leadership Styles amp Behaviours
S3-SupportingAskinglistening
ReassuringFacilitating self-reliant problem solving
CollaboratingEncouraging feedback
Appreciating
S2-CoachingExploringasking
ExplainingclarifyingRedirecting
Sharing feedbackEncouraging
Praising
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
S1-DirectingDefiningPlanning
OrientatingTeachingshowing amp telling how
CheckingmonitoringGiving Feedback
Directive BehaviourLOW HIGH
Supportive
Behaviour
HIGH
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
40
S1-DirectingDefiningPlanning
OrientatingTeachingshowing
amp telling howCheckingmonitoring
Giving Feedback
D1Low Competence
High Commitment
bull New to task or goal inexperienced
bull Eager to learn willing to take direction
bull Enthusiastic excited optimistic
bull Confidence based on hopes and transferable
skills not reality
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
41
S4-DelegatingAllowingtrusting
ConfirmingEmpowering
AcknowledgingChallenging
D4High CompetenceHigh Commitment
bull Recognised by others as an expert
bull Consistently competent justifiably confident
bull Trusts own ability to work independently self-assuredbull Inspired inspires others
bull Proactive may be asked to do too much
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Total Quality Management (TQM)
Created in world of business but has strong influence on leadership practices in education
Five Basic Factors
1 Change Agency ndash leaderrsquos ability to stimulate change in the organization
2 Teamwork ndash Effective leader not only involved in establishing teams but also sees to their viability by providing necessary resources and support
3 Continuous Improvement ndash Leader must invite continuous improvement into the organization and keep it alive by keeping the goals of the organization up front in the minds of employees
4 Trust Building - Involves creating climate in which employer and employees perceive organization as ldquowin-winrdquo environment Leaders establish atmosphere of trust by their daily actions
5 Eradication of Short Term Goals ndash Elimination of goals that are highly numerical and are short term Effective leader not only helps establish the criteria around which goals are established but all participate in the goals design and implementation
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Continuous Improvement
bull Philosophy that seeks to make never-ending improvements to the process of converting inputs into outputsie Teaching and Learning into Improved academic results
bull Kaizen Japanese word for continuous improvement
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
PDCA Cycle repeated to create continuous improvement
Time
Per
form
ance
ldquoContinuousrdquoimprovement
Plan
Do
Check
Act
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Emotional Intelligence (EI EQ)
ldquoAnyone can become angry hellip that is easy
hellipBut to be angry with the right person to the right degree at the right time for the right purpose and in the right way hellip that is not easyrdquo (Aristotle)
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
What is Emotional Intelligence
ldquoThe capacity for recognising our own feelings and those of others for motivating ourselves for managing emotions well in ourselves and in our relationshipsrdquo
(Goleman 1995)
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
What is Emotional Intelligence
the ability to perceive emotions the ability to access and generate emotions
so that it assists thought the ability to understand complex
emotions and emotional knowledge the ability to reflectively regulate emotions
so as to promote emotional and intellectual growth
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Emotion Regulation 1
You and your partner have got into an argument that has escalated into a shouting match yoursquore both upset and in the heat of the anger making personal attacks you donrsquot really mean Whatrsquos the best thing to do
a Take a 20 minute break and then continue the discussion
b Just stop the argument ndash go silent no matter what your partner says
c Say yoursquore sorry and ask your partner to apologise too
d Stop for a moment collect your thoughts then state your case as precisely as you can
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
But How DO YOU actually regulate your emotional reactions
Emotion Regulation 2
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Four Basic Components of EI
Self -awareness
Self -management
Social awareness
Relationship management
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
What Does High or Low EI Look Like
I feelOpen expression of emotionsNot preoccupied with negative
emotionsCan identity the feelings of
othersEmotionally resilientDecisions based on feelings and
logicAccepts self and othersGood listenerTalks about problems
You always make me feelCannot share feelings verballyNegative feelings dominateNot perceptive to others
feelingsCarries grudges unforgivingActs without reasoning or logicNot accepting of self or othersPoor listenerHits out when there is a
problem
HIGH LOW
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
So Why is EI Important
High EI individuals compared to those low on EI are
Less aggressiveMore empathicHappierHave fewer unauthorised absences from schoolLess depressedLess stressedHigher self-esteemLess lonelyBetter quality friendships and intimate relationships
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Emotional
Intelligence Video
53
>
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Servant Leadership
bull Servant Leadership is a leadership philosophy first espoused by Robert Greenleaf in his 1970 essay ldquoThe Servant as Leaderrdquo
bull Servant leaders are servants first and leaders later They have a natural inclination to serve and such a conscious choice makes them aspire to lead
bull Contrast to the traditional leaders who aspire to lead to assuage an unusual power drive or to acquire material possessions
bull Management writers such as Ken Blanchard Stephen Covey and others have reinforced the Servant Leadership Theory
54
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Servant Leadership
Includes the faculty and staff in the decision-making process and empowers them to act making servant leadership a form of democratic leadership
55
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Servant Leadership
bull The servant leadership framework places great importance on teamwork and relationship building Each person in the team plays different roles at different times based on their expertise rather than by their rank or title
bull Enabling each member to play a significant role generates an infectious energy that helps organizations fulfill their goals and mission especially during periods of transformation
56
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
10 Characteristics of a Servant Leader (Spears 2002)
1 Listening - acknowledging the viewpoint of followers and validating these perspectives
2 Empathy ndash ldquostanding in the shoesrdquo of another person and attempting to see the world from that personrsquos point of view
3 Healing ndash in helping followers become whole servant leaders are themselves healed
4 Awareness ndash understanding oneself and the impact one has on others
57
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
10 Characteristics cont
5 Persuasion ndash creates change through gentle nonjudgmental argument
6 Conceptualization ndash the ability to be a visionary for an organization
7 Foresight ndash the ability to predict what is coming based on what is occurring in the present and what has happened in the past
58
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
10 Characteristics cont
8 Stewardship ndash carefully managing the people and organization one has been given to lead Holding the organization in trust for the greater good of society
9 Commitment to the Growth of People ndash treating each follower as a unique person with intrinsic value beyond what heshe contributes to the organization
10 Building Community ndash allowing followers to identify with something greater than themselves that they value
59
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
What Do School Servant Leaders Do
What do servant leaders do Specifically what do school leaders who want to be servant leaders do Using Ken Blanchardrsquos framework for what servant leaders do herersquos what servant school leaders do
60
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
SERVE
S See the Future School leaders who are servant leadersbullhave a visionbullThey know the destination for the schoolbullThey know where the school currently is and want to take it to the next destination
E Engage and Develop People
School leaders who are servant leadersbullTreat all school staff right because that is rightbullWork to turn the school hierarchy upside downbullFocus on developing people to fit into the schoolrsquos future and inverted hierarchy
61
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
SERVER Reinvent Continuously School leaders who are servant leaders
bullReinvent themselves continuouslybullInstill the desire for improvement and reinvention in the whole schoolbullChange the schoolrsquos structure when it no longer serves the needs of kids This means always keeping in mind that the school is there for the kids not the other way around
V Value Results and Relationships
School leaders who are servant leadersbullValue both results and relationships with students teachers staff parents and broader communitybullMaintain high expectations for those results and relationships
62
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
SERVE
Embody the Values School leaders who are servant leaders Build all leadership on trust
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 63
Ultimately if we want schools to be successful the kind of leader is most important Servant leadership can bring more success than any other type of leadership as Blanchard states ldquoLife is all about the choices we make as we interact with each other We can choose to be self-serving or servingrdquo Servant school leaders choose to serve
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Ego amp Servant Leadership
ldquoWhen you start thinking more of yourself than you should thatrsquos when you start pushing and shoving for credit and thinking leadership is about you rather than those who are ledrdquo
It is impossible to serve others in the leadership role when all yoursquore concerned about is whether yoursquoll get the credit
Wersquove all worked for school administrators where everything done in the school or system is all about them and they usually donrsquot last long They move on to the next job thatrsquoll feed their ego
64
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Ego amp Servant Leadership
bull Blanchard says that the second way that ego gets in the way of becoming a servant leader is through self-doubt and fear
bull It is quite difficult to serve others when you are too busy nursing fears of inadequacies and doubt
bull School administrators caught in this ego trap canrsquot be effective leaders because they are too busy trying to hide their faults and shortcomings and God forbid that someone should point those out to them
bull They will strike back with a vengeance
65
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Video
Simon SinekldquoLeaders Eat Lastrdquo
>
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Small Group Discussion
Would the model of Servant Leadership be applicable in your
setting
Please give reasons why or why not
With those at your table please discuss
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
What leadership style makes for an Effective Principal
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Design an Effective Principal
Spend 10 minutes thinking about the qualities of an Effective PrincipalWrite them down then pair and share your ideas with the person next to you Discuss your choicesBe ready to share your points with the group
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
bull Passion
bull Drive
bull Energy
bull Humility
bull Presence
Personal Qualities
bull Caring
bull Commitment
bull Fairness
bull Focus
bull Professional
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Professional qualities
71
bull Have visionbull Lead by Examplebull Have depth of relevant
experiencebull Knowledgeable about
everyonersquos roles and responsibilities
bull Have integritybull Trustworthy
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Essential Attributes of An Effective School Leader
bull 1 The Communicator ndash a genuine and open human being with the capacity to listen emphasize interact and connect with individual students parents and teachers in productive helping and healing ways as well as the ability to teach present and motivate people in larger group settings
bull 2 The Educator ndash a self-directed instructional leader with a strong intellect and personal depth of knowledge regarding research-based curriculum instruction and learning who motivates and facilitates the intellectual growth and development of self students teachers and parents
72
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
bull 3 The Envisioner ndash an individual who is motivated by a sense of calling and purpose focused on a vision of what schools can be and guided by a mission that has the best interests of all students at its core
bull 4 The Facilitator ndash a leader with outstanding human relations skills that include the abilities to build individual relationships with parents teachers and students collaborative teams with staff members and parents and a schoolwide community of leaders
73
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
bull 5 The Change Master ndash a flexible futuristic and realistic leader able to motivate as well as manage change in an organized positive and enduring fashion
bull 6 The Culture Builder ndash an individual who communicates (talks) and models (walks) a strong and viable based on achievement character personal responsibility and accountability
74
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
bull 7 The Activator ndash an individual with gumption (eg drive motivation enthusiasm energy spunk and humor) enough to share with staff parents and students
bull 8 The Producer ndash a results-oriented individual with a strong sense of accountability to taxpayers parents students and teachers who translates high expectations into intellectual development and academic achievements for all students
75
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
9 The Character Builder ndash a role model whose values words and deeds are marked by trustworthiness integrity authenticity respect generosity and humility
10 The Contributor ndash a servant-leader encourager and enabler whose utmost priority is making a contribution to the success of others
76
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication amp Community
Relations
General Principals Responsibilities
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Instructional Leadership
bull Building a Vision
bull Sharing Leadership
bull Leading Learning Community
bull Using Data
bull Monitoring Curriculum amp Instruction
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
School Climate
bull Positive Climate
bull High Expectations
bull Practice of Respect
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Human Resources Management
bull Selecting Quality Teachers amp Others
bull Inducting amp Supporting Staff
bull Providing Growth Opportunities
bull Retaining Quality Staff
bull Evaluating Teachers
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Hiring
Effective principals know the hiring system and use the information to gain access to the best possible candidates
Hallinger amp Heck 1996
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Teacher Evaluation amp Development
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Organizational Management
bull Safety
bull Daily Operations
bull Facilities Maintenance
bull Securing amp Using Resources
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Communication amp Community Relations
bull Effective Communicator
bull Communicate with Families
bull Communicate with Larger Community
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Professionalism
bull Ethical Standards
bull Role Model
bull Professional Development for the Principal
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Influences on Student AchievementExplained Variance
Students50
Peers5-10
School5-10
Home5-10
Teachers30
Hattie httpacereduaudocuments (2003)
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Leadership is key ndash to improving teaching amp learning
ldquoLeadership is second only to classroom instruction among all school related factors that contribute to what students learn at schoolrdquo
― How Leadership Influences Student Learning Kenneth
Leithwood et al University of Minnesota University of Toronto 2010
Page 87
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Especially in difficult situations
ldquohellipthere are virtually no documented instances of troubled schools being turned around without intervention by a powerful leaderrdquo
― How Leadership Influences Student Learning 2004
Page 88
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIPALS
Clear vision and purpose bull Imagination bull Very high expectations bull Ambitious for students and for the school
bull Get the best out of people
bull Motivate bull Provide opportunity bull Promote professional development bull Encouraging initiative bull Show interest and are generous with praise bull Build teams and empower them bull Distribute responsibility and accountability
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
bull Lead by example Role modelsbull Approachable Open door policybull Innovative Encourage open-
minded trust staffbull Determined and decisive Highly focused on
what mattersbull Focus on quality Monitor and
evaluate performance
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 90
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING
PRINCIPALS
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
ldquoThe most effective schools have outstanding and well-distributed leadershiprdquo (Ofsted)
Level 5 Leadership (Collins)
bull Ambitious for their companies not themselves
bull Set up successors to succeed
bull Self-effacing not ego-driven
bull Fanatically driven need sustained results
bull Attribute success to others
Outstanding leaders (Ofsted)
bull Drive determination and sense of purpose
bull Grow leaders and distribute leadership
bull Emotional intelligencebull Strive for the maximum
success for every studentbull Believe in people
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
The Power of
Teamwork
92
>
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
The Effective Schools Model
What makes an ldquoeffectiverdquo school
Research shows the followinghellip
CLEAR AND FOCUSED MISSION
STRONG INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO LEARN
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
POSITIVE HOME-
SCHOOL RELATIONS
HIGH EXPECTATIONS
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
3 Planning co-ordinating and evaluating teaching and the curriculum
042
4 Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning
084
5 Ensuring an orderly and supportive environment 027
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
The Mission of Principals Related to Professional Development (PD)
Well read and educated in latest research
ldquoTHE IDEAL PD PRINCIPALrdquo
Defines own personal professional growth needs according to data
Analyzes impact on campus
Solution
focused
Sensitive to students and community
Initiates and implements collaboratively driven
professional development plan
Scans needs of
teachers monitors
instruction and
disaggregates dataThinks forward and
consequentially
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 1 Distinction (Kotter 1990)
bull ldquoManagement is about producing order and consistencyrdquo ndash Minimum operating standardsndash Quality assurance monitoring evaluation etc
bull ldquoLeadership is about generating constructive changerdquo ndash Raising expectations doing things better
petermatthewsassociatesgooglemailcom
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
View 2 Hierarchy (Collins 2001)
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Student with low-performing teacher
37th percentile
Student with high-performing teacher 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students withsame performance
Age 8 Age 11Sanders and Rivers
Consistent high quality teaching is the most important factor driving the performance of students
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
low qualityprofessional learning
Ineffective teacher
high quality professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers withsame performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by far the most important factor driving the performance of teachers
petermatthewsassociatesgooglemailcom
90th percentile
37th percentile
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
HOW DO GOOD SCHOOLS BECOME GREAT
BUILD UP
BREAK
THROUGHWHATrsquoS INSIDE
THEBLACK BOXGOOD RESULTS
GREAT RESULTS
The Effect of the Principal
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
ACHIEVING EXCELLENCEbull Having vision values and
high expectationsbull Attracting recruiting retaining
and developing staffbull Establishing disciplined
learning and consistent staff behaviour
bull Assuring the quality of teaching and learning
bull Leading and building leadership capacity
bull Providing a relevant and attractive curriculum
bull Assessment progress-tracking and target-setting
bull Inclusion students as individuals
Twelve outstanding secondary schools Excelling against the odds Ofsted amp Matthews England 2009
INSIDETHE
BLACK BOXThe Principal
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Global School Reform
bull All current school reform efforts aim to improve teaching and learning leaders must also for example be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts
bull provide the necessary supports for those whose practices must change
bull and must win the cooperation and support of parents and others in the local community
bull So ldquoeffectiverdquo or ldquosuccessfulrdquo leadership is critical to school reform
Northouse - Leadership Theory and Practice Sixth Edition copy 2012 SAGE Publications Inc 104
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
WHERE IS LEADERSHIP GOING
petermatthewsassociatesgooglemailcom
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadershipHeavy bureaucracyFocus on system compliancePrincipals as managers
Local and distributed leadershipGreater autonomyFocus on personalised learningPrincipals as leaders of learning(Adapted from Hopkins)
A
C
B
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Fatal Flaws that Must Be Fixed to Succeed
bull Inability to learn from mistakes ndash hearing about whatrsquos wrong and not fixing it
bull Lack of core interpersonal skills and competencies ndash too nice or too much like a bully
bull Lack of openness to new or different ideas
bull Lack of accountability ndash with staff with upper management with partners or in groups doing the right thing getting the right thing done
bull Lack of initiative ndash not getting things done following through helping others get things done only being responsive and not proactive
Zenger and Folkman
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
The Principalrsquos Impact on Student Achievement
Letrsquos Play
Two Facts and a Lie
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission
2 A transformational leadership style yields greater student achievement effects than an instructional leadership style
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Instructional Leadership
1 Principals of high-achieving schools have a clear vision and communicate to all stakeholders that learning is the schoolrsquos most important mission (Cotton 2003 Marzano Waters amp McNulty 2005 Zmuda Kuklis amp Kline 2004)
2 FALSE A transformational leadership style yields greater student achievement effects than an instructional leadership style There is growing evidence that basic ldquoinstructionalrdquo leadership activities have a greater impact on student learning than a focus on transformational leadership (Hattie 2009)
3 Effective principals understand that they cannot reach instructional goals alone so they distribute leadership across their schools which in turn contributes to sustainable improvements within the school organization (Blaseacute amp Blaseacute 1999 Hargreaves amp Fink 2003)
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness
2 Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
School Climate
1 There is a positive relationship between school climate and leadership which affects overall school effectiveness (Barth 2002 Hallinger Bickman amp Davis 1996 Marzano Waters amp McNulty 2005 Villani 1997)
2 FALSE Attempting to change the prevailing culture of a school is one of the more time-consuming yet easiest tasks of the school leader Attempting to change the prevailing culture of a school is one of the more difficult tasks of the school leader (Barth 2002 Fullan 2001)
3 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Human Resources Management
1 The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Human Resources Management
1 FALSE The principals of effective schools work with ineffective teachers over an extended period of time to improve their performance Principals of effective schools expect ineffective teachers to change or they are removed (Mendro 1998)
2 Effective administrators provide the time resources and structure for meaningful professional development and recognize the teacher leadership within the building (Blaseacute amp Blaseacute 2001 Cotton 2003 Drago-Severson 2004 Fullan Bertani amp Quinn 2004)
3 Principals who are risk takers and who help in problem solving are more likely to empower and retain teachers (Blaseacute amp Blaseacute 2001 Charlotte Advocates for Education 2004)
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators
2 Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Organizational Management
1 Maintaining a safe and orderly environment can affect teaching and learning positively and is therefore a fundamental responsibility of school administrators (Cotton 2003 Lashway 2001 Marzano Waters amp McNulty 2005 Shellard 2003)
2 FALSE Principals of effective schools respect teachersrsquo skills and judgment but limit their autonomy in organizing and managing their classrooms Effective principals allow their teachers considerable autonomy in managing and organizing their classrooms (Cotton 2003)
3 The principalrsquos skill in organizational management (eg hiring providing PD managing budgets) has a greater impact on school effectiveness than observing in classrooms (Horng Klasik amp Loeb 2009)
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success
3 While important principals seldom lose their jobs for negative interpersonal relationships
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Communication amp Community Relations
1 Successful school leaders must be able to work effectively with parent community business and government representatives (Leithwood amp Riehl 2003)
2 Relationship-building and stakeholder involvement are of fundamental importance in establishing and sustaining school success (Cotton 2003 Fullan 2001 Kytheotis amp Pashiartis 1998 Marzano Waters amp McNulty 2005)
3 FALSE While important principals seldom lose their jobs for negative interpersonal relationships The number one reason that principals lose their jobs is for negative interpersonal relationships (Davis 1998)
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children
2 Effective principals balance responsibilities associated with educating students with the needs of teachers
3 Effective principals should receive professional development that focuses mainly on their roles and responsibilities
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Professionalism
1 Effective principals communicate and model core values through their interactions with students and teachers most importantly they model that they care for and have a genuine concern for children (Cotton 2003)
2 Effective principals balance responsibilities associated with educating students with the needs of teachers (Gross amp Shapiro 2000 Tschannen-Moran 2004)
3 FALSE Effective principals should receive professional development that focuses mainly on their roles and responsibilities Just as important as a focus on roles is professional development with a focus on the nuances of context that affect their decisions The when and why are just as critical as the what and how (Waters amp Grubb 2004)
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Overall Impact of Principals
1 The quickest way to change the effectiveness of a school for better or worse is to change the principal
2 The principal variable accounts for between 2 and 8 of the variance in student test scores
3 False Principals in high performing schools place higher pressure on their teachers to perform well on standardized tests ldquoPrincipals in lower performing schools are more likely to modify their leadership focus to place a greater emphasis on improving test scores Principals in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scoresrdquo (Reed et al 2001)
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
can go
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
Quiz ldquoGradingrdquo Howrsquod You Do
of Correct
Answers Classification
6 ndash 7 Major genius
4 ndash 5 Regular sort of genius
2 ndash 3 Not too bad
1 Thanks for playing please try again
0 Good news Zero is as low as you
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The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
The Power of ONE Video
123
>
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
HOW DO GOOD SCHOOLS BECOME GREAT
Slide 103
Global School Reform
WHERE IS LEADERSHIP GOING
Fatal Flaws that Must Be Fixed to Succeed
The Principalrsquos Impact on Student Achievement
Instructional Leadership
Instructional Leadership (2)
School Climate (2)
School Climate (3)
Human Resources Management (2)
Human Resources Management (3)
Organizational Management (2)
Organizational Management (3)
Communication amp Community Relations (2)
Communication amp Community Relations (3)
Professionalism (2)
Professionalism (3)
Overall Impact of Principals
Overall Impact of Principals (2)
Quiz ldquoGradingrdquo Howrsquod You Do
Slide 123
What will you do when you go back to the office
What will you do when you go back to the office
bull Please try to discuss with close colleagues some new ideas you gained from this workshop
bull Choose at least one action you will take to enhance your effectiveness as a leader ndash for yourself or others
bull Share that with someone(s) you can trust
bull Take action
Slide 1
Session Order
INTRODUCTIONS
Slide 4
Setting the Tone
My Leadership Journey
Slide 7
Why How did you become a leader
You As A Leader
Would Your Leadership Style Motivate or Inspire You
Ask Yourself ldquoWould I Inspire Me ldquo
Slide 12
What we believe about ourselves can hold us hostagehellip the thing
Self-Leadership
Slide 15
Self Leadership
Video ndash Bishop Tutu
What Type of Leader are You
Overview of Leadership Styles
Defining Leadership
Leadership style
Some Leadership Styles
Charismatic Leadership
Charismatic Leadership (2)
Charismatic Leadership (3)
Charismatic Leadership (4)
Transformational Leadership
Transformational Leadership (2)
Transformational Leadership (3)
Transformational Leadership
Transformational Leadership in Education
Slide 32
Instructional Leadership
The Principal as Instructional Leader
Situational Leadership
4 Development Level Characteristics of the team member
4 Development Level Characteristics
4 Development Level Characteristics (2)
4 Leadership Styles amp Behaviours
Slide 40
Slide 41
Total Quality Management (TQM)
Continuous Improvement
PDCA Cycle repeated to create continuous improvement
Emotional Intelligence (EI EQ)
What is Emotional Intelligence
What is Emotional Intelligence (2)
Emotion Regulation 1
But How DO YOU actually regulate your emotional reactions
Four Basic Components of EI
What Does High or Low EI Look Like
So Why is EI Important
Slide 53
Servant Leadership
Servant Leadership (2)
Servant Leadership (3)
10 Characteristics of a Servant Leader (Spears 2002)
10 Characteristics cont
10 Characteristics cont
What Do School Servant Leaders Do
SERVE
SERVE (2)
SERVE (3)
Ego amp Servant Leadership
Ego amp Servant Leadership (2)
Video
Small Group Discussion
Slide 68
Slide 69
Slide 70
Professional qualities
Essential Attributes of An Effective School Leader
Slide 73
Slide 74
Slide 75
Slide 76
General Principals Responsibilities
Instructional Leadership (2)
School Climate
Human Resources Management
Hiring
Slide 82
Organizational Management
Communication amp Community Relations
Professionalism
Influences on Student Achievement Explained Variance
Leadership is key ndash to improving teaching amp learning
Especially in difficult situations
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP
WHAT ARE THE LEADERSHIP CHARACTERISTICS OF OUTSTANDING PRINCIP (2)
ldquoThe most effective schools have outstanding and well-distrib
Slide 92
The Effective Schools Model
WHICH LEADERSHIP FUNCTION HAS THE GREATEST IMPACT ON LEARNING
The Mission of Principals Related to Professional Development (
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT
HOW DOES LEADERSHIP DIFFER FROM MANAGEMENT (2)
Slide 98
WHAT DIFFERENCE DOES TEACHING MAKE TO CHILDRENrsquoS PROGRESS
Consistent high quality teaching is the most important factor d
Consistent quality of continuing professional development is by
