Developing Purposeful Communities and Leading Change

PURPOSEFUL COMMUNITY AND
CHANGE LEADERSHIP FOR THE
21ST CENTURY
June 29, 2012

Outcomes

 Understand the relationship between a
purposeful community and student achievement
 Affirm the critical role you play in leadership of
the work
 Create a connection between the value of a
purposeful community and leading change
 Create a framework for a plan of action to
develop and implement purposeful community
(magnitude of change) and change leadership
(focus of leadership)

© 2012, Battelle for Kids. All Rights Reserved.

Reflection—Beginning with the
End in Mind

 What are one or two important things you
learned or thought about as a result of this
session?
 What are one or two questions or concerns that
you leave with and want to explore further?
 What are one or two next steps for you, either
as a leader or a learner?
 Handout #1


What’s the Problem?

What is the ―crisis‖ in American education
really all about—what‘s the problem?

―If it ain‘t broke, don‘t fix it!‖
―Their schools are the problem, not ours!‖
―School reform is just another fad.‖
―Incremental change is the only way to go.‖


The Future of Schooling Assumptions

 We need to get the most out of our schools
 In light of the resource, social, political, and
design realities facing our schools, staff, and
schools (as currently designed) are not likely to
meet the expectations of No Child Left Behind
 We need staff who are prepared to deal with the
changes implied by both assumptions


Changing Environments

 Higher expectations
 Greater accountability
 Rapid increase in information
 Public scrutiny
 Work overload


Effect of Changes on Schools

 Lack of clarity
 Ambiguity
 Increased stress
 Lack of trust

Require new expectations for ALL staff members!


New Expectations

 Leading and working in increasingly complex
change
 Relentless pursuit and focus on improving
student achievement and growth
 Sharing leadership

No one can do it alone!


New Educational Challenges

 New skills for work, continuous learning, and
citizenship in a ―knowledge society‖ for all
students
 Convergence of skills needed for work,
citizenship, and further learning (i.e.
communication, analysis, problem-solving, ability
to work collaboratively)
 Students lacking skills relegated to marginal
employment


New Educational Challenges—continued

 Students less motivated by traditional incentives
 Less fear and respect for authority
 Less belief in delayed gratification and hard work
= success
 Increased isolation from adults


New Educational Challenges—continued

 Re-framing the problem—Reform and reinvention
 We do not know how to teach ALL students NEW
skills. This is a new education challenge and
societal aspiration that requires development of
new professional knowledge, school structures,
and ways of working more systemically and
strategically


What is Purposeful Community?

A purposeful community is one with
collective efficacy and capability to
develop and use assets to accomplish
purposes and produce outcomes that
matter to all community members through
agreed-upon processes.
Source: McREL


Outcomes that Matter to All

 Moving from coincidental to intentional or
purposeful
 Moving from a community where we can
accomplish outcomes individually to a
community where we can accomplish outcomes
only because we are together


Development and Use of All Assets

 Tangible and intangible assets are different
 Tangible (can be perceived)
 Materials/supplies
 Computers

 Intangible (cannot be perceived)
 Time/effort
 Relationships

 The strategic and effective use of assets can
have an impact on research-based practices


Agreed-Upon Processes

 Operating principles
 Agreements
 Norms
 Full-value contracts

Process to work together when times are tough!


Collective Efficacy

 Collective efficacy is the perception of individuals
in an organization that the efforts of the
individuals, as a whole, will have a positive effect
on a desired result
 A group's confident expectation that it will
successfully achieve its intended goal
 Positive association with student achievement
 Research-based ways to develop collective
efficacy
A shared belief that we can make a difference.


Stephen Covey on Leadership

 Video clip
 Handout #2
 Reflection
 Which one of the quotes holds the most
significance to you? Why?
 Which quote touched your intellect?

 Which quote touched your heart?


Stephen Covey on Leadership—Video


Purposeful Community—Courageous
Conversations

 What is the purpose of your community?
 How does your community fulfill its purpose on a
daily basis?


Purposeful Community—Courageous
Conversations

 What is it we can only accomplish because we
are together as a community that we cannot
accomplish individually?
 What do we expect to see in the world when we
have successfully accomplished outcomes that
matter to all?


Purposeful Community Tools

 Purposeful Community Reflection Tool—
Handout #3
 Leadership Action Plan—Handout #4


Change Leadership—Michael Fullan

“The role of the principal as instructional
leader has taken us only so far in the quest
for continual school improvement. We must
now raise our sights and focus on principals
as leaders in a culture of change . . .



. . . School improvement depends on principals
who can foster the conditions necessary for
sustained education reform in a complex,
rapidly-changing society. Never has the time
been riper for change leaders than now.”

Michael Fullan, The Change Leader, 2002



 Moral purpose
 An understanding of the change process
 The ability to improve relationships
 Knowledge creation and sharing
 Coherence making


Change Leadership—Tony Wagner

“The ability to anticipate, envision,
maintain flexibility, and empower others
to create the capacity for sustained
educational reform in a complex, rapidly-
changing, society.”
Tony Wagner, Change Leadership: A Practical
Guide to Transforming Our Schools, 2005


Change Leadership—Tony Wagner

“The challenge of change leadership is to create
a „system‟ for continuous improvement of
instruction, supervision, and instructional
leadership.”

Tony Wagner, The Global Achievement
Gap, 2010


The Core Tasks of Change Leadership

Creating the momentum and energy for change

Reaction Purpose & Focus

Compliance Engagement

Isolation Collaboration


The Cultural A Bureaucratic A Knowledge
“Drivers” School Culture Generating
School Culture

Relationships Isolated and Highly Collaborative
Competitive

Responsibility Blame Others Shared

Motivation Rule-Driven Relationship Driven

Agreements Contracts Covenants


School Culture

Accountability Anonymous, Face-to-Face
Compliance-based Commitment-driven

Learning Limited and Sporadic Sustained Support for
Attention to Skill Individual and
Development Organizational
Learning

Expertise Private and Collaborative
Hierarchical Development and
Widely Shared


School Culture

Outcomes Passive or Partial Generation of New
Replication of Knowledge and
Old/Others‘ Ideas Solutions


Implications for Change Leadership

New Roles for School Leaders
 Ask the right questions instead of having all the

answers
 Resist being ‗reactive;‘ think systemically, work
strategically
 Model the behaviors you seek to encourage, such
as seeking feedback, trust, and respect
 Create ‗communities of practice‘ for improving
teaching, leadership, and collaborative problem-
solving


Change Leadership Reflection Tool

 Handout #5


Engagement and Renewal

“Effective community engagement requires
the creation of strategies that involve all
sectors of the community in ongoing
deliberations that build common ground for
developing and implementing solutions to the
challenges that face today‟s schools.”
Levine, Fung, and Gastil, Future
Directions for Public Deliberation, 2005


Renewal

 Understanding by Design (UbD) process
 Goals

 Enduring understandings
 Essential questions

 Key outcomes

 Assessment

 Plan


Renewal Sample—Structure for
Change

 Handout #6


Engagement

 World Café
 Questions of importance
 Students

 Staff
(teachers, support, administrators, BOE)
 Parents/guardians

 Community (business leaders, organizations)

 World Café to Go—Handout #7
 The Art of Powerful Questions—Handout #8


Engagement—Sample Engagement
Questions

 Handout #9


Plan of Action

1. What are one or two important things
you learned or thought about as a result
of this session?
2. What are one or two questions or
concerns that you leave with and want
to explore further?
3. What are one or two next steps for you,
either as a leader or learner?


Plan of Action - Sample Plan of Action

 HANDOUT #10
 Resources and References – HANDOUT #11


Nelson Mandela Quote

“Our deepest fear is not that we are inadequate.
Our deepest fear is that we are powerful beyond
measure. It is our light, not our darkness, that
most frightens us. We ask ourselves, who am I to
be brilliant, gorgeous, talented, and fabulous?
Actually, who are you not to be? . . .


Nelson Mandela Quote—continued

. . . Your playing small doesn‟t serve the world.
There is nothing enlightened about shrinking so
that other people won‟t feel insecure around
you.
. . . As we let our own light shine, we consciously
give other people permission to do the same.
We are liberated from our own fear, our
presence automatically liberates others.”
Nelson Mandela, Inaugural Address,
May 10, 1994


Mark Glasbrenner
mglasbrenner@battelleforkids.org
office: (614) 481-3141 ext. 157; cell (614) 205-4440

@BattelleforKids
facebook.com/battelleforkidsorg
youtube.com/battelleforkids

Developing Purposeful Communities and Leading Change

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