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A Plan for Effective School Leadership


Elaine Lawrence

on 8 February 2011

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Transcript of A Plan for Effective School Leadership

"At no time in recent memory
has the need for effective and
inspired leadership been more pressing than today" (Monzano, et.al 123). Old School: "If it is to be, it is up to me." Epiphany: "I used to ask, 'Why doesn't somebody DO something?' until I realized that I AM somebody." "A vision without a plan is just
a dream. A plan without a vision is
drudgery. But a vision with a plan
can change the world." Old Proverb Step 1: Develop a Strong Leadership Team Step 2: Distribute Some Responsibilities
Throughout the Leadership Team Step 3: Select the Right Work Step 4: Identify the Order
of Magnitude Implied
by the Selected Work Step 5: Match the Management
Style to the Order of Magnitude
of the Change Initiative "...the knowledge needed to make
substantial, positive changes in the effectiveness of schools is available. The only thing
left is to act" (123). "The need for effective educational leadership is great. The time for
improving schools is short. The opportunity to lead is ours" (123). A Plan for Effective
School Leadership Chapter 7 & Epilogue

Kevin Black, Cyndi Mires, & Elaine Lawrence "We believe that, together, we can
make a difference. We purpose to
use our combined talents and skills
to accomplish our mutually important
goals through our agreed-upon processes." Optimizer Affirmation Ideals/Beliefs Visability Situational
Awareness Relationships Communication Culture Input Maintaining the
Leadership Team: questions that matter high standards accountability environment:
common values transparency PROGRESS: TEAMWORK To what extent do we engage
in this behavior or address
this issue? How much will a change
in this item impact
student achievement? How much effort will
it take to significantly
change our practices
regarding this issue? First-order change:
the 21 responsibilities
in the day-to-day operations Second-order Change:
seven criteria for
effective leadership:

Knowledge of Curriculum,
Instruction, & Assessment


Intellectual Stimulation

Change Agent



Ideals/Beliefs First-order
change VS Second-order
change extension of past

fits existing paradignms

consistent w/prevailing
values & norms

requires available

accepted as necessary
innovation a break with the past

outside existing paradigms

requires acquisition of new knowledge

requires unavailable resources

resisted by those who have a narrow perspective Marzano, Robert J., Timothy Waters and Brian
WORKS: From Research to Results.
Denver: Mid-continent Research for
Education and Learning, 2005.
Full transcript