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Finding 4

1st and 2nd Order Change

Balanced Leadership Framework

Second Order Change

  • A break with the past
  • Conflicts with prevailing norms, beliefs, and behaviors
  • Implemented by stakeholders
  • Complex
  • Requires new knowledge and skills

First Order Change

  • Consistent with current values, beliefs, and practices
  • Can be carried out with existing knowledge and skills
  • Can be implemented by others, including outside experts

Finding 5

Framework Components

All 21 responsibilities are necessary and should be considered.

First order change is a “by product” of the day-to-day operations of the school.

When the change initiative does not require new learning, is congruent with current values, and is an extension of past practice then the leader is required to fulfill, at the least, monitor/evaluate, culture, ideas and beliefs, knowledge of CIA, and involvement of CIA.

Finding 2 - Leadership Responsibilities and Practices

1. Leadership

2. Focus Of Change

3. Magnitude Of Change

4. Purposeful Community

21 Leadership Responsibilities

Affirmation Input Visibility

Involvement with CIA Intellectual stimulation

Flexibility Relationships Change agent

Focus Knowledge of CIA

Resources Communication

Ideals/beliefs Monitor/evaluate

Situational awareness Contingent rewards

Optimize Discipline

Culture Order

Finding 6

Negative Correlations with 2nd Order Change (rank ordered)

Positive Correlations with 2nd Order Change (rank ordered)

  • Culture
  • Communication
  • Order
  • Input
  • Knowledge of curriculum, instruction, and assessment
  • Optimizer
  • Intellectual stimulation
  • Change agent
  • Monitor and evaluate
  • Flexibility
  • Ideals and beliefs

A purposeful community:

  • Produces outcomes that matter to all
  • Develops and uses assets available
  • Has agreed upon processes
  • Has collective efficacy

In Conclusion

Finding 1

Finding 3

Purposeful Communities

The Differential Impact of Leadership

- Leaders perceived as strong do not always have a positive impact on student achievement

- Principal may be focused on the wrong things - “ineffective focus.” Focus not on what is already running well, but rather just monitor these practices rather than try to change them. Focus on what needs attention.

- Principals need to understand that there are different types of change – first and second order change. First-order and second-order describe the implications that the change has on different stakeholders.

- Produce outcomes that matter to all, develop and use all available assets, agreed-upon processes, collective efficacy

- Collective Efficacy: what can be accomplished together that can’t be accomplished individually. 5 ways to achieve this:

o Mastery Experience

o Vicarious Experience

o Social Persuasion

o Affective States

o Group Enablement

Leadership DOES Matter

  • What principals do has an effect on student achievement.
  • Taking an already talented school leader and provide meaningful staff development, you will see improved student achievement.
  • One standard deviation is associated with a 10 percentile point gain in student achievement.
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