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Second Order Change
First Order Change
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.
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
Negative Correlations with 2nd Order Change (rank ordered)
Positive Correlations with 2nd Order Change (rank ordered)
A purposeful community:
- 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