Balanced Leadership: District- Level Leadership and Student Achievement Leadership Team April 3, 2008

District Level Leadership Research McRel  Internationally recognized private, non-profit organization in Denver, Colorado dedicated to improving education for all students through applied research, product development, and service (Robert Marzano)  From a meta-analysis that began with over 4500 studies that was narrowed down to 27, there were 3 major findings about district leadership

Major Findings  There is a relationship between district- level leadership and student achievement; district-level leadership matters  There are six district leadership responsibilities with a statistically and positive significant effect on student achievement  Leaders perceived as strong do not always have a positive impact on achievement

Six District Leadership Responsibilities  Collaborative goal setting process  Non-negotiable goals for achievement and instruction  Board alignment with and support of district goals  Use of resources to support the goals for achievement and instruction  Monitoring goals for achievement and instruction  Define autonomy: Superintendent relationship with schools

Collaborative goal setting process  Developing a shared understanding among principals and district office staff as to the nature and function of the goal setting process  Involving board members and school and district office administrators in the goal setting process  Developing goals that reflect changes necessary to enhance student achievement rather than goals intended to maintain the status quo Effect size (r) = 0.24 (From McREL presentation 1/31/08)

Non negotiable goals  Establishing clear priorities among the district’s instructional goals and objectives with district achievement and instructional practices at the top of the list  Adopting five-year non negotiable goals for achievement and instruction  Adopting varied and diverse instructional methodologies that allow for a wide range of learning styles that exist in a diverse student population Effect size (r) = 0.33 (From McREL presentation 1/31/08)

Board alignment and support  Establishing alignment of the board president regarding district achievement and instructional goals as well as the type and nature of conflict in the district  Along with the board president, remaining situationally aware, agreeing on the political climate of the school district  Providing professional development for board members Effect size (r) = 0.29 (From McREL presentation 1/31/08)

Defined autonomy: Relationship with schools  Developing a shared vision and understanding of defined autonomy  Providing leadership for principals regarding how to implement district goals  Ensuring that all students have the opportunity to learn  Directing personnel operations to assure a stable yet improving and well-balanced work environment Effect size (r) = 0.28 (From McREL presentation 1/31/08)

Additional finding  The available data indicate the effect of superintendent tenure on student achievement is (r) 0.19, which appears after two years and is evident at least through year ten. (From McREL presentation 1/31/08)

The differential impact of leadership  Leaders perceived as strong do not always have a positive impact on student achievement (Key areas are focus of leadership and the magnitude of the change)

Magnitude  The magnitude of change is determined by the implications it has for the people expected to implement it or those who will be impacted by it  The same change can be perceived differently by different stakeholders (From McREL presentation 1/31/08)

First or second order? Do stakeholders perceive the change as… An extension of the past?A break from the past? Consistent with prevailingInconsistent with organizational norms?prevailing organizational norms? Congruent with personal values?Incongruent with personal values? Easily learned using existingRequiring new knowledge Knowledge & skills?and skills? First Order ImplicationsSecond Order Implications (From McREL presentation 1/31/08)

Balancing leadership for change What an organization needs from its leader depends on the magnitude of change for the organization. DirectSupport AnswerQuestion Step upStep back (From McREL presentation 1/31/08)

Quote The art of progress is to preserve order amid change and preserve change amid order. Alfred North-Whitehead