1. Establish Reality: Effective Leadership and Learning
Raymond J. McNulty, President
@ray_mcnulty

2. “The future is not some place we are going to, but one we are creating
“The future is not some place we are going to, but one we are creating. The paths are not found, but made, and the activity of making them changes both the maker and the destination.” John Schaar

3. Schools are Improving

4. Schools are Improving
Changing World

5. Unless we unlearn some of our traditional practices, we will never get beyond an improvement mindset.

6. We are getting better at things that do not matter as much anymore.

7. Making a better “20th Century School” is not the answer.

9. To Do Leadership Well
Quantitative Data
Qualitative Data
Ask Great Questions

10. Technical Challenges
Culture Challenges
Leading and Lagging Indicators

11. First practice must change, then results, then policy.

12. Many people -- both inside and outside of education – seem to be afraid (generally) of three things:
The Future
Technology
Social Skills

13. I believe the future is not about the latest gadgets, it is about something more than gadgets, it’s about …
LEARNING

14. The Adult Learning Year!
2011
The Adult Learning Year!

15. Systems are challenged today like never before
Systems are challenged today like never before. The key challenge that we face is results.

16. Broaden the definition of learning in your system to include adults.
In an environment driven by results, the best strategy is to “DEVELOP YOUR PEOPLE.”
Broaden the definition of learning in your
system to include adults.

17. The focus must be on the way we work.
Cooperation is what was valued in the past. It is about efficiency: “You do this and I will do that.”
Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.

18. WE need to become the AGENTS of change.

19. Themes Best and Next Practices Three key trends impacting us
Technologies to watch
Non-techie stuff
Daggett System for Effective Instruction
The Adaptive Leader “QUAD D”
Closing remarks

20. Theme
Best and Next Practices

21. Best practices allow you to do what you are currently doing a little better.
Next practices increase your organization’s capability
to do things it has never done before.

22. Expertise (“the way we do things around here”) can be a road block to problem solving and to the development of Next Practices.

23. System
Innovation

24. Sustaining Innovation
Next Practice
Sustaining Innovation

25. Disruptive Innovation

26. Established organizations often embrace “sustaining innovations” but struggle with “disruptive innovations.”

27. Example
Research in an established organization is aligned to someone studying aircraft built in the 1940’s…. All statistics and engineering data are based on what has been accomplished in the past, not what the organization might deliver in the future. “Travel faster than the speed of sound!”

28. 3 Essential Traits for Future Leaders
Clarity
Immersive Learning Ability
Rapid Prototyping
(Bob Johansen, Leaders Make the Future. Berrett-Kohler Publishers, 2009)

29. Getting to the Heart of Leadership – A Story of Two Educational Leaders
Johansen
Principal A (SS) High Performer
Principal B (BK) -Maintainer
Clarity
Presents goals and outcomes for student Achievement
Assumes that everyone understands the goals and outcomes for students.
Immersive Learning Ability
Adjusts instructional practices based on Interviews and surveys parents, teachers, students and experience of key partners.
In concert with teachers, follows curriculum, uses assessment data to determine instructional practices.
Rapid Prototyping
Focuses on implementing change quickly and sets up a learning, blame-free environment
Implements changes based on carefully thought-out plans that have had broad-based input

30. Theme
Three key trends impacting us

31. First Key Trend
Our roles as educators is challenged by easy access to an abundance of resources
Sense Making
Coaching
Credentialing

32. Second Key Trend
People expect to be able to learn, study and work whenever and wherever they want.

33. Third Key Trend Third Key Trend
The world outside of school is increasingly collaborative. We must reflect upon the way student projects are structured and graded and how teachers work.

34. Theme
Technologies to Watch
The Horizon Report 2011

35. Near Term: 1-2 Years
Electronic Books and Mobile Devices Amazon: For every traditional 100 books sold, 105 electronic books were sold. - May 19, 2011

36. Mid Term: 2-3 years
Augmented Reality and Game Based Learning

38. Far Term: 3-5 Years Gesture-based computing Pattie Maes, MIT Media Lab
Pranav Mistry, inventor of “Sixth Sense”

39. Current System Something Different

40. The Horse The Automobile

41. “If I had asked the public what they wanted,
Henry Ford quote…
“If I had asked the public what they wanted,
they would have said
a faster horse.”

43. Many of us seem to be able to adapt better to change in our lives outside our work rather than inside our work.

44. Some making bold moves….
Barren Academy of Virtual and Expanded Learning

46. Some suggesting bold moves….
Conrad Wolfram… Start teaching math and stop teaching calculating.

47. Theme
Non-techie stuff

48. Intentionally Non-Compliant Student

49. The Fundamental Attribution Error
When looking at our own behavior, we tend to view the situation in the environment that surrounds our action. When looking at the behavior of others, we make assumptions about their personal qualities.

50. The Effects of Praise Fixed or Growth
Can’t hand confidence to learners on a silver platter.

51. Social Skills
We are very good at content skills, rules, regulations, strategies. We are terrible at discussing and coaching on social skills.
David Brooks, “The Social Animal”
Policy makers are good at understanding social skills, but are void in recognizing their value when making policy.

52. Theme
Daggett System for Effective Instruction

53. 53 53 53

54. A B C D FIDELITY OF IMPLEMENTATION
Rigor/Relevance Framework Supported by Relationships
Components of School
Excellence
Learning Criteria
Foundation Learning
Stretch Learning
Learner Engagement
Personal Skill Development
Embrace a Common Vision and Goals
Inform Decisions Through Data Systems
Empower Leadership Teams to Take Action and Innovate
Clarify Student Learning Expectations
Adopt Effective Instructional Practices
Address Organizational Structures
Monitor Progress/Improve Support Systems
Refine Process on an Ongoing Basis 6 5 4 3 2 1 A B C D
FIDELITY OF IMPLEMENTATION 54

55. Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight
Troops in Battle
Teachers in a School System

56. System

57. Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight
Troops in Battle
Teachers in a School System

58. Instructional Leadership Organizational Leadership
Teaching
Student Achievement
Instructional Leadership
Organizational Leadership

59. Teaching How students learn Instructional strategies Content
Relationships
Assessment to guide instruction
Rigor and relevance

60. Teaching
Embrace rigorous and relevant expectations for all students (+.75)
Build strong relationship with students (+.72)
Possess depth of content knowledge and make it relevant to students (+.69)
Facilitate rigorous and relevant instruction based on how students learn (+1.28)
Use assessments to guide and differentiate instruction (+.90)
Demonstrate expertise in use of instructional strategies, technology, and best practices (+.60)
Use Varied, ongoing Assessments to Inform and differentiate Instruction (+.90)
Make content meaningful to l
learners (+.69)
Cultivate
Caring
relationship with students (+.72)
Engage in Targeted and Sustained Professional Growth (+.62)
Embrace rigorous and relevant expectations for all students (+.75)

61. Organizational Leadership
Structure and systems
Build leadership
Selection, support, evaluation
Vision
Data systems
Culture

62. Organizational Leadership
Create a culture
Establish a shared vision
Align organizational structures and systems to vision
Build leadership capacity
Align teacher / administrator selection, support, and evaluation
Support decision making with data systems
Adjust the Organizational Structure
Leverage Data Systems

63. Instructional Leadership
Literacy and math
Data-driven
Curriculum
Provide professional growth
High expectations

64. Instructional Leadership
Use research to establish urgency for higher expectations
Align curriculum to standards
Integrate literacy and math across all content areas
Facilitate data-driven decision making to inform instruction
Provide opportunities for focused professional collaboration and growth
Use Data to Guide Instruction
Create Teacher Selection, Support and Evaluation System
Integrate Literacy and Math across Curriculum
Align Curriculum to Standards
Use Data to set High Expectations

65. Instructional Leadership Organizational Leadership
Teaching
Student Achievement
Instructional Leadership
Organizational Leadership

66. Theme
The Adaptive Leader (Quad D Leader)

67. Adaptive Leadership
International Center’s unique brand in the field of education leadership
Anchored by the philosophy and principles of the Rigor/Relevance Framework
Influenced by practitioners in the nation’s most successful and rapidly improving schools
Vision driven
Based on school/district DNA

68. The Adaptive Leader
Leadership today requires a balance of traditional skills mixed with innovation skills
Stability, control and standardization mixed with uncertainty, ambiguity and disruptive thinking
Ray, on this one, I’ll jump in and add SUBVERSIVE leadership – figuring out how to get around roadblocks

69. ICLE’s Definition of Leadership
School leadership is a disposition for taking action. Adaptive Leadership is the collaborative responsibility for taking action to reach the future- oriented goal of the intellectual, emotional and physical needs of each learner.

70. “The fundamental task of a leader is to develop confidence in advance of victory, in order to attract the investments that make victory possible.”
- Rosabeth Moss Kanter

71. Leadership Leverage Points
Coherent Vision
Instructional Leadership
Empowerment
Goal Focus
Decisions Based on Reliable Data
Curriculum and Instruction
Professional Development
Fidelity of Implementation
Trust
Communication
Relationships

72. 72 72

73. Adaptive Leadership Framework
Vision 6 5 4 3 2
Empowerment 1 1 2 3 4 5

74. C D A B Four Quadrants of Leadership Adaptive Visionary Leadership
High A B
Low
Authoritative
Leadership
Collaborative
Leadership
Low
High
Empowerment

75. C D A B Quadrant D Leadership Sports Roles as a Metaphor Player Coach
Vision
High A B
Low
Referee
Cheerleader
Low
High
Empowerment

76. D C B A Four Quadrants of Leadership 6 5 4 3 2 1 1 2 3 4 5
Increasing Learner Leadership
Vision 4 3
Increasing Staff Leadership 2 B A 1 1 2 3 4 5
Empowerment

77. D C B A Four Quadrants of Leadership 6 5 4 3 2 1 1 2 3 4 5
Vision
Greater Reflection
Best
Practices
for
Future
Needs of
Learners 4 3 2 B A 1 1 2 3 4 5
Empowerment

78. You don't want to work for a manager who is not a leader and you don't want to work for a leader who is not a manager. Adaptive leadership describes a manager and leader in a continuum.

79. Quadrant A – Acquisition (Position)
Traditional leadership
School manager
Leaders decide, others act
Authoritarian

80. Quadrant A Leadership Student safety and security issues
Situations Where Quadrant A Is Effective
Student safety and security issues
Compliance with ethical and legal requirements
Dismissal of staff
Significant student behavior disruptions
Introduction of new state mandates
Need for fiscal controls
School maintenance issues

81. “Fierce conversations are about moral courage, clear requests, and taking action.”
Susan Scott, Fierce Conversations 81

82. Professional Dialogue
Once a month evaluation discussions at Leadership Team meetings.
Difficult cases are discussed by all.
This was almost like medical “rounds” – Difficult cases brought forward, like case study analysis.

83. Quadrant B - Application
Application of leadership by administration and staff
The staff works in a highly collaborative setting
Actions are aligned with school goals

84. Quadrant B Leadership
Situations Where Quadrant B Is Effective
Conditions of low morale, such as layoffs or fiscal cuts
Hiring and mentoring new staff
Changes in school community, such as demographics
Introduction of new programs, such as a reading program
Frequent turnover in school leadership

85. The Issue: Quadrant B Is this the best we can be?
Empower Leadership Teams to Take Action and Innovate
Restructuring Committee: The “think tank.” Every department represented with a mix of teachers and administrators
Balance of new teachers and veterans, new voices and voices of experience 85

86. Quadrant C – Assimilation (Research and Best Practices)
Reflective and innovative
Visionary
Anticipation of the future
Student needs drive action

87. Gaps in achievement among different groups of learners
Quadrant C Leadership
Situations Where Quadrant C Is Effective
Gaps in achievement among different groups of learners
Staff clinging to status quo and traditional instruction
Poor learner achievement
Low learner expectations

88. The Issue: Quadrant C
The performance of our students with disabilities. 88

89. So, do you think what we’re doing is working???
Know what you can do, know when you need help! Same standards, same curriculum, different approach to instruction 89

90. Quadrant D - Adaptation (Disposition)
Adaptive and collaborative
Reflective and innovative
Staff and learners are empowered to take a significant leadership role

91. Need for innovative approach Moving from good to great school
Quadrant D Leadership
Situations Where Quadrant D Is Effective
Need for innovative approach
Moving from good to great school
Sustaining school improvement efforts
Low learner engagement
Shortage of prospective leaders
New school planning

92. Sustaining the momentum!
The Issue: Quadrant D
Sustaining the momentum! 92

93. Faculty Investment Facilitated by Restructuring Committee members
Structured Discussion Groups
Facilitated by Restructuring Committee members
Guided questions provided 93

94. Structured Discussion Groups
1. What would you cite as the primary reason(s) why students fail?
2. What procedures/ techniques/ strategies have you used that you feel have been most successful for our 9th and 10th graders in terms of academics and behavior?
3. We have been successful at helping students over the MCAS “passing bar;” now we must move our target to proficiency. What do you see as the major obstacle our students face in achieving this goal? What suggestions would you make to help our students overcome those challenges to reach proficiency? 94 94

95. Adaptive leaders function in each quadrant, continually striving to influence school stakeholders to spend most of their time in Quadrant D.

96. Vision Empowerment Quadrant D Leadership Framework 6 5 4 3 2 1 1 2 3 4

97. Creativity Collaboration Quadrant D Leadership Framework 6 5 4 3 2 1 1

98. Quick Review… The idea of the future Best Practices and Next Practices
Key trends shaping (now and in the future) education (hardware section)
Relationship / social skills (software section)
Daggett System for Effective Instruction
The Adaptive Leader (Quad D)
Tie it all together (reboot section)

99. Now “CTRL, ALT, DELETE”

100. IF WE WANT…
Children to be learners who think, read, reason and express themselves effectively in multiple ways…
Then we must show them thoughtful people eager to take in and use new information.

101. IF WE WANT.. Children to be brave and resourceful
when confronted with the unknown…
Then they must see us taking risks
and finding new ways to move ahead.

102. IF WE WANT.. Children to be loyal, patriotic and responsible….
Then let us show them that we can be true to our deepest principles.

103. IF WE WANT..
A new and better educational system that educates all our children for success in the 21st Century….
We will have to be new and better leaders and learners so that we can be “FUTURE READY TODAY”

104. Establish Reality: Effective Leadership and Learning
Raymond J. McNulty, President
@ray_mcnulty