ED+614

**__ED 614: Leadership for Contemporary Educational Reform __** Dr. David Reese
 * Instructor**

Bennis, W. (1999). //On becoming a leader: The leadership classic.// New York: Perseus.  (ISBN 0-201-55087-3) Fullan, M. (2001). //Leading in a culture of change.// Indianapolis: John Wiley & Sons.  (ISBN 978-0-7879-8766-4) Autobiography or biography of a leader that the student admires and contains beliefs relating leadership culture, practice, and vision.
 * Required Textbooks**

**Required Readings Bennis** Chapters 1-4 Chapters 1-3
 * Fullan**

Bennis Basic Ingredients of Leadership:  a.   Guiding vision- Authentic leaders need to be able to stay the course. Be persistent.  b.   Passion- If you enjoy what you are doing, then do it better. When you are happy at work it is clearly demonstrated through your energy. Your enthusiasm is contagious. You will win people over.  c.   Integrity-Do the right thing because it is the right thing to do. Do the right thing right the first time. Be honest. Be straight forward. It builds one’s credibility.  d.   Trust- Build and maintain trust with others. Accept responsibility. Blame no one. Get things done.  e.   Curiosity & Daring- Be supportive. Take risks. Be innovative.  Fullan’s Five Components of Leadership:  a.   Moral Purpose: Acting with a sense of purpose to make to a positive difference in the lives of employees, customers and society as a whole. Keep morals and values strong. Authentic leaders are morally diligent. For instance, when you give up on your morals only once, it will be easier next time to give in. Step back and look at someone else’s perspective lens and determine how your decision will affect others.  b.   Understanding Change: Change is rapid, change is non-linear. Change can be messy. Leaders need to respect and address change or perish. Six guidelines to think about the process of change: <span style="FONT-FAMILY: Georgia, serif"> 1. Not innovating the most-Don’t re-invent the wheel. <span style="FONT-FAMILY: Georgia, serif"> 2. Not the best idea- Get another point of view. <span style="FONT-FAMILY: Georgia, serif"> 3. Implementation dip will occur-Change takes time but people will get nervous about learning a new skill <span style="FONT-FAMILY: Georgia, serif"> 4. Resistance will occur <span style="FONT-FAMILY: Georgia, serif"> 5. Reculture on the new way of doing things <span style="FONT-FAMILY: Georgia, serif"> 6. No defined checklist i. Authoritative – the leader demands compliance ii. Affiliative – the leader creates harmony and bulds emotional bonds iii. Democratic – the leader forges consensus through participation iv. Coaching – the leader develops people for the future
 * 1) // Four out of the six leadership styles identified by Goleman (p.35) yield a significant positive impact on climate and performance: //

<span style="FONT-FAMILY: Georgia, serif"> c.   Developing Relationships- Creating successful change improves relationships. People are happy to see things happening. Effective leaders problem solve and foster purposeful interaction. Be democratic supervision. <span style="FONT-FAMILY: Georgia, serif"> d.   Sharing knowledge and Best Practices: Share information often in order to stay committed and involved. Share explicit information data to various key stakeholders. Share information with colleagues informally about one’s beliefs and values. // i.  //// Explicit knowledge (formal) exists as data and information // // ii. //// Tacit knowledge (informal) exists as the skills, beliefs, insights, and understandings within individuals. //
 * 1) // One of the Five Bases of Power is // Expert Power//. Expert Power used in the positive sense means sharing information and using other leaders as experts.//

<span style="FONT-FAMILY: Georgia, serif"> e.   Coherence Making: A leaders task is to bring it all together. Focus and facilitate conversation through moral purpose. <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Behavior Characteristics <span style="FONT-FAMILY: Georgia, serif">Each person has one primary characteristic and one secondary characteristic. Below are the 4 behavior characteristics: <span style="FONT-FAMILY: Georgia, serif">Promoter: <span style="FONT-FAMILY: Georgia, serif">  i.   Best characteristics-warm, friendly, flexible, enthusiastic, creative <span style="FONT-FAMILY: Georgia, serif">  ii. Worst characteristics-excitement seen as egotism, impatience, aggressive <span style="FONT-FAMILY: Georgia, serif">Controller: <span style="FONT-FAMILY: Georgia, serif">  iii. Best characteristics-strong willed, competitive, use time well, decisions made easily, persistent <span style="FONT-FAMILY: Georgia, serif">  iv. Worst characteristics-doesn’t tolerate off-task behavior, doesn’t appreciate outside input on how to get task done, may run over others to get tasks accomplished. <span style="FONT-FAMILY: Georgia, serif">Supporter: <span style="FONT-FAMILY: Georgia, serif">  v.   Best characteristics-good listeners, friendly, non-competitive, value lasting relationships, willing to take direction. <span style="FONT-FAMILY: Georgia, serif">  vi. Worst characteristics-value harmony and often give in to others, withhold unpleasant information, resent tactlessness. <span style="FONT-FAMILY: Georgia, serif">Analyzer: <span style="FONT-FAMILY: Georgia, serif">  vii. Best characteristics-deliberate decisions, data-focused, orderly, quiet, persistent, problem solvers. <span style="FONT-FAMILY: Georgia, serif">  viii. Worst characteristics- serious nature can cause impatience from others, state position bluntly, resent others initiating work, critical eye towards others may create distance. <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Dimensions of Leadership <span style="FONT-FAMILY: Georgia, serif">Focus on your strength areas and link them to the stakeholders within the case study. There are 5 main dimensions of leadership: <span style="FONT-FAMILY: Georgia, serif">  i.   Communication-write for the intended audience, present ideas in an articulate manner. <span style="FONT-FAMILY: Georgia, serif">  ii. Task Orientation-persistent, take the initiative, stable under pressure, effective with group work, motivate people, adapt personal style to fit situation. <span style="FONT-FAMILY: Georgia, serif">  iii. Interpersonal Qualities-open to multiple perspectives, considerate to the needs of others. <span style="FONT-FAMILY: Georgia, serif">  iv. Organization-effectively plans for self and others, effective system of management control, delegate. <span style="FONT-FAMILY: Georgia, serif">  v.   Problem Solving-gather a variety of information, sound judgment, understand diverse groups in community, decisive, calculate risks, creative, understand fundamental educational perspectives. <span style="FONT-FAMILY: Georgia, serif">Examples include management control, political behavior, judgment, written communication, and stress tolerance. See further detail above. <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">From the last class, Dave reminded us to focus on: the moral purpose of education, leadership characteristics, the frames being used. <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Professional Learning Communities <span style="FONT-FAMILY: Georgia, serif"> a. Leader’s sanction and active nurturing of the staff’s development through community <span style="FONT-FAMILY: Georgia, serif"> b. Consider and embrace the knowledge and skills of the staff <span style="FONT-FAMILY: Georgia, serif"> c. Three factors required of school leaders: ability to share authority, ability to facilitate the work of the staff, and ability to participate without dominating <span style="FONT-FAMILY: Georgia, serif"> d. Shared vision and trust <span style="FONT-FAMILY: Georgia, serif"> e. All participants are involved in a community of learning, caring, and inquiring. <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif"> a.   Four Pillars of PLC <span style="FONT-FAMILY: Georgia, serif"><span style="COLOR: blue; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Mission <span style="FONT-FAMILY: Georgia, serif"><span style="COLOR: blue; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Vision <span style="FONT-FAMILY: Georgia, serif"><span style="COLOR: blue; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Values <span style="FONT-FAMILY: Georgia, serif"><span style="COLOR: blue; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Goals <span style="FONT-FAMILY: Georgia, serif"> b.   Characteristics <span style="FONT-FAMILY: Georgia, serif"><span style="COLOR: blue; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Shared mission, vision, and values <span style="FONT-FAMILY: Georgia, serif"><span style="COLOR: blue; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Collective inquiry <span style="FONT-FAMILY: Georgia, serif"><span style="COLOR: blue; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Collaborative teams <span style="FONT-FAMILY: Georgia, serif"><span style="COLOR: blue; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Action planning, experimentation and consideration <span style="FONT-FAMILY: Georgia, serif"><span style="COLOR: blue; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Continuous improvement <span style="FONT-FAMILY: Georgia, serif"> c.   Implementation <span style="FONT-FAMILY: Georgia, serif">  i.   Shared knowledge <span style="FONT-FAMILY: Georgia, serif"> 1. leader is integral & active part of process <span style="FONT-FAMILY: Georgia, serif"> 2. everything is shared <span style="FONT-FAMILY: Georgia, serif"> 3. all members need consistent <span style="FONT-FAMILY: Georgia, serif"> a.   vocabulary <span style="FONT-FAMILY: Georgia, serif"> b.   information <span style="FONT-FAMILY: Georgia, serif"> c.   conceptual framework <span style="FONT-FAMILY: Georgia, serif">  ii. Constructing consensus <span style="FONT-FAMILY: Georgia, serif"> 1. all points of view heard <span style="FONT-FAMILY: Georgia, serif"> 2. will of group evident, even to those that oppose it <span style="FONT-FAMILY: Georgia, serif">   iii. Periodic review <span style="FONT-FAMILY: Georgia, serif"> 1. follow-up & ongoing dialog is critical <span style="FONT-FAMILY: Georgia, serif"> 2. short term and long term buy in must be considered <span style="FONT-FAMILY: Georgia, serif"> 3. leader should be actively engaged in <span style="FONT-FAMILY: Georgia, serif">  a.   planning <span style="FONT-FAMILY: Georgia, serif"> b.   monitoring <span style="FONT-FAMILY: Georgia, serif"> c.   modeling <span style="FONT-FAMILY: Georgia, serif"> d.   celebrating <span style="FONT-FAMILY: Georgia, serif"> e.   confronting <span style="FONT-FAMILY: Georgia, serif">  iv. collective effort <span style="FONT-FAMILY: Georgia, serif"> 1. people need to believe that they are making a difference <span style="FONT-FAMILY: Georgia, serif"> 2. obstacles & problems are part of process <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Problem-Analysis Model <span style="FONT-FAMILY: Georgia, serif"> a. Understand the problem <span style="FONT-FAMILY: Georgia, serif">  i.   visioning – discrepancy between what is and what ought to be  <span style="FONT-FAMILY: Georgia, serif">   ii. perceptive & sensitive <span style="FONT-FAMILY: Georgia, serif">  iii. reframe/reform the problem <span style="FONT-FAMILY: Georgia, serif"> b. Identify likely causes <span style="FONT-FAMILY: Georgia, serif">  i.   look beyond the obvious <span style="FONT-FAMILY: Georgia, serif">  ii. apply theory <span style="FONT-FAMILY: Georgia, serif">  iii. look at self <span style="FONT-FAMILY: Georgia, serif">  iv. draw on experience <span style="FONT-FAMILY: Georgia, serif"> c. Search for relevant information <span style="FONT-FAMILY: Georgia, serif">  i.   verify hunches <span style="FONT-FAMILY: Georgia, serif">  ii. seek sources of relevant information <span style="FONT-FAMILY: Georgia, serif">  iii. set realistic timeline <span style="FONT-FAMILY: Georgia, serif"> d. Set specific goals <span style="FONT-FAMILY: Georgia, serif">  i.   establish clear objectives <span style="FONT-FAMILY: Georgia, serif">  ii. avoid fear of failure, rejection, vulnerability <span style="FONT-FAMILY: Georgia, serif">  iii. authority to make it happen <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Four frames (not on outline but Dave stressed orally) <span style="FONT-FAMILY: Georgia, serif"> a.   political <span style="FONT-FAMILY: Georgia, serif"> b.   human resources <span style="FONT-FAMILY: Georgia, serif"> c.   structural <span style="FONT-FAMILY: Georgia, serif"> d.   symbolic <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">