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Balanced Leadership
By Garin Berry, Beth Hebert,
Debbie Smith and Dawn Souter
Vision and Mission
Statement
Our group comprises educational
leaders throughout K-12.
Mission Statement
Our mission is to develop
professional learning communities
that lead the growth and
development of the whole child in a
safe, democratic, and engaging
environment.
Belief Statement
Our vision encompasses a learning community
that engages parents and civic stakeholders in
order to work collaboratively to provide relevant
and meaningful academic, social, emotional,
and character development so that we assist
students in becoming engaged, productive, and
responsible citizens of their community, our
country, and the world.
Belief Statement
Our vision includes a collaborative staff
focused on continuous learning and
improvement while meeting individual
student needs in a social learning setting.
Belief Statement
We will provide athletic, fine arts, and
extracurricular activities that encourage
students to develop their individual strengths
and areas of interest.
Belief Statement
Communication and connections between
parents, staff, students, and community
stakeholders will professionally engage
and encourage the learning and
development of all.
Belief Statement
Process and results oriented data will be used by all
parties to measure and manage the effectiveness and
appropriateness of educational activities.
Georgia
Standards for
School
Performance
GLISI’s 8 Roles
School
Leadership that
Works
(Marzano, et al)
Hallinger’s
Model for
Instructional
Leadership
Leithwood &
Jantzi’ Model for
Transformational
Leadership
Professional
Learning
Communities
Model from
DuFour and
Eaker
Marzano, Waters, McIver, and McNulty--McREL
• We need to get the most possible out of our schools.
• In light of the resource, social, political & design realities
facing our schools & their leaders, U.S. schools are not
likely to meet the expectation that no child is left behind.
• We need education leaders who are prepared to deal with
the changes implied by both assumptions.
Theoretical Research Base
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Change
Institutional Theory
Organizational Learning
Leadership
Distributed Leadership
Systems
Supervision
Organizational Capacity
Findings
21 Leadership Responsibilities
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Affirmation
Change agent
Communication
Contingent Reward
Culture
Discipline
Flexibility
Focus
Ideals and Beliefs
Input
Intellectual Stimulation
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Involvement with C/I/A
Knowledge of C/I/A
Monitor/Evaluate
Optimize
Order
Outreach
Relationships
Resources
Situational Awareness
Visibility
Magnitude of Change
• First Order: Implies a logical extension of past and current
practices intended to make incremental improvements in
the current situation. First order changes can be
implemented with current knowledge and skills
• Second Order: Implies a fundamental or significant break
with past and current practices intended to make dramatic
differences in the current situation. Second order changes
require new knowledge and skills for successful
implementation.
Magnitude of Change
First Order (in rank order)
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Monitor/Evaluate
Culture
Ideals and Beliefs
Knowledge of C/I/A
Involvement with C/I/A
Focus
Order
Affirmation
Intellectual Stimulation
Communication
Input
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Relationships
Optimizer
Flexibility
Resources
Contingent Rewards
Situational Awareness
Outreach
Visibility
Discipline
Change agent
Magnitude of Change
Second Order (in rank order)
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Knowledge of C, I and A
Optimize
Intellectual Stimulation
Change agent
Monitor/Evaluate
Flexibility
Ideas/Beliefs
Negatively affected by
second order change:
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Culture
Communication
Order
Input
Key:
Instructional
Transformation Operational
Relational
Our Division of Duties
• Operational: Garin Berry
• Transformational: Beth Hebert
• Relational: Debbie Smith
• Instructional: Dawn Souter
Operational Leadership
• Insures clear communication and alignment with values,
vision, and mission
• Establishes the environment to optimize and sustain longterm growth/improvement
• Minimizes obstacles and distractions on non-essentials
• Develops and improves systems for facilities, logistics,
data, and financial management
• Balances resource allocation for optimal educational
impact and long-term economic viability of the
organization
• Insures connections and interactions with environment to
promote relevancy and effectiveness
Byrne &Gerdes(2005), Drucker (1993)
Effective Operational Leadership
• Models the Way
• Inspires Shared Vision
• Challenges the Process
• Enables Others To Act
• Encourages the Heart
Kouzes and Posner (2002)
Contingent Rewards
• Building others up
• Improving the
situation of others
• Serving others
• Sacrifice
• Emphasizing effort
and results
• Valuing values
Kouzes and Posner (2002)
Greenleaf (1997)
• Finding a way to
inspire through
helping teammates
achieve inspiration
and fulfillment through
meaningful
contributions to
society
Covey (2004)
Reward Learning
• Operational Leaders must encourage all members of the
organization to learn, preferable collectively and
collaboratively. Contingent rewards for learning and
application of learning reinforce the importance of learning.
• Learning, organizational improvement, and significant societal
impact must be promoted by the leader to provide an inspiring
quality of life (Learning Organization).
Senge (1990)
Learning enables change, change enables improvement,
improvement enables growth and life.
Aubrey Daniels
Discipline
• Focuses on Opportunities, Not Problems
• Allocates Critical Human Resources to Most
Important Strategic Needs
• Focuses on the “customer”, in education ie.
students, families, community
• Substance is more important than style in the long
run
• Eliminates distractions to the mission, vision,
values
Byrne and Gerdes (2005)
Focus
• Focus your life and avoid wasted time or
resources on non-essential matters
Drucker (1993)
• Create constancy of purpose and Improve
constantly and forever
Deming (2000)
• Establish clear goals and track performance;
avoid too much change at once
Fullan (2001)
Order
• Identify the needs
• Develop and optimize
processes to produce or
support what is needed
• Prove that the process can
consistently produce what
is needed
• Improve the process
Juran (1999
• “If you can’t measure it,
you can’t manage it”
Deming (2000)
• Strategic Thinking should
align actions with an
integrated perspective of
mission and environment
Mintzberg (2005)
Order and Operational Effectiveness
(OE)
• OE Cycle:
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Lead and Control Functional Performance
Measure and Improve Processes
Leverage and Automate Processes
Continuously Improve Functional Performance
Porter (2000)
Outreach
• Interaction with the environment promotes
learning
Vygotsky in Doolittle (1997)
• Internal construction can be combined with sociocultural learning
Vanderstraeten& Biesta (1998)
• Schools are not islands and must connect
constructively with families, government,
community, business, and other schools
Evans (1996)
Operational Leadership
Includes the following:
Connects to:
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Contingent Rewards
Discipline
Focus
Order
Outreach
Marzano 2005
Affirmation
Culture, Ideals
Resources
Flexibility
Visibility and
Situational Awareness
Transformational Leadership
Roots can be traced to James Burns
The founder of modern leadership theory
His work comes from the political arena
Thought transformational leadership is more
focused on change
Transformational Leadership
Bass and Avoilo built on the work of Burns and
developed the Four I’s of transformational leadership
1. Individual consideration- attends to the needs of and
provides personal attention to individuals
2. Intellectual stimulation-helps staff members think of
old problems in new ways
3. Inspirational motivation-a powerful and dynamic
presence,
communicates high expectations for teachers and
students
4. Idealized influence-models through personal
accomplishments and demonstrated character
Leithwood took the concept of transformational
leadership and applied to the education environment.
Transformational Leadership
Transformational leadership is often considered
synonymous with distributed or shared
leadership.
Transformational leadership models may
explicitly conceptualize leadership as an
organizational entity rather than the property of
a single individual, accounting for multiple
sources of leadership.
Hallinger, 2003
Transformational Leadership
Transformational leadership seeks to generate
second-order effects.
Transformational leaders create a climate in which
teachers engage in continuous learning and in
which they routinely share their learning with
others.
Hallinger,
2003
Transformational Leadership
Transformational leadership focuses on developing
the organization’s capacity to innovate.
…transformational leadership seeks to build the
organization’s capacity to select its purposes and
to support the development of changes to
practices of teaching and learning.
Hallinger, 2003
Transformational Leadership
Developed model with six dimensions:
1. Build school vision and goals
2. Provide intellectual stimulation
3. Offer individualized support
4. Symbolize professional practices and values
5. Demonstrate high performance expectations
6. Develop structures to foster participation in school
decisions
Leithwood & Jantzi 1999
Transformational Leadership
Change Agent
Specific behaviors associated with this
responsibility:
• Leader changes the status quo
• Must temporarily upset the status quo
• Looks for new and better ways of doing things
• Leads change with uncertain outcomes
Marzano, 2005
Transformational Leadership
Change Agent
Heifetz and Laurie offer six principles for leading
organizations through change:
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Get on the balcony--see the big picture
Identify the adaptive challenge
Regulate distress
Maintain disciplined attention
Give the work back to the people
Protect the voices of leadership from below
Heifetz, 2001
Transformational Leadership
Change Agent
As school leaders initiate change, they must pay
special attention to the needs of those who will be
involved with the change. Those involved will need
to understand how to manage the change before
they can make decisions about the effects of the
change. They must be able to conceptualize the
change first.
Kelehear, 2003
Transformational Leadership
Change Agent
Leaders initiating change must know the
organization’s stage of concern, level of
conceptualization and degree of disequilibrium.
The leader must capture the power of the group
while at the same time, paying attention to the
individuals make up the group.
Kelehear, 2003
Transformational Leadership
Culture
There is a constant play between culture and
leadership… Cultural norms arise and change because
of what leaders focus their attention on, how they react
to crises, the behaviors they role model, and whom
they attract to their organizations. The characteristics
and qualities of an organization’s culture are taught by
its leadership and eventually adopted by its followers.
Culture affects leadership as much as leadership
affects culture.
Bass, 1993
Transformational Leadership
Flexibility
Leaders must be comfortable with dissent and able to
adapt to the needs of the staff and current situation.
Behaviors associated with this responsibility:
• Adapting style to fit the situation
• Ability to be directive or nondirective as needed
• Encouraging the expression of diverse and contrary
ideas
• Comfort with making major changes
Marzano, 2005
Transformational Leadership
Optimizer
Behaviors associated with this responsibility:
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Inspiring teachers to achieve things that may appear
beyond their reach
• Being a driving force behind major initiatives
• Having a positive attitude about the ability of staff to
achieve their goals
Marzano, 2005
Transformational Leadership
Optimizer
The good-to-great leaders began the transformation by
first getting the right people on the bus (and the wrong
people off the bus) and then figured out where to drive
it.
Collins, 2001
The positive emotional tone of the school is the extent to
which the leader inspires teachers and is the driving
force when implementing a challenging innovation.
Marzano, 2005
Transformational Leadership
Situational Awareness
Specific behaviors associated with this responsibility:
• Ability to accurately predict what could go wrong
• Being aware of informal relationships of the staff
• Being aware of issues in the school that have not
surfaced
Marzano, 2005
Transformational Leadership
Situational Awareness
Leaders must be aware of differences of opinions and
respect resistance. If you ignore resistance, it is only a
matter of time before it catches up with you.
Fullan, 2001
Leadership effectiveness can be attained through many
avenues. The profile of a leader can vary widely
across situations or contexts.
Fuqua, 2004
Transformational Leadership
Situational Awareness
The realization that leadership is often defined
functionally in response to situational factors
indicates a need for shared leadership models
where individuals may alternately assume or
contribute to leadership roles.
Fuqua, 2004
Transformational Leadership
Situational Awareness
Hersey and Blanchard stress that skills are
needed in each of the following leadership
styles:
• Telling or directing
• Persuading or coaching
• Participating or supporting
• Delegating
Blanchard, 1996
Transformational Leadership
Situational Awareness
Responding to followers’ needs is the surest way
to achieve effectiveness and success. If a
model provides a better understanding of
people with whom you work, and if
communications improve, the model is a great
leadership model.
Blanchard, 1996
Transformational Leadership
Culture
Marzano and colleagues defined culture in relation to fostering
shared beliefs and a sense of community and collaboration
among staff.
The following behaviors are associated with the responsibility of
culture:
• Promoting cohesion and a sense of well-being among staff
• Developing an understanding of the school’s purpose and shared
vision
“An effective leader builds a culture that positively influences
teachers, who, in turn, positively influence students.”
Marzano, 2005
Instructional Leadership
Emerged from the studies of:
• Change implementation
• School effectiveness
• Program Improvement
Philip Hallinger, 2003
Instructional Leadership
“It is becoming clearer that the teacher is the most important
influence on student achievement.” Dylan Wiliam, 2006.
“Leadership is second only to classroom instruction among
all school-related factors that contribute to what students
learn at school.” Leithwood, Louis, Anderson and
Wahlstrom, 2004.
Instructional Leadership
• Coordinating, controlling, supervising and development
curriculum and instruction
• Role of elementary principals
• Strong, directive leaders
• Combination of expertise and charisma
• Hands-on, ‘hip deep’ in curriculum and instruction,
unafraid to work with teachers on improvements
• Goal-oriented, focused on student achievement and school
improvement
• Culture builders
• Top-down connotation
Philip Hallinger, 2003
Instructional Leadership
Most frequently used model developed by Hallinger.
• Defining the school’s mission
• Managing the instructional program
• Promoting a positive school-learning climate
Most common conceptualization of school leadership used from
1980 - 1995.
Marzano’s Responsibilities Associated with
Instructional Leadership
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Intellectual Stimulation
Knowledge of Curriculum, Instruction and Assessment
Involvement of Curriculum, Instruction and Assessment
Monitors/Evaluates
Resources
Intellectual Stimulation
• Informed of current research
• Exposes teachers to cutting-edge ideas
• Engages teachers and staff in discussions about research
and theory
• Involves teachers in reading
“…deep changes require deep learning, and leaders must build
teacher learning into the everyday fabric of school life”
(Lashaway, 2001, p. 7).
Knowledge and Involvement with
Curriculum, Instruction and Assessment
• Knowledgeable about C and I practices
• Knowledgeable about Assessment practices
• Conceptual guidance regarding effective classroom
practice
“…an administrator’s ability and willingness to provide input
regarding classroom practices was one of the most highly valued
characteristics reported by teachers” (Marzano and colleagues,
2005, p. 25).
Monitors/Evaluates
• Effectiveness of curriculum
• Effectiveness of instruction
• Effectiveness of assessment
“…modern supervision and monitoring depend on large extent
on getting teachers to monitor themselves” (English, 1992, p.
14).
The work and demeanor of school leaders must be such that
teachers feel empowered to make decisions daily about
curriculum, instruction and assessment and yet, be
accountable for student performance towards school
improvement and accountability goals.
Resources
• Materials and equipment
• Professional Development
“Instructional improvement requires additional resources in the form of
materials, equipment, space, time, and access to new ideas and
expertise” (Fullan, 2001, pp. 64-65).
Instructional Leadership
“Instructional leadership influences the
quality of school outcomes through the
alignment of school structures (e.g.,
academic standards, time allocation,
curriculum) with the school’s mission.”
Hallinger and Heck, 1996
Relational Leadership
The Importance of Building
Relationships!
Relational Leadership
• Kouzes, James M.
• Pozner, Barry Z.
• Marzano, Robert J.
• Waters, Timothy
• McNulty, Brian A.
• Fullan, Michael
• Morrison, Keith
• Schlechty, Phillip C.
Relational Leadership
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Trust
Emotional Intelligence
Communication
Moral Purpose
Values
Beliefs
High Expectations
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Rewards
Recognition
Connectedness
Democratic Process
Collaboration
Celebration
Social Networks
Relational Leadership
Affirmation
People value being appreciated for their
contributions. Recognition does not have to
be elaborate, just genuine
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Alfonso Rivera, Engineering Consultant
Relational Leadership
Communication
The self-organizing complex school will be built on
units (e.g. subject groups, pastoral groups,
developmental groups, whole school management
groups) which are autonomous, networked and
connected, with rich communication.
Morrison, Keith (2002)
Relational Leadership
Ideals and Beliefs
“Before you can lead others, you must be clear about what
you believe.”
Phillip Schlecty (2002)
“The responsibility of Culture involves the creation of a
cooperative environment among staff within the context of
a shared sense of purpose.”
Marzano, Waters, McNulty (2005)
Relational Leadership
Input
“Listen carefully to dissenters and resisters, as they may
have an important message to convey. They may be critical
to the effectiveness of change, and build in difference;
leaders must not simply have like-minded innovators.”
Fullan (2001)
Relational Leadership
Relationships
Fullan (2001) describes the importance of the school leader’s
forming emotional bonds with and among teachers that help staff
and administrators stay aligned and focused during times of
uncertainty.
•Being informed about significant personal issues within the lives of staff
members
•Being aware of personal needs of teachers
•Acknowledging significant events in the lives of staff members
•Maintaining personal relationships with teachers.
Relational Leadership
Visibility
“The research has demonstrated the great need for strong
instructional leadership in schools and has identified several
common characteristics of effective leaders. One of those
characteristics, extremely important in the life of a school and often
neglected, is that of being a visible principal.”
Whitaker, 1997
•Making systematic and frequent visits to classrooms
•Having frequent contact with students
•Being highly visible to students, teachers, and parents
Relational Leadership
“Leadership is always dependent on
context, but the context is established by
the relationships we value” – Wheatley
Wheatley, M.J. (1989)
Relational Leadership
Inclusive of people and diverse points of view.
“Being inclusive is difficult because you must step
out of your comfort zone in order to expand your
organization or vision. Inclusive means sharing
ideas or beliefs rather then selling or telling ”
Wheatley, M.J. (1989)
Relational Leadership
Empowering of others who are involved.
“Thriving on change demands the
empowerment of every person in the
organization – no ifs, ands, or buts ”
Wheatley, M.J. (1989)
Relational Leadership
Purposeful, is also the individual ability to
collaborate and find common ground with
others to establish a common purpose, a vision
means having and individual commitment to a
goal or activity.
“It is no longer what we do, but how we do it, who
we affect, and letting both mind and heart guide the
way…every leader is a follower of a higher
purpose.”
Wheatley, M.J. (1989)
Relational Leadership
Ethical. Driven by values and standards and
leadership which is ‘good’ or moral in nature.
MORAL PURPOSE
“Social rules that govern and limit our conduct,
especially the ultimate rules concerning right and
wrong. ”
Wheatley, M.J. (1989)
Relational Leadership
Process-Oriented. How the group goes about
being a group, remaining a group, and
accomplishing the group’s purposes.
“I have come to expect that something useful
occurs if I link up people, units or tasks, even
though I cannot determine precise outcomes.”
Wheatley, M.J. (1989)
Relational Leadership
n
Inclusive
Empowering
Process Oriented
Purposeful
Ethical
Curriculum For Leaders
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Capacity Building
Professional Development
Professional Learning Communities
Leadership Theory
Change
Learning Theory
Problem-based Learning
Purposes of Leadership
• Promote and Support
Learning
• Create Professional
Learning
Communities
• Manage the Learning
Environment
• Change the paradigms Transformational Leadership is the
fabric that stretches between the
support structure of instructional,
relational and operational
leadership.