Second order change is a dramatic altering of an organization that takes the less obvious approach in finding a solution to a problem. I believe Intellectual Stimulation, Change Agent, Flexibility and Optimizer are essential responsibilities needed when an organization implements second order change.
Intellectual Stimulation will aid in developing the knowledge base and minds of the organizations staff. Second order change is specific and on a larger scale; therefore, mindsets have to be developed further and driven by research and learning. I believe second order change, changes an organization like a life altering event. The organization is more learned and their perspective permanently changes for the better. Intellectual Stimulation will help an organization think together, explore other ideas, and not base their approach on what they are comfortable with. An organization would be able to learn from history and explore all theories.
Change Agent is key as it pertains to challenging norms and it is at the heart of change itself. It identifies the recognition of needing change, and it diminishes the fear of going against the grain and implementing something new. It embodies the fearless nature of an Authentic Leader as it works for the “need” and not for the uneasy minds of those involved. Second order change is intricate and demands thinking outside of the box and adding variety to an organization.
While the leader should be consistent with their ideas and belief, they should be Flexible in allowing and trusting the ideas of valued team members. The opinions of others may add to the leader’s ideas or challenge them further and aid in successfully carrying out second order change.
The Optimizer drives the need for change and creates a belief system in an organization that change is necessary and tangible. It helps promote positivity and buy in. The leader believes in the change and drills positive energy throughout the organization that leads to commitment and dedication.
Second order change demands a higher level of thinking and deeper understanding of adaptive change. This change recognizes a specific area and thoughtfully assesses how to sustain this change through continuous adaption. A leader must be thoughtful in selecting the specific need for change. Change is not sustained in second order change, it is subject to adapt based on the organizations needs and it’s nature of being a deeper form of change. The change is dramatic and may challenge the established culture of an organization. A leader recognizes the risks and is flexible to what might occur as a result of the second order change. They must be willing to adapt and constantly thoughtful in their approach to successfuly implement the change.
Monday, August 23, 2010
Postive School Culture
A positive school culture serves as a foundation for a successful school.
Imagine a school with a supportive leader who trusts their staff with implementing innovative instruction, a school that houses teachers who are confident and feel appreciated by administration, where staff members openly collaborate ideas, school pride rings through the halls, and everyone is driven by the school’s vision and motivated by change that is beneficial to the lives of the young future leaders, imagine a school with a positive culture.
This school would recognize the need for change, be willing to take the necessary steps to implement the change, and be supportive of the strategies used by their leader.
A positive school culture impacts school reform tremendously because you need a strong foundation that supports proposed changes. You need teachers who trust their school leader, teachers who are willing to develop professionally as a part of the reform. The school’s team has to be solid as they embark on redesigning their school instructionally and professionally. They have to respect the ideas of their colleagues and believe in the reform model proposed.
If the school’s staff and administration believe in and support one another, they will be more likely to adapt the proposed school reform model and carry it out efficiently. A school with a positive school culture has a team that already functions well. The team members feel important and therefore respect and trust their leader. They have faith in the choices made by their leader and are willing to follow them. They will help their leader facilitate any idea proposed because of the trust and respect established through developing a positive school culture. A leader would be able to utilize all of the talents in their school.
A school cannot reform with the efforts of one person. You need more than the principal to implement the elements of a school reform model.
The leader would be able to trust that regardless of the outcome, that team would be dedicated to the change, and push through all obstacles to maintain their school.
The success of the school reform model is fueled by the willingness and support of those involved. A school without a positive school culture would challenge the reform. The teachers would be hesitant to support the leader’s ideas and they would not have enough stake in the school to actively care about the changes needed.
Change needs a team to facilitate it, an individual to organize it, and passion to sustain and adapt in the midst of it.
Imagine a school with a supportive leader who trusts their staff with implementing innovative instruction, a school that houses teachers who are confident and feel appreciated by administration, where staff members openly collaborate ideas, school pride rings through the halls, and everyone is driven by the school’s vision and motivated by change that is beneficial to the lives of the young future leaders, imagine a school with a positive culture.
This school would recognize the need for change, be willing to take the necessary steps to implement the change, and be supportive of the strategies used by their leader.
A positive school culture impacts school reform tremendously because you need a strong foundation that supports proposed changes. You need teachers who trust their school leader, teachers who are willing to develop professionally as a part of the reform. The school’s team has to be solid as they embark on redesigning their school instructionally and professionally. They have to respect the ideas of their colleagues and believe in the reform model proposed.
If the school’s staff and administration believe in and support one another, they will be more likely to adapt the proposed school reform model and carry it out efficiently. A school with a positive school culture has a team that already functions well. The team members feel important and therefore respect and trust their leader. They have faith in the choices made by their leader and are willing to follow them. They will help their leader facilitate any idea proposed because of the trust and respect established through developing a positive school culture. A leader would be able to utilize all of the talents in their school.
A school cannot reform with the efforts of one person. You need more than the principal to implement the elements of a school reform model.
The leader would be able to trust that regardless of the outcome, that team would be dedicated to the change, and push through all obstacles to maintain their school.
The success of the school reform model is fueled by the willingness and support of those involved. A school without a positive school culture would challenge the reform. The teachers would be hesitant to support the leader’s ideas and they would not have enough stake in the school to actively care about the changes needed.
Change needs a team to facilitate it, an individual to organize it, and passion to sustain and adapt in the midst of it.
Monday, August 2, 2010
Balanced Leadership
Balanced leadership allows a leader to meet the needs of a school by addressing all areas, and focusing on the areas that directly promote student achievement.
According to the self- assessment I was strong in the areas of affirmation, visibility, outreach, situational awareness, involvement in curriculum, knowledge of curriculum, contingency, and ideals/beliefs. Input, Order, Intellectual Stimulation, Flexibility, relationships, discipline, and communication are areas that I need improvement in. In comparison to the Balanced Leadership assessment, the results were the same and my strong areas remained the same.
I feel that the seven areas that need improvement are important components of being an effective leader and in order to promote change you definitely need to be able to communicate with your team and students, maintain order and discipline, allow input from other leadership sources and foster intellectual growth and brainstorming amongst staff members.
The strong areas are needed as well, but without the others effectiveness may not be as tangible. I would know how to operate a school, be involved in the curriculum as well as the instruction in the classrooms, and be effective in the community but I would fall short in areas that support teachers and students and the healthy functioning of a school. All of the responsibilities are needed to create an effective leader.
According to Marzano, relationships and flexibility have a great influence on student achievement. Both of these responsibilities correlate with being in touch with your staff personally and professional. It reminds me of Herzberg's motivational model that stresses various motivators and factors having an affect on job satisfaction. If teachers and staff feel appreciated and valued at a school, their performance will be a testament to that. Through flexibility leaders are able to promote change and adapt to their environment. They grant staff the opportunity to express concerns and they are not afraid to make changes. This will help with student achievement because leaders will make changes in instruction, staffing, teaching models, and curriculum that may improve the way their students learn. By fostering positive relationships with staff members they create trust, loyalty, and comradery. Teachers and staff will be more willing to follow the Principal's vision in raising student achievement.
Relationship and Flexibility are the areas where I need improvement according to both assessments. In order to improve in Flexibility I would adapt my leadership style to the functioning style of the institution but also enforce the necessary changes needed to be effective. I would maintain an open door policy with teachers and staff and try to work with them instead of as an individual. Healthy working relationships would be fostered by getting to know my staff, their desires, teaching beliefs, and personal visions. I would develop a family-oriented team and encourage their personal and professional growth.
According to the self- assessment I was strong in the areas of affirmation, visibility, outreach, situational awareness, involvement in curriculum, knowledge of curriculum, contingency, and ideals/beliefs. Input, Order, Intellectual Stimulation, Flexibility, relationships, discipline, and communication are areas that I need improvement in. In comparison to the Balanced Leadership assessment, the results were the same and my strong areas remained the same.
I feel that the seven areas that need improvement are important components of being an effective leader and in order to promote change you definitely need to be able to communicate with your team and students, maintain order and discipline, allow input from other leadership sources and foster intellectual growth and brainstorming amongst staff members.
The strong areas are needed as well, but without the others effectiveness may not be as tangible. I would know how to operate a school, be involved in the curriculum as well as the instruction in the classrooms, and be effective in the community but I would fall short in areas that support teachers and students and the healthy functioning of a school. All of the responsibilities are needed to create an effective leader.
According to Marzano, relationships and flexibility have a great influence on student achievement. Both of these responsibilities correlate with being in touch with your staff personally and professional. It reminds me of Herzberg's motivational model that stresses various motivators and factors having an affect on job satisfaction. If teachers and staff feel appreciated and valued at a school, their performance will be a testament to that. Through flexibility leaders are able to promote change and adapt to their environment. They grant staff the opportunity to express concerns and they are not afraid to make changes. This will help with student achievement because leaders will make changes in instruction, staffing, teaching models, and curriculum that may improve the way their students learn. By fostering positive relationships with staff members they create trust, loyalty, and comradery. Teachers and staff will be more willing to follow the Principal's vision in raising student achievement.
Relationship and Flexibility are the areas where I need improvement according to both assessments. In order to improve in Flexibility I would adapt my leadership style to the functioning style of the institution but also enforce the necessary changes needed to be effective. I would maintain an open door policy with teachers and staff and try to work with them instead of as an individual. Healthy working relationships would be fostered by getting to know my staff, their desires, teaching beliefs, and personal visions. I would develop a family-oriented team and encourage their personal and professional growth.
Effective Leadership
An effective leader is a seasoned follower, life-long learner and advocate for facilitating change. Throughout the course I gathered that an effective leader is groomed into learning how to lead. They study leadership and practice before becoming an administrator but continue learning as they identify what works and what type of leader they should be. It definitely takes time to be an effective leader. I realize an effective leader must have a clear vision of their own and a strong will to carry out that vision. While you can study leadership, you must practice at leading in order to be effective.
There are various types of leadership that seem to share some similar characteristics that a successful principal should possess. An authentic leader is savvy. A servant leader constantly supports others, encouraging their growth and well being. A transformational leader is a promoter of change and works toward achieving success through new ideas and innovative strategies. All of these forms of leadership help create my list of characteristics that an effective leader should possess.
A successful principal should be savvy, focused, supportive, consistent, and knowledgeable.
They should have the wit to handle difficult situations and handle people. They should demonstrate interpersonal skills that draw others to them.
They should be focused on their vision and the proposed change that want for their school. They should not allow challenges from staff or the surrounding community to distract them from their vision.
A successful principal should also support their team. They should outline a clear vision for their school, demonstrate effective instructional strategies, acknowledge their professional and personal needs, and promote collaboration and future leadership. The vision outlined should be met through a group effort.
Consistency is also needed in monitoring student and staff behaviors, encouraging the schools vision, and while working with staff members.
A successful principal should also be knowledgeable of the educational system, teaching, and of their day to day responsibilities. Principals are looked upon as having all the right answers and even though they may not always have the answers, they should have the knowledge base to acquire the answers.
When I think about my role as a school principal, I feel that utilizing characteristics from the various types of leadership will help me be more effective. In time, I would like to possess the savvy of an authentic leader, stewardship, and a strong will for change.
There are various types of leadership that seem to share some similar characteristics that a successful principal should possess. An authentic leader is savvy. A servant leader constantly supports others, encouraging their growth and well being. A transformational leader is a promoter of change and works toward achieving success through new ideas and innovative strategies. All of these forms of leadership help create my list of characteristics that an effective leader should possess.
A successful principal should be savvy, focused, supportive, consistent, and knowledgeable.
They should have the wit to handle difficult situations and handle people. They should demonstrate interpersonal skills that draw others to them.
They should be focused on their vision and the proposed change that want for their school. They should not allow challenges from staff or the surrounding community to distract them from their vision.
A successful principal should also support their team. They should outline a clear vision for their school, demonstrate effective instructional strategies, acknowledge their professional and personal needs, and promote collaboration and future leadership. The vision outlined should be met through a group effort.
Consistency is also needed in monitoring student and staff behaviors, encouraging the schools vision, and while working with staff members.
A successful principal should also be knowledgeable of the educational system, teaching, and of their day to day responsibilities. Principals are looked upon as having all the right answers and even though they may not always have the answers, they should have the knowledge base to acquire the answers.
When I think about my role as a school principal, I feel that utilizing characteristics from the various types of leadership will help me be more effective. In time, I would like to possess the savvy of an authentic leader, stewardship, and a strong will for change.
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