Notes For Presentation M.ed

The Role of School Leaders in Managing Change Carmel Busuttil Dip. Ed. (Adm. & Mngt), M.Ed. M.Ed. Leadership Authentic Educational Leadership – a real challenge Effective change leaders for 21st century Malta need to be quality driven. However, quality without a cooperative, synergistic relationship within the school community and between the school community and external constituents is an illusion. The leadership of the future has to be based on values, motives and goals. Values Personal integrity Credibility Trusting relationships Commitment to ethical and moral values as Compassion Humanity Service (Manz 1998) “Leadership means infecting colleagues with one’s educational beliefs.” (Southworth, 1993) As an Educational Leader I believe in a Goal orientation with a focused action plan that is sensitive to the needs of the student/teacher/class/school/division/country/region Ready to inform and support the school/s to benefit from change. Open to proposed ‘change’ where all (students/teachers/parents) feel they can work together. Client – oriented service aiming at a One-stop shop service to educational stakeholders Why are we here? We are here for the children. We believe we can make a difference As true professionals we are passionate about what we do. School Leaders need to believe in the importance of: Communicating a VISION Declaring the MISSION Forming and forging a TEAM Establishing an ACTION PLAN

Awareness of RESOURCES Leading by EXAMPLE Open to PEOPLE and their IDEAS EMPOWERING others Taking RISKS and be INNOVATIVE

“It is not the strongest species that survive, nor the most intelligent, but the ones who are most responsive to change” Charles Darwin The four key factors for success when implementing change within an organisation are: Pressure for change – demonstrated senior management commitment is essential A clear, shared vision – you must take everyone with you. This is a shared agenda that benefits the whole organisation Capacity for change – you need to provide the resources: time and finance Action – and performance – “plan, do, check, act” – and keep communication channels open Continuity and Change For Real change to take place: People must have organisational skills to control organised activity People must have sufficient analytical knowledge and experience of change. People need to learn to be reflective, acknowledge boundaries and limitations Learn effective negotiation skills PRESSURE and Support ‘All change involves anxiety and struggle and cannot be assimilated unless meaning is shared by all involved’. -----------------------------------Leadership for change requires 1. a bias for action, 2. a sense of urgency and 3. a mix of pressure and support’

Macro-pressures These are pressures affecting the whole world Rapid advances in science & technology Ecological changes e.g. global warming Social Changes e.g. family life, drugs Political changes e.g. ethnic conflicts and breakdown of Soviet System Development in Information Technology

Micro Pressures These are closer to home and specific to Education Devolution of power to schools New Types of schools – Colleges National Curriculum – implementation Accountability – Teacher Appraisal (PMP); Assessment SDP Systemic school inspection Managing Change(1) The more complex the change the less you can force it. Change is non-linear, loaded with uncertainty and excitement and is sometimes perverse. Problems are inevitable and you can’t learn without them. Premature visions and planning can blind. Managing Change (2) There are no one-sided solutions to isolation and group think (individualism and teamwork must have equal power) Both top-down and bottom-up strategies are necessary. The best organisations learn externally as well as internally. Change is too important to leave to the experts and every person is a change agent. Change Forces- M.Fullan (1993) Important TIP ‘To rush the changes and risk poor quality outcomes would be a disaster. Quick change is therefore not on the menu’. Sir Ron Dearing (1993) Four Categories of Adaptation and Change Conceptual Change: -----Need to check out attitudes to change. -----Stop seeing the future as a linear development of the past Emotional Change -----The tension of School life become legitimate and necessary issues for the organisation as a whole. Cont. Aspirational Change: With faster change and short term plans, greater emphasis is needed on aspiration and ambition that engages schools and systems in the sharing of educational philosophies and beliefs. Practical

Change: It is only the customer who can decide whether quality has been achieved -Total Quality Management. The world has changed and the change will be continuous

Constant organisational change; future is progressively more uncertain; the role of people is increasingly more important for the success of the

organisation Effects in Schools and Systems Increase in the workloads Increase in the complexity of workloads Too little time for too many changes Confusion of managing too many significant changes simultaneously Lack of time for training Changes that are changed again during implementation Insufficient attention to detail Erosion of personal time at the expense of individual well being and family life. Do You Agree? ACTIVITY: Critical Friend ‘It is important that leaders identify a person who is willing to be their mentor i.e. their critical friend who can support their professional development. This step requires breaking from the bonds of independent thinking/working and isolation’ (Bezzina 1997/1999) Has this paradigm shift started? Are we ready for this? What steps are needed to facilitate this change? Leadership Qualities The new leader is an entrepreneur, a risk taker and a visionary who inspires loyalty ad commitment while ‘managing by walking about’ Bennis and Nanus (1985) Creativity

, imagination and intuition are other leadership qualities, however, corporate thinking leaders are by force looking for scapegoats for their own failures. Schools have become easy and safe targets. (Saul (1993) Instructional Leadership Mortimer et al(1988) :purposeful leadership by headteacher as the key player in school effectiveness Students feel a sense of responsibility for their learning Smith and Andrews (1989): instructional leadership have competences as: Resource provider Instructional resource Communicator Visible presence

Transactional Leadership Based on an exchange of services for various kinds of rewards (eg. Salary, recognition, intrinsic rewards). This may also increase their confidence and motivation (Leithwood 1992:9) Complex changes such as market driven policies designed to improve standards have not only energised schools and leaders but also brought confusion, tensions and instability’ (HMI 1992) Transformational Leadership Is the leadership role in unstable and uncertain times. People oriented Approach focused on feelings, attitudes and beliefs rather than tasks and performance Work on relationships (Mitchell and Tucker 1992: 32) Transformational leaders not only manage the structure but impact on the culture to achieve school/system development. Invitational Leadership Optimism – hold high the expectations Respect - the individuality of each human being Trust – the highest for of human motivation Supportive – intentionally supportive, caring and encouraging. Invite themselves and others for personal and professional development ACTIVITY Male and Female leadership ‘Women spend more time with people, communicate more, care more about individual differences, are concerned more with teachers and marginal students, and motivate more than do men. Building community is an essential part of a woman administrator’s style. They maintain more closely knit organisations than do men’ (Shakeshaft 1993b:49) Comment … Conceptions of Leadership Structural functional- make sure that everyone is marching to the same drummer. Open systems – to mobilize subordinates to achieve organisational goals. Cultural Pluralism – culture to achieve (sometimes manipulate) organisational goals. Interpersonal – build up a consensus in support of organisational goals (charismatic) Political – between and among various internal and external political forces

School effectiveness research (e.g. Harris et al., 2003; Reynolds et al., 1997) has consistently identified a number of factors in more effective schools. These can be reduced to three core elements – a. Leadership and management; b. Ethos and culture; c. Learning and teaching. ACTIVITY Imagine that your school is changing from one having single sex to a co-ed school. Moreover, the school’s financial situation is not very positive. Indicate some activities that you would plan for these changes to be effective. Do you see your role as a LEADER or MANAGER. Why?

From Management to Leadership From Reaction to change Doings things well Accepting rules/policies Asking how and where Avoiding risk Work alone Stable To Looking for change Doing what has to be done Challenging rules/policies Asking what and why Supporting risk-taking Establishing networks Promoting flexible and adaptable structures REALITY ‘Managers are people who do things right and leaders are people who do the right things’ (Bennis and Nanus 1985:21) Ethos and Culture Vision and collaboration are important characteristics of effective leaders Courage, Commitment, Consistency and Credibility are primary factors to promote effective and efficient leadership

‘Because we have the innate sense to take the safe path, we have to become comfortable with danger and unpredictability’ Mitstufer, D.I. (1955:3)-Empowered leader Learning and Teaching Learning is far more effective within a context Pupil’s ability can be modified by effective instruction Reich (1992) contends that to be successful in a post-modern world, four skills are needed Capacity to discover System relationships Experimentation to find self within continuous development Social skills to collaborate with others e.g. team teaching or collaborative leadership Need to refocus EDUCATION Education reform needs to address the Most basic questions of purpose and meaning. What kind of society do we want? How do we educate students of a truly democratic society? What conditions are provided for teachers and students for such an education to be meaningful and workable? Changing Schools ‘Changing Schools, is a complex business, as no one knows for sure what is best’. Fullan (Changing Schools) The Report of the Consultative Committee on Education Tomorrow’s Schools: Developing Effective Learning Cultures (Wain et al., 1995) echoes this concern: ‘Heads of Schools have increasingly been asked to carry out new tasks related to a reconceptualisation of their role at the helm of the school, but more often than not these new demands are administrative and even clerical in nature, with more time being dedicated to financial auditing and management, rather than with real educational leadership as we understand it to be’. For All Children to Succeed Forward by Minister of Education Pg. XI Education Law Ch 327 and amended in 6/7 2006 Constitution and Functions of Directorates of Education 1. Directorate for Quality and Standards in Education 2. Directorate for Educational Services The Teaching Profession Colleges for State Schools Commission for Higher Education

Recreating the Teaching Profession Fullan believes that the biggest revolution to come is the re-culturing of the teaching profession. The new professional will Be collaborative not autonomous Open rather than closed Outward looking rather than insular Authorative but not controlling Make huge demands on teachers own learning to learn about learning styles, multiple intelligences, integrate technology and get support for their teaching. Activity ‘The time, energy and attention that headteachers now devote to the budget, income generation and public relations and the new employer/employee relationship with teaching staff can seriously diminish the possibilities and viabilities of the head’s educational leadership in the school’. (Ball 1993:227) Comment from your experiences Tasks for effective change process Identify necessary changes Identify benefits of change Identify strategies of change Identify and influence leaders Explain change and foster co-operation Encourage risk-taking Develop and provide professional development Measure progress Disseminate information throughout Reward and celebrate progress Tips for Managing Change Dennis Sparks Educate the leaders Use a system approach Use a team approach and involve stakeholders Share powers Make plans but hold to plans loosely Provide ongoing training Recognise that change can happen only through people Be prepared for ‘Implementation Dip’ – Fullan(1993) Seek out ‘paradigm shifters’ and ‘idea champions’ Take the long view

ACTIVITY Polly Holly (1990) states: ‘in recent times, there have been three waves of educational reform. Doing the same but more of it Doing the same but doing it better The pursuit for future excellence – restructuring and redesigning the Educational System’ School effectiveness Future Excellence School Improvement Match and comment Effective leaders and effective schools Professional leadership Shared vision and goal Leaning environment Concentration of teaching and learning Positive reinforcement Monitoring progress Home-school partnership Firm and Purposeful Collegiality and collaboration Attractive working atmosphere Maximisation of learning time Clear and fair discipline Evaluating school performance Parental involvement (from Sammons et al. 1995) Future Excellence ‘We are what we repeatedly do. Excellence then, is not an act but a habit’ Aristotle Keeping up momentum is what matters and implementing the: PLAN – DO – CHECK – ACT methodology is essential to maintain the effectiveness and appropriateness of the change .

School improvement has been around us since the 1960s when it focused on organisation, curriculum and pupil-orientated outcomes Lack of teacher commitment to government initiated ‘top-down’ reform led to the new improvement paradigm in the 1980s that celebrated a ‘bottom up’ approach.This was a whole-school orientated attempt that emphasised selfevaluation. 1990-2000 Focus on evaluation of process and outcomes. School Improvement Enhance pupil outcomes Focus on teaching and learning Builds the capacity to take charge of change regardless of its source Addresses the internal conditions that enhance change Maintains momentum furing turbulence Monitors and evaluates its process, progress, achievement and development Facing up to the challenge ‘The Education Division needs to develop a culture dedicated to serving people, acting on trust, respecting the individual and making teamwork happen across boundaries’. Dr. C. Bezzina (School leadership pg. 43) Do you Agree? Indicate some activities that would enhance the processes indicated. Indicate Priorities. ACTIVITY How true are these comments? ‘Without question the current climate of reform has changed the role of heads. Today’s school leaders function in a constantly changing environment and serve students with greater and more diverse needs than ever before. They are expected to show marked improvements more quickly and improve the quality of teachers, maintain safe schools and turn staff, parents and the community into communities of learning. Chris Bezzina – School Leadership(2002) Strategic Planning ‘Strategic Planning is a process or series of steps that helps a school/nation identify and achieve its preferred future’ Tuohy (ASTI) Understand

external forces Internally assessing the organisational capacity Responding by choosing an identity (Vision and Mission) Prioritising goals and strategies Implementing and institutionalising the plans Renewing the plans

Strategic Planning Cont. Typically the strategic plan is a long-term plan, covering developments for a 5-10 years period. Should deploy resources for the achievement of stated aim. ‘Change is a journey not a destination’ Sergiovanni: Technical: routine activities are performed efficiently Human: human needs of each individual Educational: link school/division practice with good educational theory 4. Cultural: strives to articulate the vision and value which inspires school or division. Strategic Plan March 2001: National Curriculum on its way Pg 13 : Qualities required of a Strategic Plan It has to be the co-ordinated result of a consultative and collaborative exercise among all he stakeholders. The strategic plan has to offer a framework that provides sufficient direction for schools and teachers but allows them space for autonomous initiatives. Activity If you were to assess the Strategic Plan for the National Minimum Curriculum (after 6 years), Do you think this strategic plan was successful? List five comments Put in order of priority Write a brief action plan that you would have used to implement Use as Guidelines for Strategic Planning Whatever Happens: The Show must go on. ‘The essence of strategy is the creation of organisational capabilities that will allow us to react opportunistically to whatever happens.’ Peters

Activity Education Leadership Qualities for implanting change at MACRO level. Kind, patient, specialist, sensitive, analytical, strong, oral communicator, written communicator, rigour, tolerant, ICT literate, objective, interest of teachers at heart, Student-oriented Task 1:Put in order as to leadership qualities. Task 2:What quality/ies is/are missing? Task 3:Put yourself to the test. Task 4:Put your Head of School to the test Chronic Problems in Organisations •No Shared vision and values •No Strategic path •Poor alignment •Wrong managerial style •Poor skills •Low trust •No self integrity •

INNOVATION Is there a CURE ? Build on TRUST Revise STRUCTURE and SYSTEM Create a PROFITABLE,INFORED, SKILLED, PRODUCTIVE, COOPERATIVE, QUALITY organisation. Build BRIDGES Governments role -’historically few Governments have got it right’ Fullan Governments rely only on accountability measures, pressure and support to change schools Structural changes, curriculum and accountability measures, (popular world-wide in the 90’s) create overload and have done little to change the quality of teaching and learning. Accountability schemes can never work Too often curriculum innovations have side effects worse than the cure. Six Messages from Fullan If people cannot find meaning in any reform it cannot have an impact. Existing strategies will not get us to where we want to go. Although short-term gains can be achieved by standards based reform it is deadly if the conclusion is that schools should do more of the same The learning organisation/community is more than a cliché We need to consider the collective good. We have to learn to live with change