To the extent that it is possible you
+ “To the extent that it is possible. . . you must live in the world today as you wish everyone to live in the world to come. That can be your contribution. Otherwise, the world you want will never be formed. Why? Because you are waiting for others to do what you are not doing; and they are waiting for you, and so on. ” --Temple of My Familiar, Alice Walker, p. 338 The Changing Landscape of Leadership Liz City (Elizabeth_City@gse. harvard. edu) May 3, 2016
+ 1 Mantra 3 Suggestions 1 Poem 5 Tools
+ Learning Goal for Today n Leave with one tool or idea that you will apply in your work
+ 3 Suggestions 1. Bring your full self 2. Focus 3. Be the change
+ Bring your full self With thanks to my colleague Janice Jackson, from whom I learned the following activity
+ Constructivist Listening “I agree to listen to and think about you for a fixed period of time in exchange for you doing the same for me. ” http: //schoolreforminitiative. org/doc/dyad. pdf
+ Guidelines for Constructivist Listening 1. Each person is given equal time to talk. (Everyone deserves to be listened to. ) 2. The listener does not interpret, paraphrase, analyze, give advice, or break in with a personal story. (People can solve their own problems. ) 3. Confidentiality is maintained. (People need to know they can be completely authentic. ) 4. The speaker does not criticize or complain about a listener or about mutual colleagues during their time to talk. (A person cannot listen well when she/he is feeling attacked or defensive. ) Directly quoted from: http: //schoolreforminitiative. org/doc/dyad. pdf
+ Prompt When did you know you wanted to be an educator?
Naming & Framing The Work: Factors Influencing Student Learning Adapted from Howard, Tyrone C. Why Race and Culture Matter in Schools. Teachers College Press. Teachers College; New York, NY; 2012.
+ Prompt Share with your partner how you described the multiple parts of your identity.
Listening https: //whatisonthetable. files. wordpress. com/2012/11/listening. png
+ Focus
+ Strategy—What? In your own words n How would you define strategy in your own words? n Write a definition n In pairs or triads, share your definitions. Write a definition that represents the best thinking right now of your group. n. Placing bets
+ Strategy—What? Stacey Childress’s definition: “The set of actions an organization chooses to pursue in order to achieve its objectives. These deliberate actions are puzzle pieces that fit together to create a clear picture of how the people, activities, and resources of an organization can work effectively to accomplish a collective purpose. ” --quoted in Strategy in Action, p. 3
+ Example from Strategy in Action: Moorwood District Team Strategy n Aligned instructional system: Support instructional excellence by building and implementing an aligned instructional management system in math and science n Hiring and retention: Hire and retain effective educators n Information systems and technology: Build the information management systems and technology infrastructure required to support instructional excellence
Ed. L. D. Strategy (draft) Leadership Doctoral Program Develop leaders through a 3 -year, cohortbased intensive learning experience that includes a core curriculum, electives, and a residency Ed. L. D. Network Cultivate a network of graduates who support and challenge one another in influential roles across the sector Professional Education Support the preparation of education leaders through executive education and collaboration with other leadership programs
+ Signs of Strategy Rubric n. Instructional Core n. Focus, coherence and synergy n. Both visionary and problem solving n. Ownership and enactment throughout the system
+ Assessing Presence of Strategy Use the Signs of Strategy rubric to assess your organization’s strategy—for each principle, circle the level of the rubric that best describes where your organization is right now Discuss your analysis with 1 -2 colleagues —see questions on next slide
+ SOS Rubric: discussion 1. What was surprising to you and what was confirming when you assessed your strategy? 2. What questions did the assessment process raise for you? 3. Who else would you want to assess your strategy using this rubric? Why? 4. How has this process made you think about what your organization needs to do to ensure a strong strategy and strong execution of it? 5. What role do you need to play in the work you outlined in #4?
+ Being strategic Ask: What, Why, How From Strategy in Action, R. E. Curtis and E. A. City, Harvard Education Press, 2009.
+ Simon Sinek http: //www. ted. com/talks/simon_sinek_how_great_leaders_inspir e_action 1 mantra: Why, How, What
+ Being strategic n Habits— “Week in review” n How do I feel at the end of the week? n How did I support [strategic priority] [diversity, social justice, and equity] this week? n What's coming up next week? n What longer-term projects need attention? n How strategic have I been this week? Where are the strategic opportunities next week? n What's 1 goal for next week? n Pick one meeting coming up next week—what could you do to be more strategic about that meeting? n Do now: Make your own “week in review” or pull out your calendar, choose a meeting, and write a few notes to yourself about how to get the most out of that meeting
+ Be the change
+ Want to improve your organization’s effectiveness? • Use your time well and purposively • Help others do the same • Quick math problem: n How much money does your organization invest in meetings in a week? In a year? or n Choose one meeting that you attend regularly. How much money does your organization invest in that meeting in a year?
+ Meeting Wise Checklist n Why use a checklist?
+ Meeting Wise Checklist Meeting Wise: Making the Most of Collaborative Time for Educators By Kathryn Parker Boudett and Elizabeth A. City, 2014 gse. harvard. edu/meetingwise
+ On Your Own n. Fill out the checklist for a meeting you already had n. Find a partner—not someone from your own organization
+ Instructions for Round #1 Pick a time keeper! n (3 min) Person 1 Give a brief summary of the meeting n Share your checklist ratings n Identify a “no” that you would really like to change to a “yes” but you’re unsure how; talk it through with your partner n n (3 min) Person 2 n Give a brief summary of the meeting n Share your checklist ratings n Identify a “no” that you would really like to change to a “yes” but you’re unsure how; talk it through with your partner
Meeting Agenda Makeover - BEFORE n What do you notice about this draft agenda? n How could this meeting be revised to become a richer opportunity for adult learning? Boudett. K. P. , & City E. A. (2014). Meeting wise: Making the most of collaborative time for educators. Cambridge, MA: Harvard Education Press, page 49.
Meeting Agenda Makeover - AFTER n Purpose n Process n Preparation n Pacing Boudett. K. P. , & City E. A. (2014). Meeting wise: Making the most of collaborative time for educators. Cambridge, MA: Harvard Education Press, page 53.
+ Instructions for Round #2 Pick a time keeper! n (3 min) Person 1 n Give a brief summary of an upcoming meeting and a dilemma you have around how to make it better n Problem solve around the dilemma n (3 min) Person 2 n Give a brief summary of an upcoming meeting and a dilemma you have around how to make it better n Problem solve around the dilemma
+ 1 Mantra 3 Suggestions 1 Poem 5 Tools
“For a Leader” (1 poem) From To Bless the Space Between Us by John O’Donohue
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