# data[].attributes.body
As I was looking for materials of the principal's role in change, I was not surprised to find a LOT of dissertations on that very topic.  This particular dissertation used the model of Level 5 leadership, but also made a strong claim on the ways that people outside the school (e.g., policy makers) must also be held accountable for the success of our schools.
Ernie

# data[].attributes.body
There is a great recommendation to use current technology to enhance communication.  One principal sends out a weekly "video newsletter" instead of a text-based e-mail.  He says that teachers love it because they can "multitask" while they listen to the newsletter.

# data[].attributes.attachment_link.readable_text
Vol. 72

No. 7

Abstract

A Reality Check

Video e-Mails

Show Respect

A Collaborative Blog

Sitting Down Together

Honest Feedback

An Open Door

What Do You Want to Accomplish?

Voice Messages

Make It Personal

Putting Money in the Bank

Show You Care

Say It and Write It

Collaborative Improvement Goals

Building Trust

Grade-Level Mentorship Teams

A Staff Website

Weekly Updates

Continual Communication

Say It With Chocolate

Full Attention and Support

A Special Thanks

An Inspiring Challenge

Share the Positive

Better Than an e-Mail

Nothing Beats Face-to-Face

Bringing in Different-Perspectives

Open and Accessible

A Calendar Facilitates One-on-One Meetings

Let Me Evaluate Myself

Abstract

A Reality Check

Video e-Mails

Show Respect

A Collaborative Blog

Sitting Down Together

Honest Feedback

An Open Door

What Do You Want to Accomplish?

Voice Messages

Make It Personal

Putting Money in the Bank

Show You Care

Say It and Write It

Collaborative Improvement Goals

Building Trust

Grade-Level Mentorship Teams

A Staff Website

Weekly Updates

Continual Communication

Say It With Chocolate

Full Attention and Support

A Special Thanks

An Inspiring Challenge

Share the Positive

Better Than an e-Mail

Nothing Beats Face-to-Face

Bringing in Different-Perspectives

Open and Accessible

A Calendar Facilitates One-on-One Meetings

Let Me Evaluate Myself

A Reality Check

Mid-year and mid-spring, I gave teachers a Reality Check-a one-page sheet with five questions: What's going particularly well for you this year? What concerns/issues do you have at this point? What can I do to best support you right now? If you could get some professional development right now, what would it be? Anything else? Teachers could return it in hard copy or electronically. This never failed to yield important nuggets that helped me focus my support on teachers' priorities.

- Dave Weston, principal (retired), Saudi Aramco Schools, Ras Tanura, Saudi Arabia

Video e-Mails

I used to send out a weekly staff e-mail on Thursdays that contained school information and calendar items. Several months ago, I discovered MoveNote, an app that enables you to send a video through e-mail, and I started using it for my weekly e-mails. My teachers love it because they can multitask as they watch my message for the week. They also get the bonus of "pausing" me.

- Paul Baez, principal, Alief Independent School District, Houston, Texas

Show Respect

The best way to communicate with teachers is to show them that you value their time. Meet them in their classroom rather than your office, turn off notifications on your phone and computer, and open the conversation by asking questions. Show teachers that you know their time is valuable and that their voices matter.

- Brianna Crowley, English teacher and instructional technology coach, Derry Township School District, Pennsylvania

A Collaborative Blog

My assistant principal and I publish a weekly blog (using the Smore app) to provide teachers with inspiration and innovative practices for their classroom. The blog features a different teacher blogger each week, who shares a practice he or she is passionate about. Topics have included Genius Hour, guided reading, math stations, differentiation, and relationship building. In another section, "The Principal Ponders," I reflect on the teacher's topic and how it affects our school. Also included are articles and videos from various sources that relate to the topic. What started as a simple communication from administrators to teachers has evolved into a collaborative venture in which teachers, and now students, are waiting in line to be the next guest blogger!

- Kelly Hayunga, principal, Lewisville, Texas

Sitting Down Together

I have used many media to communicate with our staff-phone messages, text alerts, Twitter, e-mail, faculty meetings, team meetings, department meetings, and so on. However, we all know that the best communication is face-to-face conversations. Technology enables you to send a message to everyone instantly, and in many instances, this is great. But the real work happens when we sit down together.

- Bill Powers, middle school principal, Springfield Public Schools, Missouri

Honest Feedback

What I want from the principal is honest feedback. I appreciate criticism that is heartfelt, constructive, and delivered personally, in a way that shows me what needs improvement, but also shows that my successes are valued. I want the principal to acknowledge my efforts when I go above and beyond and to tell me when a student or parent has shared positive comments.

- Cossondra George, teacher, Tahquamenon Area Schools, Newberry, Michigan

An Open Door

As a child, I was never called to the principal's office over the loudspeaker. So, when I was called to report to the principal's office during my first week as a new teacher, I had some anxiety and stress as I walked down the hallway. As it turned out, she just wanted to hear how my first few days had gone and to let me know that her door was always open! In my several years of working under her leadership, I loved her open-door philosophy and her approachable demeanor.

- Christina Bauer, program specialist-technology, Cleveland Heights High School, Cleveland Heights, Ohio

What Do You Want to Accomplish?

This year, I started having teachers and education technicians talk to me one-on-one about their hopes and dreams for the next six weeks and how they hope to accomplish these dreams. I've been surprised and pleased with the energy and thoughtfulness of their reflections. These conversations give me a focus for helping them become better at what they do. Observations are more meaningful for everybody.

- Sally Brown, principal, Dike Newell School, Regional School Unit 1, Bath, Maine

Voice Messages

We use Voxer , a mobile messaging app that enables you to send recorded or live voice messages to one person or a group. It's faster than e-mail and better than sending a group text message when it's important to convey tone and empathy. You can also attach text and photos. It allows educators to make the most of commute time and spend more time sharing how to best meet the needs of students and families.

- Joe Mazza, leadership innovation manager, University of Pennsylvania, Graduate School of Education, Philadelphia

Make It Personal

After conducting an evaluation observation, the principal left me a note saying she sincerely hoped her son would have me as a teacher. The ultimate compliment!

- Paula Hoffman, special education teacher, Grand Ledge High School, Grand Ledge, Michigan

Putting Money in the Bank

As a principal, I felt it was important to be available to all teachers, students, and staff. That meant being in the halls and doing walk-throughs so that I could talk to all staff every day. I also made a point of being in the department lunch areas at least once a week to be part of the casual conversation. As Stephen Covey would say, this "put money in the bank" for the times I had to take money out of the bank.

- Chuck Achter, high school principal, Anoka Hennipen District, Coon Rapids, Minnesota

Show You Care

It is vital that principals actively listen to the teachers and parents who come to them. One of the most important things I have learned is to stop and put myself into that person's shoes-to think, What if this were my child? Student? Parent? Situation? Then I focus on how I would feel, before moving on to what I would do. For communication to be constructive and successful, people need to know that you have listened to them, that you understand them, and that you care.

- Jessica Banks, assistant head of lower school, The Out of Door Academy, Sarasota, Florida

Say It and Write It

I believe the best way to communicate with a teacher is a face-to-face conversation followed up with an e-mail message. The face-to-face conversation gives you an opportunity to personally engage with that person, ask or answer questions, and resolve any concerns. You can gauge how that person feels about what you are discussing, which could lead to a make-it-or-break-it decision. The follow-up e-mail ensures that everyone is clear on what has been said and what decisions have been made.

- Jeanette Patterson, principal, Cherry Creek School District, Greenwood Village, Colorado

Collaborative Improvement Goals

My best communication tool was a positive, supportive assessment process to help teachers set goals. After formal class visits, we would sit down and discuss "commendations" and "recommendations." I would ask the teachers to tell me what commendations they hoped to hear and what recommendations they thought I'd probably offer. Often, they already knew an important goal that they needed to consider. On the basis of the recommendations, we would set two or three specific "let's try" items, and I would ask what supports the teacher needed to accomplish the new goals.

- Thomas Woodall, retired principal/educational supervisor, Loudoun County Public Schools, Dulles, Virginia

Building Trust

The best way for me to communicate with our staff is to be in their classrooms, recognize their hard work, and share with them what I've learned from them. This personal communication builds trust and relationships and shows an investment and partnership in their work in our school. Unlike digital communication, it's rarely misunderstood.

- David Huber, principal, Mountain View School, Bristol, Connecticut

Grade-Level Mentorship Teams

Each week, I meet with a small team of teachers from three consecutive grades to discuss what's happening in the classroom, explore curriculum, and address concerns about particular students. In these meetings, teachers learn from and give one another feedback. Natural mentorship opportunities arise as veteran teachers share expertise with the novices in their team. These team meetings support our school culture and ethos and ensure that no teacher gets left behind.

- Michelle Hughes, head of school, High Meadow School, Stone Ridge, New York

A Staff Website

I wanted to create a one-stop shop for any information a teacher could need at any point during the school year. Shared drives and district networks are nice, but they only work if you're on campus. I used Google Sites to create a website that is accessible only by our faculty. It contains information about upcoming events along with general staff notes, reminders, and announcements; links to content and documents that would traditionally be shared in staff and student handbooks; and links to archived resources from all of our professional development opportunities and programs. The site has significantly reduced the number of all-staff e-mails and has eliminated our need to meet to discuss housekeeping issues.

- Eric Sieferman, principal, Cascade Middle School, Clayton, Indiana

My weekly bulletin has become a resource for all stakeholders in the building and for administrators and other support staff in the district. I have three sections: events for the upcoming week, with time and location; upcoming events throughout the quarter; and an "As Seen" feature, in which I give important updates and shout-outs. Having a comprehensive bulletin has freed up time to concentrate on professional development.

- Bill Basel, principal, Defer Intermediate School, Streetsboro, Ohio

Continual Communication

We have weekly face-to-face meetings with all our teachers. This is the most personal way we communicate and the most effective, but we do use several communication methods daily to stay in contact. Our teachers are on their iPads or laptops all day long. We communicate throughout the day through instant messaging, Skype, and private messaging within our learning management system. The more we communicate with our teachers, the more effective we can be as a school.

- Michael Segelnick, principal, American High School, Hollywood, Florida

Say It With Chocolate

When I taught 5th grade, my principal, Dr. Joan Montgomery, was an excellent communicator. I will share several examples that I incorporate in my leadership today.

Consistent information. Every Monday morning, regardless of how early I arrived, there was always a one-page weekly newsletter from her to all staff. She would highlight successes from the previous week, note any concerns, and include a weekly events schedule as a reminder. It was a great way to focus everyone on the week.

Commitment with chocolate. Dr. Montgomery had the largest bowl of chocolates in her office that I have ever seen. It served as an open invitation to any staff member to come say hello or grab a quick pick-me-up. There were moments when a piece of chocolate could solve any problem I had, and other times when it simply reminded us of her commitment to engaging with all staff.

Approachable. Dr. Montgomery always smiled and was positive. There was a never a time when I felt I couldn't approach her about something. Her office door was always open, period.

- Melany Stowe, instructional technology, Danville City Schools, Danville, Virginia

Full Attention and Support

I will never forget my first teaching assignment under Mr. DeForest. As a novice teacher, I had more than enough questions for any one person to bear, but Mr. DeForest always made me feel like I was the most important thing on his plate. He would come out from behind his desk and sit next to me-no distractions, no reading through papers, no sideways glances at e-mail-and listen. Twenty-plus years later, his example still resonates deeply with me.

- Renee M. Burnett, curriculum coordinator, OCM BOCES, Syracuse, New York

A Special Thanks

This past Christmas, my husband received a handwritten greeting card from my school principal, expressing her thanks to him for sharing me with the school. I feel appreciated all the time, but this confirmed my value to the schools that I serve.

- Dawn Waddell, ELL teacher, Desoto County Schools, Hernando, Mississippi

An Inspiring Challenge

When I was hired, my dean told me, "Your job is this: Be the best at what you do and help every student succeed." That was wonderful. And that's what I did.

- Frederick Talbott, professor (retired), Nashville, Tennessee

The best form of communication I received from a principal was a high five. The principal addressed me face-to-face to discuss what I was doing in my classroom. It made me feel good to know the principal noticed and talked about it with the rest of the staff.

- Adrianne G. Williams, teacher, Guilford County Schools, Greensboro, North Carolina

Better Than an e-Mail

With all of the technology available, I cannot find a better way than face-to-face communication to build relationships and create a culture of trust in our school. It is easy to use apps like Remind, or simply shoot out an e-mail or a tweet, but none of those avenues gain teachers' respect like face-to-face interactions.

- Zach Wigle, high school principal, Keokuk Community School District, Keokuk, Iowa

Nothing Beats Face-to-Face

I believe that a face-to-face conversation is still the best way to communicate. It allows deeper conversation and nonverbal communication. There are times when e-mails or written notes are useful, but to really move change forward, we still need face-to-face conversations.

- Eric Townsley, middle school principal, South Tama County Schools, Toledo, Iowa

Bringing in Different-Perspectives

I appreciate when my principal values my experience and expertise while challenging me to see things from a different perspective. Sometimes my tunnel vision gets in the way, and he opens my eyes without discounting my ideas.

- Patty Howard, English teacher, W. F. West High School, Chehalis, Washington

Open and Accessible

I appreciate that all critiques, celebrations, and suggestions are done in person. An open-door policy makes it easy to communicate with my principal. He is eager to hear all about my students' successes.

- Katie Koontz, 2nd grade teacher, Diablo Unified School District, Concord, California

A Calendar Facilitates One-on-One Meetings

In my 14 years of teaching, I believe that communication has been best when my principal has used multiple forms of communication. Face-to-face is best, but all educators know that our fast-paced day may require alternate forms of communication such as e-mail, phone calls, or a quick note in a mailbox. Recently my new principal has adopted the use of an online calendar that she shares with her entire staff. She encourages us to check her calendar and fill in time slots if we would like to meet with her face-to-face.

- Stephanie Moore, special education teacher, Beaver Dam Unified School District, Beaver Dam, Wisconsin

Let Me Evaluate Myself

I was an elementary special area teacher for 42 years, and I had 12 different principals. Probably the best way a principal communicated with me was in my early years of teaching, when one principal asked me to fill out my own evaluation. I felt that I knew more about what I taught than he did, and it demonstrated what my strengths and skills really were. We briefly met, discussed the evaluation, and signed it. Principals have many responsibilities, and outstanding teachers should do their jobs and report what they have done. I learned from every administrator and became a better teacher.

- Patrice Bove, retired elementary music teacher, Berwyn, Pennsylvania

ASCD is a community dedicated to educators' professional growth and well-being.

Let us help you put your vision into action.

ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged.

# data[].attributes.attachment_link.title
Tell Me About ... / Good Ways to Communicate with Teachers - ASCD

# data[].attributes.attachment_link.description
Vol. 72 No. 7 Abstract A Reality Check Video e-Mails Show Respect A Collaborative Blog Sitting Down Together Honest Feedback An Open Door What Do You Want to Accomplish?

# data[].attributes.body
This article connects organizational science, school communities, and the concept of distributed leadership we explored earlier in this term.

"These outcomes of distributed leadership, enable every organizational member contribute to change process rather than limiting change interventions into a small group of change agency."

[ I'm not sure why there isn't a preview of the article, but if you click below, the article will open :) ]

# data[].attributes.body
This author included Emotional Intelligence (or EQ) in her reflection on what makes a good school leader.  The author states:  "Emotional intelligence in a leader has been found to be the number one predictor of an organization's ability to be successful."  This is something really important to think about.

# data[].attributes.attachment_link.readable_text
Visionary Leadership

You've probably heard a term like "visionary leadership" used in reference to a site leader. But what does that mean? How do you know if a leader is a visionary? A visionary leader is clear about what he or she believes and knows is best for children -- for their academic, social, and emotional learning. The leader's individual beliefs have developed in collaboration with other stakeholders and articulated into some kind of vision or mission statement. You might ask the site leader as well as staff, students, and parents, "What's really important at this school?" Or "What are you striving to create here?" That's where you'll hear elements of a vision. Also important element is that the experiences of students and outcomes are at the center of this vision. You'll know if you hear a vision if it makes you feel something good: inspired, motivated, excited, and so on.

A visionary leader talks and walks the school's vision. Her actions consistently align with it. Furthermore, she has a plan for how to implement this vision and every day takes actions towards leading all stakeholders towards this vision. The vision is consistently acted up, all initiatives align to it, and the principal is its primary champion.

Community Builder

A head of school who is a community builder knows that he cannot implement the school's vision alone. He knows that high-functioning teams are essential; he knows that a healthy community (for children and staff) will contribute to stability, retention, and investment. He knows that human beings crave connection and deep bonds with other human beings. And he knows how to create these connections and bonds.

You'll know if you're entering a healthy community by the way you are greeted as you arrive on campus -- by security guards, office staff, children and parents. Just register how many smiling faces you see. That'll give you a big insight into the health of communities at the school. Ask teachers and administrators: How is community intentionally built here? What happens when relationships break down? How well (personally and professionally) does the staff know each other? Are there cliques of teachers here? How are relationships across differences (race, age, background, etc.) built? And ask the school leader: What is your vision for community at this site?

Find yourself a healthy community and you'll see your happiness increase, your health improve, and your professional practice reach new levels of excellence.

Emotional Intelligence

The third quality of a great leader is one who is emotionally intelligent. Emotional intelligence (EQ) is the ability to understand and manage your own emotions and recognize, understand and manage the emotions of others. An emotionally intelligent leader is usually calm and grounded, empathetic, and is able to deal with conflict between people. Another important quality of an emotionally intelligent leader is the ability to take care of herself -- to manage her stress, health, relationships, and so on.

You'll recognize an emotionally intelligent leader if you feel listened to and understood. He won't be distracted, seemingly impatient, or offering what might feel like rote responses to your questions. You can also ask a leader questions such as: How do you care for yourself? How do you manage stress? How do you respond to your staff's stress? And you can ask staff about their leader: How does the principal show his frustration or anger? Do you feel that your principal listens well and cares about you? How does your principal deal with conflict amongst staff? How does your principal demonstrate appreciation for you?

Emotional intelligence in a leader has been found to be the number one predictor of an organization's ability to be successful. Although leaders with high EQ are less common, they are out there.

In Memory of Tom Little

It is with great sadness that I write this blog because perhaps the most amazing school leader I have ever known passed away in early May. Tom Little was the Head of School at Park Day School in Oakland, CA, where my son is a student. Tom had been at Park Day School as a teacher and leader for 38 years and the evidence of his impact is apparent to me every time I walk on campus. He fully embodied the three qualities I've suggested make a great leader; he was a visionary leader, a community builder, and a highly emotionally intelligent person.

One moment stands out that exemplifies these qualities. My son transferred to Park Day at the beginning of third grade. We'd moved him from a school where communities were weak, a vision was non-existent, and where I regularly observed the principal screaming at kids. At Park Day's orientation for new students, Tom Little greeted the group of children with these words, "Hello. My name is Tom and I'm your friend." As my eyes welled with tears -- I was so moved by his kindness and humility, by his awareness of how the new students might be feeling -- I whispered to my son, "That's your principal!," because I knew that otherwise he wouldn't connect this gentleman with a site leader. "He's your friend," I repeated, stunned that such simple words could have such a profound impact on me.

My son is thriving at this school. He is cared for and known and feels connected to children and staff. My son will benefit for the rest of his life because of his schooling at Park. I also know that I am a stronger coach, educator, and leader because of knowing Tom and witnessing what he helped to create at Park Day School. I have more hope, more inspiration, and more ideas for transforming schools. I will be forever grateful to Tom Little.

What makes for a great school leader? Please share your thoughts and stories in the comments section below.

# data[].attributes.attachment_link.description
You've probably heard a term like "visionary leadership" used in reference to a site leader. But what does that mean? How do you know if a leader is a visionary? A visionary leader is clear about what he or she believes and knows is best for children -- for their academic, social, and emotional learning.

# data[].attributes.body
I really appreciated the way this author identified five components of leadership:  moral purpose, an understanding of the change process, the ability to improve relationships, knowledge creation and sharing, and coherence making.  While each is important, the one that stood of for me was "moral purpose".  According to the author, moral purpose is "is social responsibility to others and the environment."

# data[].attributes.attachment_link.readable_text
Effective school leaders are key to large-scale, sustainable education reform. For some time, educators have believed that principals must be instructional leaders if they are to be the effective leaders needed for sustained innovation. Newmann, King, and Youngs (2000), for example, found that school capacity is the crucial variable affecting instructional quality and corresponding student achievement. And at the heart of school capacity are principals focused on the development of teachers' knowledge and skills, professional community, program coherence, and technical resources.

Fink and Resnick (2001) examined school districts' efforts to develop principals into instructional leaders who could achieve a large-scale turnaround in literacy and numeracy. They described some core strategies for developing the role of the principal as instructional leader, including five mutually reinforcing sets of strategic activities: nested learning communities, principal institutes, leadership for instruction, peer learning, and individual coaching.

Characterizing instructional leadership as the principal's central role has been a valuable first step in increasing student learning, but it does not go far enough. Literacy and mathematics improvements are only the beginning. To ensure deeper learning-to encourage problem solving and thinking skills and to develop and nurture highly motivated and engaged learners, for example-requires mobilizing the energy and capacities of teachers. In turn, to mobilize teachers, we must improve teachers' working conditions and morale. Thus, we need leaders who can create a fundamental transformation in the learning cultures of schools and of the teaching profession itself. The role of the principal as instructional leader is too narrow a concept to carry the weight of the kinds of reforms that will create the schools that we need for the future.

Principals Who Lead Cultural Change

Leaders have a deeper and more lasting influence on organizations and provide more comprehensive leadership if their focus extends beyond maintaining high standards. Collins (2001) examined 11 businesses with a minimum of 15 years of sustained economic performance each. The study identified the effective leader, who "catalyzes commitment to a compelling vision and higher performance standards," as well as the executive leader, who goes beyond performance standards and "builds enduring greatness" (p. 20). The best examples of school system success represent accomplishments at the effective level-high performance standards with corresponding results. These accomplishments may be impressive, but they do not represent the kinds of deep, lasting reforms implemented by executive leaders, who establish the conditions for "enduring greatness."

When the goal is sustainable change in a knowledge society, business and education leaders increasingly have more in common. Like the business leader, the principal of the future-the Cultural Change Principal-must be attuned to the big picture, a sophisticated conceptual thinker who transforms the organization through people and teams (Fullan, 2001). Cultural Change Principals display palpable energy, enthusiasm, and hope. In addition, five essential components characterize leaders in the knowledge society: moral purpose, an understanding of the change process, the ability to improve relationships, knowledge creation and sharing, and coherence making.

Moral Purpose

Moral purpose is social responsibility to others and the environment. School leaders with moral purpose seek to make a difference in the lives of students. They are concerned about closing the gap between high-performing and lower-performing schools and raising the achievement of-and closing the gap between-high-performing and lower-performing students. They act with the intention of making a positive difference in their own schools as well as improving the environment in other district schools.

Let me be clear: If the goal is systemic improvement-to improve all schools in the district-then principals should be nearly as concerned about the success of other schools in the district as they are about their own school. Sustained improvement of schools is not possible unless the whole system is moving forward.

Student learning is paramount to the Cultural Change Principal. This principal involves teachers in explicitly monitoring student learning. But the Cultural Change Principal is also concerned with the bigger picture and continually asks, How well are other schools in the district doing? What is the role of public schools in a democracy? Are we reducing the gap between high-performing and lower-performing students in this school? district? state? nation? The Cultural Change Principal treats students, teachers, parents, and others in the school well. Such a principal also works to develop other leaders in the school to prepare the school to sustain and even advance reform after he or she departs. In short, the Cultural Change Principal displays explicit, deep, comprehensive moral purpose.

Understanding Change

The goal is not to innovate the most. Innovating selectively with coherence is better.

Having the best ideas is not enough. Leaders help others assess and find collective meaning and commitment to new ways.

Appreciate the implementation dip. Leaders can't avoid the inevitable early difficulties of trying something new. They should know, for example, that no matter how much they plan for the change, the first six months or so of implementation will be bumpy.

Redefine resistance. Successful leaders don't mind when naysayers rock the boat. In fact, doubters sometimes have important points. Leaders look for ways to address those concerns.

Reculturing is the name of the game. Much change is structural and superficial. Transforming culture-changing what people in the organization value and how they work together to accomplish it-leads to deep, lasting change.

Never a checklist, always complexity. There is no step-by-step shortcut to transformation; it involves the hard, day-to-day work of reculturing.

The Cultural Change Principal knows the difference between being an expert in a given content innovation and being an expert in managing the process of change. This principal does not make the mistake of assuming that the best ideas will carry the day. Instead, the Cultural Change Principal provides opportunities for people to visit sites that are using new ideas, invites questions and even dissent, and expects the change process to proceed in fits and starts during the first few months of implementation. Nevertheless, such a principal forges ahead and expects progress within a year because he or she has nurtured the conditions that yield results sooner rather than later.

Improving Relationships

The single factor common to successful change is that relationships improve. If relationships improve, schools get better. If relationships remain the same or get worse, ground is lost. Thus, leaders build relationships with diverse people and groups-especially with people who think differently. In complex times, emotional intelligence is a must. Emotionally intelligent leaders are able to build relationships because they are aware of their own emotional makeup and are sensitive and inspiring to others (Goleman, Boyatzis, &amp; McKee, 2002).

The Cultural Change Principal knows that building relationships and teams is the most difficult skill for both business and education leaders (Hay Management Consultants, 2000). This leader works hard to develop the full range of emotional intelligence domains, especially self-management of emotions and empathy toward others (Goleman et al., 2002). Focusing on relationships isn't just a matter of boosting achievement scores for next year, but rather a means of laying the foundation for year two and beyond. The Cultural Change Principal's efforts to motivate and energize disaffected teachers and forge relationships among otherwise disconnected teachers can have a profound effect on the overall climate of the organization. Well-established relationships are the resource that keeps on giving.

Knowledge Creation and Sharing

Creating and sharing knowledge is central to effective leadership. Information, of which we have a glut, only becomes knowledge through a social process. For this reason, relationships and professional learning communities are essential. Organizations must foster knowledge giving as well as knowledge seeking. We endorse continual learning when we say that individuals should constantly add to their knowledge base-but there will be little to add if people are not sharing. A norm of sharing one's knowledge with others is the key to continual growth for all.

The Cultural Change Principal appreciates that teaching is both an intellectual and a moral profession. This principal constantly reminds teachers that they are engaged in practicing, studying, and refining the craft of teaching. The Cultural Change Principal is the lead learner in the school and models lifelong learning by sharing what he or she has read lately, engaging in and encouraging action research, and implementing inquiry groups among the staff. Teachers who work with the Cultural Change Principal know that they are engaged in scientific discovery and the refinement of the teaching knowledge base. Knowledge creation and sharing fuels moral purpose in schools led by Cultural Change Principals.

Coherence Making

Because complex societies inherently generate overload and fragmentation, effective leaders must be coherence-makers (Fullan, 1999, 2001). The other characteristics of the change leader-moral purpose, an understanding of the change process, the ability to build relationships, and the creation and sharing of knowledge-help forge coherence through the checks and balances embedded in their interaction. Leaders with deep moral purpose provide guidance, but they can also have blinders if their ideas are not challenged through the dynamics of change, the give-and-take of relationships, and the ideas generated by new knowledge. Coherence is an essential component of complexity and yet can never be completely achieved.

Principals not attuned to leading in a culture of change make the mistake of seeking external innovations and taking on too many projects. Cultural Change Principals, by contrast, concentrate on student learning as the central focus of reform and keep an eye out for external ideas that further the thinking and vision of the school. They realize that overload and fragmentation are natural tendencies of complex systems. They appreciate the creative potential of diverse ideas, but they strive to focus energy and achieve greater alignment. They also look to the future and strive to create a culture that has the capacity not to settle for the solution of the day. Cultural Change Principals value the tensions inherent in addressing hard-to-solve problems because that is where the greatest accomplishments lie.

Leadership and Sustainability

To develop and support Cultural Change Principals, we must turn our attention to sustainability-the likelihood that the overall system can regenerate itself toward improvement. Key components of sustainability are developing the social environment, learning in context, cultivating leaders at many levels (and ensuring leadership succession), and enhancing the teaching profession.

Developing the Social Environment

Those concerned about the depletion of resources in the physical environment were the first to discuss the issue of sustainability. Our concern is the depletion of resources in the social and moral environment (Hargreaves, in press). In the social and moral environment of the school, we need the resources to close the achievement gap between high and low performers, to develop all schools in the system, and to connect schools to the strength of democracy in society. Further, if school leaders do not concern themselves with the development of the social and moral environment of the entire district (in addition to the development of the environment within their own school), then not only will the school system deteriorate, but eventually their own school will also fail.

Learning in Context

Recruiting top-performing principals and rewarding good principal performance are both important. Providing strong principal training is useful, too. But as Elmore (2000) points out,What's missing in this view [of focusing on talented individuals] is any recognition that improvement is more a function of learning to do the right thing in the setting where you work [my emphasis]. (p. 25)

Learning at work-learning in context-occurs, for example, when principals are members of a district's intervisitation study team for which they examine real problems-and the solutions they have devised-in their own systems. Learning out of context takes place when principals go to a workshop or conference. Such learning can be valuable for further development, but it is not the kind of applied learning that really makes a difference.

Learning in context has the greatest potential payoff because it is more specific, situational, and social (it develops shared and collective knowledge and commitments). This kind of learning is designed to improve the organization and its social and moral context. Learning in context also establishes conditions conducive to continual development, including opportunities to learn from others on the job, the daily fostering of current and future leaders, the selective retention of good ideas and best practices, and the explicit monitoring of performance.

Cultivating Leaders at Many Levels

An organization cannot flourish-at least, not for long-on the actions of the top leader alone. Schools and districts need many leaders at many levels. Learning in context helps produce such leaders. Further, for leaders to be able to deal with complex problems, they need many years of experience and professional development on the job. To a certain extent, a school leader's effectiveness in creating a culture of sustained change will be determined by the leaders he or she leaves behind.

Also crucial to sustained improvement is the effective succession of leaders. Leadership succession is more likely if there are many leaders at many levels. Organizations must set their sights on continual improvement at all levels, and for that they must nurture, cultivate, and appoint successive leaders who are moving in a sustained direction.

The good news for most of us is that charismatic leaders are actually a liability for sustained improvement. Collins (2001) compared 11 companies with long-term, positive financial performance profiles (a minimum of 15 consecutive years) with other companies that made short-term shifts from good to great, but failed to sustain their gains. Collins suggests that leaders who build enduring greatness are not high-profile, flashy performers but rather "individuals who blend extreme personal humility with intense professional will" (p. 21). Sustainability depends on many leaders-thus, the qualities of leadership must be attainable by many, not just a few.

Enhancing the Teaching Profession

We will not have a large pool of quality principals until we have a large pool of quality teachers because quality teachers form the ranks of the quality principal pipeline. Individualistic strategies-signing bonuses, pay hikes-will not work to boost the ranks of quality teachers; the conditions of teacher work must be conducive to continual development and proud accomplishment. And this is certainly not the case now.

In 2001, PriceWaterhouseCoopers published the results of a teacher workload study they had conducted in England and Wales. The researchers concluded that if the government is to transform the teaching force,An essential strand will be to reduce teacher workload, foster increased teacher ownership, and create the capacity to manage change in a sustainable way that can lay the foundation for improved school and pupil performance in the future. (p. 2)

Principal-leaders should work to transform teachers' working conditions. From the standpoint of sustainability, the principalship itself benefits from these improved conditions: We will only get quality principals when we have quality teachers.

The role of the principal as instructional leader has taken us only so far in the quest for continual school improvement. We now must raise our sights and focus on principals as leaders in a culture of change. School improvement depends on principals who can foster the conditions necessary for sustained education reform in a complex, rapidly changing society. Never has the time been riper for change leaders than right now.

# data[].attributes.attachment_link.description
Effective school leaders are key to large-scale, sustainable education reform. For some time, educators have believed that principals must be instructional leaders if they are to be the effective leaders needed for sustained innovation. Newmann, King, and Youngs (2000), for example, found that school capacity is the crucial variable affecting instructional quality and corresponding student achievement.

# data[].attributes.body
I particularly liked the reflection on matching the interest level of staff members to the degree to which they are involved in decision making. The "zone of indifference" is an interesting concept and I am now wondering where it else it applies.

# data[].attributes.attachment_link.readable_text
Thanks to its partnership with publisher Eye on Education, Education World is pleased to present this administrator tip from School Leader Internship (4th Edition): Developing, Monitoring, and Evaluating Your Leadership Experience, by Gary E. Martin, Arnold B. Danzig, William F. Wright, Richard A. Flanary, and Fred Brown. This article provides school leaders with five factors to consider when making quality decisions.

Decision making is sine qua non to education administration because a school, like all formal organizations, is basically a decision-making structure (Hoy and Miskel, 2001). Decision making is a process that guides actions. Decisions are based on the beliefs, values and previous experiences of individuals. Leaders must know themselves, know why they choose particular paths, know whom to involve, and know which particular decision-making model to use. Today, researchers and theorists know that those at the top cannot accurately gather or predict all alternatives. They know that followers deserve to be involved and that input and collaboration result in better decisions. The first decision is to decide what level of involvement is most effective.

Leaders have at least four options of involvement in decisions: deciding alone, seeking participation and input, seeking collaboration, and letting others decide. These approaches are termed autocratic, participative, collaborative, and laissez fair, respectively. A wise leader uses participative and collaborative strategies for all important decisions. However, such an approach is not always possible, nor is it preferable in all situations. The leader must assess 5 factors to decide on the level of involvement:

Time

Urgency may require the leader to make his or her own decision without consulting others. Participative decisions, especially collaborative decisions, require more time than a decision made alone. If important decisions are at stake, the leader must schedule more time for involvement.

Staff Interest in the Decision

Barnard (1938) found that individuals have a "zone of indifference" in which they simply accept the leader's decision and are apathetic toward the decision. In these cases, the leader would not benefit from trying to gain participation or collaboration. At higher levels of interest, however, more participation or collaboration is appropriate. Leaders who desire more collaboration must generate interest in the decision.

Staff Expertise

Followers who have very low levels of expertise accept the decisions of leaders. Staff members who have higher levels of expertise require either participation or collaboration to arrive at successful decisions. The leader who desires collaboration must raise levels of expertise to successfully involve subordinates.

Importance or Need For a High-Quality Decision

Some decisions are much more important and carry significant consequences. This is usually the case for instruction and learning, whether directly or indirectly. For important questions that demand high-quality decisions, collaboration is the best model. If the decision is relatively unimportant, then the leader should simply make the decision.

Degree of Need for Buy-In or Support for the Decision

Many decisions in schools need staff support for successful implementation and results. A collaborative model often increases buy-in and support.

Education World®
Copyright © 2012, 2017 Education World

# data[].attributes.attachment_link.title
Decision-Making for School Leaders: Five Tips | Education World

# data[].attributes.attachment_link.description
Thanks to its partnership with publisher Eye on Education, Education World is pleased to present this administrator tip from School Leader Internship (4th Edition): Developing, Monitoring, and Evaluating Your Leadership Experience, by Gary E. Martin , Arnold B. Danzig , William F. Wright , Richard A. Flanary, and Fred Brown .

# data[].attributes.body
This is a handy list of suggestions for effective communication. I particularly liked the advice on keeping communication "user friendly."