Leadership for
Changing Schools
SEDL
Published by Southwest Educational Development Laboratory
OERI
Sponsored by Office of Educational Research and Improvement, U.S. Department of Education
These materials were designed and developed by Southwest Educational
Development Laboratory’s (SEDL) Leadership for Change Project
(1990-1995), and revised by Strategies for Increasing School Success
Project (1995-2000).
Project Director
Shirley M. Hord, Ph.D.
Program Manager
Strategies for Increasing School Success
A special thanks is extended to Jody Mason Westbrook, Ed.D.,
consultant, for review and development of the new edition.
Southwest Educational Development Laboratory
Wesley A. Hoover, Ph.D., President & CEO
211 E. Seventh Street
Austin, Texas 78701
(512) 476-6861
© SEDL November 2000
Leadership for
Changing Schools
Table of Contents
Section A:
Introduction
Section B:
Leadership Is Change
Section C:
Strategy One – Create a Context for Change
Section D:
Strategy Two – Develop and Articulate a
Shared Vision
Section E:
Strategy Three – Plan and Provide
Resources
Section F:
Strategy Four – Invest in Training and
Professional Development
Section G:
Strategy Five – Assess Progress
Strategy Six – Provide Continual Assistance
Southwest Educational Development Laboratory
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Tp. A. 1
Introduction and
Overview
Outcome 1:
Participants will meet with institute
staff, each other, and establish
common experiences and needs of
the group.
Outcome 2:
Participants will discuss the
assumptions that provide the
foundation for the materials and
activities.
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Tp. A. 2
A task without a vision
is drudgery.
A vision without a task
is but a dream.
But a vision and a task are
a world of hope.
Tombstone
Sussex, England
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Tp. A. 3
Focus of This Institute
Implementation
Not Planning Change
Not Dreaming about Change
but
Putting Planned Change into Place
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Tp. A. 4
Assumptions
The change is based on . . .



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Tp. A. 5
Overview – Leadership
for Changing Schools
LEADERSHIP FOR CHANGING SCHOOLS
is a set of professional development materials
and activities designed to:
1.
Help participants understand the process
of change as it affects the individuals
who implement the change;
Southwest Educational Development Laboratory
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Tp. A. 6a
Overview – Leadership
for Changing Schools
(continued)
LEADERSHIP FOR CHANGING SCHOOLS
is a set of professional development materials
and activities designed to:
2.
Provide participants with tools to use for
diagnosing and prescribing interventions
related to change; and
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Tp. A. 6b
Overview – Leadership
for Changing Schools
(continued)
LEADERSHIP FOR CHANGING SCHOOLS
is a set of professional development materials
and activities designed to:
3.
Guide participants in using the materials
to help themselves and others successfully
implement their plans for change.
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Tp. A. 6c
Section A: Introduction
• Overview: In this section, the opening
activities and introductions set the
stage for the institute. The emphasis on
implementation is highlighted and an
overview of the material is provided.
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Tp. A. 7
Section B: Leadership Is
Change
• Participants review research and other materials to
determine the need for leaders in change: who
they are and what they do. Six research-based
strategies serve as an organizer for the materials,
activities, and learnings of the entire program.
• This section focuses on sharing leadership and the
need for building the capacity in others for
leadership roles and responsibilities.
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Tp. A. 8
Section C:
Strategy One – Create a
Context for Change
• The Stages of Concern concept provides an
understanding about what individuals experience
during change.
• Participants study the research that identifies
elements of context that support change and
actions that can be taken by leaders to cultivate a
context for change.
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Tp. A. 9
Section D:
Strategy Two – Develop
and Articulate a
Shared Vision
• Create a shared vision: Distinguishing between
mission and vision and the development of a
shared global vision are the central foci of this
section.
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Tp. A. 10
Section E:
Strategy Three – Plan
and Provide Resources
• The Innovation Configuration is a tool designed
for developing clarity of the vision by clearly
defining the change to be implemented.
Additionally, implementation issues are discussed
as they relate to teacher and administrator change.
• Identifying types of resources and why they are
critical are the two primary topics in this section.
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Tp. A. 11
Section F:
Strategy Four – Invest in
Training and Professional
Development
• Professional development is the focus of this
section. Participants study the purposes of
professional development and relevant processes
to deliver the selected content. Additionally,
various models of professional growth are
explained. The development of professional
learning communities is examined.
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Tp. A. 12
Section G:
Strategy Five – Assess
Progress
Strategy Six – Provide
Continual Assistance
• Tools and techniques for assessing progress are
reviewed, and processes for providing assistance are
identified.
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Tp. A. 13