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
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Ho. 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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Ho. 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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Ho. A. 3
Focus of This Institute
Implementation
Not Planning Change
Not Dreaming about Change
but
Putting Planned Change into Place
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Ho. A. 4
Assumptions
The change is based on . . .
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Austin, Texas
Ho. 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;
2.
Provide participants with tools to use for diagnosing and prescribing
interventions related to change; and
3.
Guide participants in using the materials to help themselves and
others successfully implement their plans for change.
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Ho. A. 6
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.
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.
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.
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.
The necessity of a clear vision of a specific change is also emphasized.
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Ho. A. 7a
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.
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.
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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Ho. A. 7b