The Jossey-Bass Reader on Educational Leadership E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
The newest edition of the bestselling book on educational leadership This expanded and thoroughly updated edition of the popular anthology contains the articles, book excerpts, and seminal reports that define and drive the field of educational leadership today. Filled with critical insights from bestselling authors, education research, and expert practitioners, this comprehensive volume features six primary areas of concern: The Principles of Leadership; Moral and Trustworthy Leadership; Culture and Change; Leadership for Learning; Diversity and Leadership; The Future of Leadership. * Offers a practical guide for timeless and current thinking on educational leadership * Includes works by Peter Senge and Tom Sergiovanni * From Jossey-Bass publishers, a noted leader in the fields of education and leadership This important resource includes relevant and up-to-date articles for leaders today on gender, diversity, global perspectives, standards/testing, e-learning/technology, and community organizing.
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Seitenzahl: 950
Veröffentlichungsjahr: 2013
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Contents
Cover
Title Page
Copyright
Sources
About the Editor
About the Authors
Introduction
Acknowledgments
Part One: The Principles of Leadership
Chapter 1: “Give Me a Lever Long Enough...and Single-Handed I Can Move the World”
Disciplines of the Learning Organization
The Fifth Discipline
Metanoia—a Shift of Mind
Putting the Ideas into Practice
Discussion Questions
Chapter 2: The Nature of Leadership
Distinctions
Leaders and Managers
The Many Kinds of Leaders
Leaders and History
Settings
Judgments of Leaders
Devolving Initiative and Responsibility
Institutionalizing Leadership
Discussion Questions
References
Chapter 3: The Unheroic Side of Leadership
Today's Top Tune
Developing a Shared Vision
Asking Questions
Coping with Weakness
Listening and Acknowledging
Depending on Others
Letting Go
Discussion Questions
References
Chapter 4: Becoming a Trustworthy Leader
Trustworthy School Leadership
Managing
Successful Schools
Putting It into Action
Discussion Questions
References
Chapter 5: Presence
The Ethics of Presence
The Link Between Responsibility and Authenticity
Types of Presence
Responsibility, Authenticity, and Presence
Discussion Questions
References
Chapter 6: Educational Leadership Policy Standards: ISLLC 2008
Introduction
Policy Standards: Building a Better Vision for Leadership
Research Offers New Insight on Education Leadership
A Comprehensive Strategy to Improve Education Leadership Strategy
Educational Leadership Policy Standards
Discussion Questions
References
Part Two: Leadership for Social Justice
Chapter 7: Lessons Learned
Leading Lessons in a Rubric
Making Meaning of the Rubric
Leading Lesson Learned
Discussion Questions
References
Chapter 8: A New Way
Leading Collectively for Change
Relational Power
Social Network Theories and Change
Fluid Lines of Communication
The Power of Cognitive Shifts
Stages of Cognitive Shifts
Discussion Questions
References
Chapter 9: Why G Quotient Leadership Works
It's a Brand New Neighborhood
Inclusion Is Profitable
Happiness Matters
Advancing a New Type of Power
Mistakes Can Lead to Innovation
Employees Need to Own Their Jobs
Discussion Questions
Chapter 10: Engaging in Educational Leadership
Introduction
Literature Review
The Story and the Key Principles of Engaging in Leadership
From Epistemology to Community Praxis: A Model for Engaging in Leadership
Methods: Sharing the Life-Soul Stories of Indigenous Educational Leaders
Engaging in Leadership Leads to Self-Determination
Concluding Thoughts
Discussion Questions
References
Chapter 11: The Role of Special Education Training in the Development of Socially Just Leaders
Unmet Needs: A Review of the Literature
Special Education Training: A Critical Skill for School Administrators
Limited Access: The Scarcity of Programs
Limited Knowledge: Personal Experience and Accountability
Educational Leadership Program Standards: Where Special Education Meets Social Justice
The ELCC Standards: Bridging the Gap with Special Education
A Challenging Task: Building an Equity Consciousness for School Leaders
Social Justice, Special Education, and Special Education Law: Tying It All Together
Special Education Law and Equity: What Cannot Be Ignored
Concluding Thoughts and Recommendations for Future Action
Discussion Questions
Declaration of Conflicting Interests
Funding
References
Part Three: Culture and Change
Chapter 12: Culture in Question
Nondiscussables
Changing the Culture
Learning Curves off the Chart
A Community of Learners
At-Risk Students
The Lifelong Learner
Discussion Questions
Chapter 13: Introduction
Neither Theory nor Action
One Big Caution
Theories That Travel
Using a Good Theory
Discussion Questions
References
Chapter 14: Conclusion
Hold High Expectations for All Our Students
Involve Building and Central Office Administrators in Instruction
Choose a Priority and Stay Relentlessly Focused on It
Foster a Widespread Feeling of Urgency for Change
Encourage a New Kind of Leader
Develop a New Kind of Administrative Team
Shining a Broader Light on Change
Implications for the Change Leader: Toward Adaptive Work
Concluding…or Commencing?
Discussion Questions
Chapter 15: How to Reach High Performance
Rational School Conditions
Emotional School Conditions
Organizational Conditions
Family and Community Conditions
Alignment of Conditions
Discussion Questions
References
Chapter 16: Eight Roles of Symbolic Leaders
Reading the Current School Culture
Shaping a School Culture: The Roles of School Leaders
Discussion Questions
References
Chapter 17: Risk
A Culture of Caution
How Much Am I Prepared to Risk?
Risk-Taking and Learning
Take a Risk
Discussion Questions
Part Four: Leadership for Learning
Chapter 18: Three Capabilities for Student-Centered Leadership
Applying Relevant Knowledge
Solving Complex Problems
Building Relational Trust
Summary
Discussion Questions
References
Chapter 19: The Leader's Role in Developing Teacher Expertise
Making the Case for Instructional Expertise
It Takes Expertise to Make Expertise
Building Shared Understanding
Conclusion
Discussion Questions
References
Chapter 20: Managing School Leadership Teams
Choosing Leaders
Training Your Team
Leveraging Leadership Team Meetings: Iron Sharpens Iron
Evaluate What Matters Most
Conclusion: Leader Support, Student Success
Discussion Questions
Chapter 21: How to Harness Family and Community Energy
What Do We Know from Prior Research?
New Evidence for This Chapter
What Might We Conclude?
Implications for Policy and Practice
Discussion Questions
References
Chapter 22: Leadership as Stewardship
Stewardship in Practice
The Many Forms of Leadership
Servant Leadership
Practicing Servant Leadership
Power Over and Power To
The Female Style
Servant Leadership and Moral Authority
Stewardship
Discussion Questions
References
Part Five: The Future of Leadership
Chapter 23: Portraits of Teacher Leaders in Practice
Leading in California
Yvonne Divans Hutchinson: Connecting Teaching, Learning, Leading, and Living
Sarah Capitelli: Leading Informally Through Inquiry into Practice
Leading in Maine
Gerry Crocker: Linking Vision, Beliefs, and Practice
David Galin: Leading in the “Middle Space”
Teacher Leadership: From Practice to Theory
Discussion Questions
References
Chapter 24: Transcending Teaching's Past
Shannon, an Online Pioneer
José, a Seeker and Powerful Speaker
The Gendered History of Teaching
Teaching as a “Semi-Profession”
A Small Revolution Begins
A Culture of Trust and Transparency
A Classroom Without Walls
Resisting Traditional Hierarchies
Discussion Questions
Selected Web Sites
Chapter 25: U-Turn to Prosperity
Creativity in Demand: The New Middle Class
Creativity in Crisis: Damages of U.S. Education Reforms
Saving Creativity: U-Turn to Future Prosperity
Discussion Questions
References
Chapter 26: Getting Started
Introducing Learning Strategies Is a “Small Win”
One Elementary School Is Determined to Teach Children How to Learn
Learning About Neurodevelopmental Constructs Can Strengthen School Instructional Initiatives
One Learning Leader Can Be a Catalyst for School Transformation
Learning Leaders Are Adopting New Roles in Schools
Ongoing Commitment to Faculty Learning Supports Ongoing Focus on Student Learning
Revisiting School Practices and Policies
Confronting Current Challenges in Practice While Creating Stories of Optimism
Discussion Questions
Chapter 27: Integration
Learning Online
The Blended Menu
School of One
Rocketship Education
Kunskapsskolan
AdvancePath Academics
K12 and the Virtual Academies
Around the Corner
Architecture of Achievement
The Blended Future
Discussion Questions
Chapter 28: Resourcefulness
Improvement and Energy
Closed and Open Systems
Mechanical Waste
Ecological Restraint and Renewal
Three Sources of Renewal
Conclusion
Discussion Questions
References
Cover design by Michael Cook
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Library of Congress Cataloging-in-Publication Data
The Jossey-Bass reader on educational leadership / Margaret Grogan, editor; introduction by Michael Fullan. – Third edition.
pages cm
Includes bibliographical references.
ISBN 978-1-118-45621-7 (pbk.); 978-1-118-62150-9 (ebk); 978-1-118-62171-4 (ebk); 978-1-118-62186-8 (ebk)
1. Educational leadership–United States. 2. School management and organization–United States. I. Grogan, Margaret, II. Jossey-Bass Inc.
LB2806.J597 2013
371.2–dc23
2013005843
Sources
About the Editor
Margaret Grogan is currently a professor of educational leadership and policy in the School of Educational Studies at Claremont Graduate University, California. Originally from Australia, she received a bachelor of arts degree in ancient history and Japanese language from the University of Queensland. She taught high school in Australia and was a teacher and an administrator at an international school in Japan where she lived for seventeen years. After graduating from Washington State University with a PhD in educational administration, she taught in principal and superintendent preparation programs at the University of Virginia and at the University of Missouri-Columbia. Among the various leadership positions she has held at her institutions and professional organizations, she served as dean of the School of Educational Studies from 2008 to 2012, chair of the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia, 2002 to 2008, and she was president of the University Council for Educational Administration in 2003–2004. A frequent keynote speaker, she has also published many articles and chapters and has authored, coauthored, or edited six books including the Jossey-Bass Reader on Educational Leadership. Her current research focuses on women in leadership, gender and education, the moral and ethical dimensions of leadership, and leadership for social justice.
For all the courageous educators using leadership to challenge the status quo.
About the Authors
PAUL BAMBRICK-SANTOYO is the managing director of the award-winning North Star Academies in Newark, New Jersey. He has trained thousands of school leaders nationwide in his work at Uncommon Schools and as a faculty member for New Leaders. He is also the author of Driven by Data: A Practical Guide to Improve Instruction and Leverage Leadership: A Practical Guide to Building Exceptional Schools.
MARY-DEAN BARRINGER is an educational consultant to many organizations, including the Council of Chief State School Officers. Until 2011, she was CEO of All Kinds of Minds, a nonprofit organization that translated the latest research from neuroscience and other disciplines on how children learn into a powerful framework for educators. She served as vice president of the National Board for Professional Teaching Standards from 1990 to 2000.
ROLAND S. BARTH is an education consultant in the United States and abroad. A former public school teacher and principal, he was a member of the faculty of Harvard University for thirteen years, where he founded the Harvard Principals' Center and the International Network of Principals' Centers. In 1976 Barth received a Guggenheim Fellowship.
MAENETTE BENHAM's work on alternative frames of leadership and issues of education is nationally and internationally respected. She has been an invited speaker and presenter at international conferences in Europe and Southeast Asia, and the World Indigenous Peoples Conference on Education (Hawaii, Canada, and New Zealand). She is the lead author of numerous articles on these topics and has published several books.
BARNETT BERRY is the founder and president of the Center for Teaching Quality (CTQ, www.teachingquality.org) based in Carrboro, North Carolina. A former high school teacher, he has worked as a social scientist at the RAND Corporation, served as a senior executive with the South Carolina Department of Education, and directed an education policy center.
HEATHER A. COLE is a doctoral candidate in the Department of Special Education at The University of Texas at Austin. She is a former attorney, practicing in education and disability rights law. She holds master's degrees in public administration and special education. Her research interests include educational policy and reform, law and ethics, special education, and juvenile justice.
TERRENCE E. DEAL is the Irving R. Melbo Professor at University of Southern California's Rossier School of Education. He is an internationally famous lecturer and author and has written numerous books on leadership and organizations.
DEAN FINK is an independent consultant with experience in more than twenty countries. A former teacher, principal, and superintendent, he is the author or coauthor of five books.
STEPHEN FINK is executive director of the Center for Educational Leadership and affiliate associate professor in the College of Education at the University of Washington, Seattle.
CARMELLA S. FRANCO directs the Association of California School Administrators Superintendents Academy in Whittier, California. After retiring from twelve years as superintendent of the Whittier City School District in 2008, Dr. Franco then served for nearly one year as an interim superintendent of the Woodland Joint Unified School District and had the unique experience of being appointed by the California State Board of Education to serve as a state trustee for two years. Dr. Franco's passion is ensuring that students of color are provided with every opportunity to succeed, in particular, with access to higher education.
MICHAEL FULLAN is the former dean of the Ontario Institute for Studies in Education of the University of Toronto. Recognized as an international authority on educational reform, Fullan is engaged in training, consulting, and evaluating change projects around the world. In April 2004 he was appointed special advisor for the premier and minister of education in Ontario.
JOHN W. GARDNER was a distinguished leader in the U.S. educational, philanthropic, and political arenas before his death in 2002. He served as president of the Carnegie Foundation for the Advancement of Teaching, was the founding chairman of Common Cause, and led many other organizations. He was the architect of the Great Society programs, as Lyndon Johnson's secretary of health, education, and welfare, and counseled five other presidents.
MOLLY F. GORDON is a research associate at the Center for Applied Research and Educational Improvement at the University of Minnesota. She received her MA in educational policy studies from the University of Wisconsin-Madison, and her PhD in educational policy and administration at the University of Minnesota, Twin Cities. Her recent research has focused on educational leadership, parent and community engagement in education, and how educational policies are interpreted and enacted in practice.
MARIA GUTIERREZ OTT joined the University of Southern California's Rossier School of Education in October 2012. Ott served more than seven years as superintendent of the Rowland Unified School District, leading the district through major instructional improvement initiatives. She is nationally known for establishing partnerships with private foundations in support of Rowland Unified and its strategic plan and efforts to reach high levels of literacy and raise student achievement, placing Rowland Unified on the national stage and forefront of educational transformation movements.
ANDY HARGREAVES is the Thomas More Brennan Chair in Education at the Lynch School of Education at Boston College. He has authored and edited more than thirty books in education, which have been published in many languages.
ALMA HARRIS is professor of educational leadership and director of the Institute of Educational Leadership at the University of Malaya. She first trained as a secondary school teacher and taught in a number of challenging schools. Her research work focuses on organizational change, leadership, and development. She is internationally known for her work on school improvement and distributed leadership. Professor Harris will be the president of the International Congress of School Effectiveness and School Improvement in 2013.
ROBERT KEGAN is a psychologist who teaches, researches, writes, and consults about adult development, adult learning, and professional development. Kegan serves as educational chair of the Institute for Management and Leadership in Education; as codirector of a joint program with the Harvard Medical School to bring principles of adult learning to the reform of medical education; and as codirector of the Change Leadership Group, a program for the training of change leadership coaches for school and district leaders.
KENNETH LEITHWOOD is emeritus professor at Ontario Institute for Studies in Education, University of Toronto. He has conducted extensive research and published widely in the areas of leadership, educational policy, school improvement, and large-scale change.
ANN LIEBERMAN is professor emeritus at Teachers College, Columbia University. She was a senior scholar at the Carnegie Foundation for the Advancement of Teaching and is now at Stanford University. She is widely known for her work in the areas of teacher leadership and development, networks, and school improvement. She has written and edited numerous books and articles on the professional development of teachers and the conditions of school reform.
ANNEKE MARKHOLT is associate director of the Center for Educational Leadership and an affiliate faculty member at the University of Washington in the Department of Educational Leadership and Policy Studies.
LYNNE MILLER is a professor of educational leadership and director of the Southern Maine Partnership at the University of Southern Maine. Before joining the USM faculty in 1987, she served in a variety of public school teaching and administrative positions at the building and district levels. She was also involved in the Worcester Teacher Corps and in Boston desegregation efforts. She has coauthored seven books and many articles with Ann Lieberman, including Teachers in Professional Communities: Improving Teaching and Learning (Teachers College Press, 2008) and Teacher Leadership (Jossey-Bass, 2004), now in preparation for a second edition.
ELIZABETH T. MURAKAMI is an associate professor in educational leadership and policy studies at The University of Texas at San Antonio. Her research focuses on successful leadership and social justice issues for Latina populations, and urban and international issues in educational leadership. She is one of the founding members of the Research for the Educational Advancement of Latinas (REAL), a collaborative created by tenure-track education professors, mostly Latinas, at a Hispanic Serving Institution (HSI).
JEROME T. MURPHY is a specialist in the management and politics of education. For almost twenty years, Murphy was a full-time administrator at the Harvard Graduate School of Education, first as associate dean from 1982 to 1991 and then as dean from 1992 to 2001. He helped develop domestic legislation in the former U.S. Department of Health, Education, and Welfare, acted as associate director of the White House Fellows Program, and founded and directed the Massachusetts Internships in Education.
BARBARA L. PAZEY is an assistant professor in the Departments of Special Education and Educational Administration at The University of Texas at Austin. She holds a doctorate in educational administration and special education administration from The University of Texas at Austin and a master of arts degree in music from The Ohio State University. Her research interests are focused on the development of socially just leadership preparation programs in the context of meeting the academic, social, and emotional needs of special population students; ethical leadership and decision making; and transformative change made effectual through self-reflection and the empowerment of student voice.
KENT D. PETERSON is professor in the Department of Educational Administration at the University of Wisconsin-Madison and the founding director of the Vanderbilt Principals Institute. His research focuses on the impact of culture on school achievement, change and reform, and student learning.
CRAIG POHLMAN is the director of Mind Matters at Southeast Psych, a learning success program in Charlotte, North Carolina. He is the author of Revealing Minds and How Can My Kid Succeed in School?, both from Jossey-Bass.
DARLINE P. ROBLES is currently a professor of clinical education at the Rossier School of Education at the University of Southern California. She recently retired from the Los Angeles County Office of Education where she served as county superintendent of schools for eight years. She was the first woman and Latina to be named superintendent of the Los Angeles County Office of Education in 2002.
MICHELE ROBINSON is a turnaround specialist with the North Carolina Department of Public Instruction. Prior to this she worked with All Kinds of Minds in various capacities—developing program curricula, training facilitators, supporting research, and translating the knowledge base. She has personally taught thousands of educators the All Kinds of Minds approach.
VIVIANE ROBINSON is a distinguished professor in the Faculty of Education at the University of Auckland in New Zealand and academic director of its Centre for Educational Leadership. She also holds an appointment as visiting professor at the Institute of Education, London. Viviane is the author of numerous articles and five books and in 2011 she was made a fellow of the American Educational Research Association for sustained excellence in educational research.
KAREN SEASHORE LOUIS is Regents Professor of Organizational Leadership, Policy, and Development and Robert H. Beck Chair in the College of Education and Human Development at the University of Minnesota.
PETER M. SENGE is senior lecturer at the Massachusetts Institute of Technology and chairman of the Society for Organizational Learning, a global community of corporations, researchers, and consultants dedicated to personal and institutional development. He is the author of the widely acclaimed The Fifth Discipline.
THOMAS J. SERGIOVANNI is the Lillian Radford Professor of Education and Administration at Trinity University in San Antonio, Texas. He is also a senior fellow at the Center for Educational Leadership and founding director of the Trinity Principals' Center.
CHAROL SHAKESHAFT is a professor of educational leadership at Virginia Commonwealth University.
KIRK SNYDER is nationally recognized as an authority on the role of work in contemporary society. He is an assistant professor of communication at the University of Southern California's Marshall School of Business and speaks nationally across the Fortune 500 on the subject of business leadership and inclusion. His work has received widespread attention in the media, including the New York Times, Time Magazine, Wall Street Journal, Fast Company, and Bravo TV. His website is www.kirksnyder.com.
ROBERT J. STARRATT is professor of educational leadership at the Lynch School of Education at Boston College. His work with educators has taken him to various states in the United States, as well as to Australia, Canada, Ireland, Sweden, India, Africa, and various countries on the Pacific Rim. Author of numerous books and articles, Starratt's recent publications have focused on ethical issues in education.
TIIU STRAUSS has retired from working as a project director with Kenneth Leithwood in the Department of Theory and Policy Studies at the Ontario Institute for Studies in Education, University of Toronto. She has published in the areas of leadership problem solving, distributed leadership, and leadership in turnaround schools.
MEGAN TSCHANNEN-MORAN is a professor of educational policy, planning, and leadership at the College of William and Mary's School of Education. She has examined the relationships between trust and collaboration, organizational citizenship, leadership, conflict, and school climate.
TOM VANDER ARK is CEO of Open Education Solutions, a partner in Learn Capital, and blogs daily at www.GettingSmart.com. Previously he served as president of the X PRIZE Foundation and was the executive director of education for the Bill & Melinda Gates Foundation. Tom was the first business executive to serve as a public school superintendent. Tom is also chair of the International Association for K–12 Online Learning (iNACOL).
TONY WAGNER recently accepted a position as the first Innovation Education Fellow at the Technology & Entrepreneurship Center at Harvard. Prior to this, he was the founder and co-director of the Change Leadership Group at the Harvard Graduate School of Education for more than a decade. Tony consults widely to schools, districts, and foundations around the country and internationally. His previous work experience includes twelve years as a high school teacher, K–8 principal, university professor in teacher education, and founding executive director of Educators for Social Responsibility. Tony's latest book, Creating Innovators: The Making of Young People Who Will Change the World, has just been published by Simon & Schuster to rave reviews. His 2008 book, The Global Achievement Gap, has been an international best-seller and is being translated into Chinese.
YONG ZHAO is an internationally known scholar, author, and speaker. He has published more than one hundred articles and twenty books, and was named one of the 2012 ten most influential people in educational technology by the Tech & Learn Magazine. He currently serves as the presidential chair and associate dean for Global Education in the College of Education, University of Oregon, where he is also Weinman Professor of Technology and Professor in the Department of Educational Measurement, Policy, and Leadership.
Introduction
It is an honor to present the new Jossey-Bass Reader on Educational Leadership replete with twenty-eight chapters from top scholars and practitioners in the field. These contributions cover all aspects of leadership from theory to practice, from values to characteristics of leaders, and from the past to the future of leadership in society.
Part 1 sets out some the underlying principles of leadership focusing on the nature of leadership and its essence. Part 2 examines one prominent area of leadership: social justice. In part 3 the authors delve into leadership as it is affected by changing cultures. Here we see the deep practicalities of effective improvement in organizations and systems. These chapters are theoretically grounded but above all they specify the facts of bringing about change in day-to-day life. In part 4 we see how some leaders learn and especially how they foster learning in other leaders. The last part highlights the future of educational leadership and examines how leaders can shift the agenda to generating creativity and schools for diverse learners and how leadership can lead the use of new technologies in relation to learning.
In my own work on leadership since the1970s I have witnessed, and indeed been part and parcel of, the development of the study and practice of leadership. I would characterize this time period in three phases: theories of leadership, understanding of leadership, and leadership action.
In the 1960s, leadership studies were theoretically based focusing on what hypothetical leaders should do. As failed implementation in the 1970s began to be documented, attention shifted to what leaders could do to understand the practicalities of leading change. This resulted in ideas about what usually goes wrong in practice but still did not furnish insights for how to make actual improvements. The third phase of the practice of leadership can be described in two parts: one was practical change at the level of individual organizations.
In the second phase we began to get direct understanding of what leadership looks like in practice. We still saw that many education leaders were caught up in ‘management’ of day-to-day operations, and were often preoccupied with day-to-day matters that took them away from the improvement agenda. But we also began to see glimpses of effective practice. This set the stage for the more intensive third phase in which leadership to make things happen got under way on a more serious and extensive basis.
In the 1980s and 1990s we began to see individual school successes but these were still the exceptions. By the time we entered the twenty-first century attention turned to large-scale change or what we now call whole system reform. It wasn't good enough to find a few isolated schools or even districts that were successful—assessing the whole system became important. For example, how do you raise the bar and close the gap for all students? We have made important strides since 2000 on the matter of how leadership generates other leadership in order to improve the whole system.
At this stage the fruits of research from past decades come to bear as theory and practice become integrated. If you use this broad framework of theory, failed change, and action for change (small and large scale) as you pick and choose chapters in this reader you will be able to evaluate the chapters through the perspective of history. This reader can be valuable as a compendium of ad hoc chapters from which you can study particular topics or you can take any one of the five parts and read the set of writings within each part. Overall you will be rewarded with a great appreciation of the sweep of leadership knowledge that has been assembled. It is time to review and enlarge what you know about leadership in our society.
March 2013
Michael FullanProfessor Emeritus OISEUniversity of Toronto
Acknowledgments
The Jossey-Bass Education team would like to thank Catherine Bartlett, Michael Silver, Michael Owens, Rod Rock, and Randy Averso for their invaluable feedback on this reader. We also thank Yong Zhao for allowing us to use his unpublished piece, Kirk Snyder for his author's note, and Michael Fullan—who continues to provide the “big picture” for the continuing life of this reader. In addition, we would like to thank Rayme Adzema for her leadership on the first edition and a huge thanks to Sheri Gilbert for handling permissions and for helping us bring this reader into the digital age.
We are incredibly grateful for the project management prowess of Tracy Gallagher, who gracefully pulled together all the many moving pieces. Finally, our deep gratitude for the editor of this edition. When Margaret Grogan first shared her ideas to revise the book we knew immediately that a new version would benefit immensely from her passion to transform the shape of leadership. She has done a tremendous job breathing new life into this book for the next generation of readers.
Welcome to The Jossey-BassReader on Educational Leadership, Third Edition. With the Jossey-Bass education readers we hope to provide a clear, concise overview of important topics in education and to give our audience a useful knowledge of the theory and practice of key educational issues. Each volume in this series is designed to be informative, comprehensive, and portable.
In the interest of readability, the editors have slightly adapted the following selections for this volume. For the complete text, please refer to the original source.
Part One
The Principles of Leadership
Education leaders draw on wisdom from many disciplines and settings. In Part One of this newly revised reader, we include selections from scholars whose words have rung true for many years as well as some fresh perspectives. The first two chapters offer insights into the value of the organizational collective focused on learning.
In his classic piece, “Give Me a Lever Long Enough,” Peter M. Senge gets right to the heart of the “learning organization” as an organization where “people continually [learn] how to learn together.” His five disciplines combine to provide fertile ground for capacity building and innovation.
John W. Gardner emphasizes the need for leadership dispersed throughout the organization. His notion of leadership is built not only on an expert at the top but also includes the value of the leadership team who “must be chosen for excellence in performance.”
Though written some time ago, Jerome T. Murphy's chapter touches on the still-familiar real world need to manage organizations. He deftly strips leadership of its heroic qualities. With humor and insight he explains the pragmatic side of six popular dimensions of leadership.
Megan Tschannen-Moran and Robert J. Starratt deal respectively with trust and presence, two fundamental principles of relationship building that continue to challenge leadership practitioners in education as well as in business and nonprofit management. As Tschannen-Moran argues, “[i]n this day and age, no leader can long survive the demise of trust.” Trustworthy leaders in her view know the value of personal humility, restraint, and modesty along with tenacity and the professional will to achieve the organization's goals. Similarly, Starratt emphasizes the three virtues of responsibility, authenticity, and presence. He calls presence the “missing link” between authenticity and responsibility.
Providing a template for desired principal knowledge and behaviors are the Educational Leadership Policy Standards: ISLLC 2008. These updated national leadership standards are intended to stimulate dialogue about a new approach to leadership that will strengthen educational policies and practices everywhere.
1
“Give Me a Lever Long Enough...and Single-Handed I Can Move the World”
Peter M. Senge
From a very early age, we are taught to break apart problems, to fragment the world. This apparently makes complex tasks and subjects more manageable, but we pay a hidden, enormous price. We can no longer see the consequences of our actions; we lose our intrinsic sense of connection to a larger whole. When we then try to “see the big picture,” we try to reassemble the fragments in our minds, to list and organize all the pieces. But, as physicist David Bohm says, the task is futile—similar to trying to reassemble the fragments of a broken mirror to see a true reflection. Thus, after a while we give up trying to see the whole altogether.
The tools and ideas presented here are for destroying the illusion that the world is created of separate, unrelated forces. When we give up this illusion—we can then build “learning organizations,” organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.
As Fortune magazine recently said, “Forget your tired old ideas about leadership. The most successful corporation of the 1990s will be something called a learning organization.” “The ability to learn faster than your competitors,” said Arie De Geus, head of planning for Royal Dutch/Shell, “may be the only sustainable competitive advantage.” As the world becomes more interconnected and business becomes more complex and dynamic, work must become more “learningful.” It is no longer sufficient to have one person learning for the organization, a Ford or a Sloan or a Watson. It's just not possible any longer to “figure it out” from the top, and have everyone else following the orders of the “grand strategist.” The organizations that will truly excel in the future will be the organizations that discover how to tap people's commitment and capacity to learn at all levels in an organization.
Learning organizations are possible because, deep down, we are all learners. No one has to teach an infant to learn. In fact, no one has to teach infants anything. They are intrinsically inquisitive, masterful learners who learn to walk, speak, and pretty much run their households all on their own. Learning organizations are possible because not only is it our nature to learn but we also love to learn. Most of us at one time or another have been part of a great “team,” a group of people who functioned together in an extraordinary way—who trusted one another, who complemented each other's strengths and compensated for each other's limitations, who had common goals that were larger than individual goals, and who produced extraordinary results. I have met many people who have experienced this sort of profound teamwork—in sports, or in the performing arts, or in business. Many say that they have spent much of their life looking for that experience again. What they experienced was a learning organization. The team that became great didn't start off great—it learned how to produce extraordinary results.
One could argue that the entire global business community is learning to learn together, becoming a learning community. Whereas once many industries were dominated by a single, undisputed leader—one IBM, one Kodak, one Procter & Gamble, one Xerox—today industries, especially in manufacturing, have dozens of excellent companies. American and European corporations are pulled forward by the example of the Japanese; the Japanese, in turn, are pulled by the Koreans and Europeans. Dramatic improvements take place in corporations in Italy, Australia, Singapore—and quickly become influential around the world.
There is also another, in some ways deeper, movement toward learning organizations, part of the evolution of industrial society. Material affluence for the majority has gradually shifted people's orientation toward work—from what Daniel Yankelovich called an “instrumental” view of work, where work was a means to an end, to a more “sacred” view, where people seek the “intrinsic” benefits of work.1 “Our grandfathers worked six days a week to earn what most of us now earn by Tuesday afternoon,” says Bill O'Brien, CEO of Hanover Insurance. “The ferment in management will continue until we build organizations that are more consistent with man's higher aspirations beyond food, shelter and belonging.”
Moreover, many who share these values are now in leadership positions. I find a growing number of organizational leaders who, while still a minority, feel they are part of a profound evolution in the nature of work as a social institution. “Why can't we do good works at work?” asked Edward Simon, president of Herman Miller, recently. “Business is the only institution that has a chance, as far as I can see, to fundamentally improve the injustice that exists in the world. But first, we will have to move through the barriers that are keeping us from being truly vision-led and capable of learning.”
Perhaps the most salient reason for building learning organizations is that we are only now starting to understand the capabilities such organizations must possess. For a long time, efforts to build learning organizations were like groping in the dark until the skills, areas of knowledge, and paths for development of such organizations became known. What fundamentally will distinguish learning organizations from traditional authoritarian “controlling organizations” will be the mastery of certain basic disciplines. That is why the “disciplines of the learning organization” are vital.
Disciplines of the Learning Organization
On a cold, clear morning in December 1903, at Kitty Hawk, North Carolina, the fragile aircraft of Wilbur and Orville Wright proved that powered flight was possible. Thus was the airplane invented; but it would take more than thirty years before commercial aviation could serve the general public.
Engineers say that a new idea has been “invented” when it is proven to work in the laboratory. The idea becomes an “innovation” only when it can be replicated reliably on a meaningful scale at practical costs. If the idea is sufficiently important, such as the telephone, the digital computer, or commercial aircraft, it is called a “basic innovation,” and it creates a new industry or transforms an existing industry. In these terms, learning organizations have been invented, but they have not yet been innovated.
In engineering, when an idea moves from an invention to an innovation, diverse “component technologies” come together. Emerging from isolated developments in separate fields of research, these components gradually form an “ensemble of technologies that are critical to each other's success. Until this ensemble forms, the idea, though possible in the laboratory, does not achieve its potential in practice.”2
The Wright brothers proved that powered flight was possible, but the McDonnell Douglas DC-3, introduced in 1935, ushered in the era of commercial air travel. The DC-3 was the first plane that supported itself economically as well as aerodynamically. During those intervening thirty years (a typical time period for incubating basic innovations), myriad experiments with commercial flight had failed. Like early experiments with learning organizations, the early planes were not reliable and cost effective on an appropriate scale.
The DC-3, for the first time, brought together five critical component technologies that formed a successful ensemble. They were the variable-pitch propeller, retractable landing gear, a type of lightweight molded body construction called “monocque,” radial air-cooled engine, and wing flaps. To succeed, the DC-3 needed all five; four were not enough. One year earlier, the Boeing 247 was introduced with all of them except wing flaps. Lacking wing flaps, Boeing's engineers found that the plane was unstable on take-off and landing and had to downsize the engine.
Today, I believe, five new “component technologies” are gradually converging to innovate learning organizations. Though developed separately, each will, I believe, prove critical to the others' success, just as occurs with any ensemble. Each provides a vital dimension in building organizations that can truly “learn,” that can continually enhance their capacity to realize their highest aspirations:
Systems Thinking. A cloud masses, the sky darkens, leaves twist upward, and we know that it will rain. We also know that after the storm, the runoff will feed into groundwater miles away, and the sky will grow clear by tomorrow. All these events are distant in time and space, and yet they are all connected within the same pattern. Each has an influence on the rest, an influence that is usually hidden from view. You can only understand the system of a rainstorm by contemplating the whole, not any individual part of the pattern.
Business and other human endeavors are also systems. They, too, are bound by invisible fabrics of interrelated actions, which often take years to fully play out their effects on each other. Since we are part of that lacework ourselves, it's doubly hard to see the whole pattern of change. Instead, we tend to focus on snapshots of isolated parts of the system, and wonder why our deepest problems never seem to get solved. Systems thinking is a conceptual framework, a body of knowledge and tools that has been developed over the past fifty years, to make the full patterns clearer, and to help us see how to change them effectively.
Though the tools are new, the underlying worldview is extremely intuitive; experiments with young children show that they learn systems thinking very quickly.
Personal Mastery. Mastery might suggest gaining dominance over people or things. But mastery can also mean a special level of proficiency. A master craftsman doesn't dominate pottery or weaving. People with a high level of personal mastery are able to consistently realize the results that matter most deeply to them—in effect, they approach their life as an artist would approach a work of art. They do that by becoming committed to their own lifelong learning.
Personal mastery is the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively. As such, it is an essential cornerstone of the learning organization—the learning organization's spiritual foundation. An organization's commitment to and capacity for learning can be no greater than that of its members. The roots of this discipline lie in both Eastern and Western spiritual traditions, and in secular traditions as well.
But surprisingly few organizations encourage the growth of their people in this manner. This results in vast untapped resources: “People enter business as bright, well-educated, high-energy people, full of energy and desire to make a difference,” says Hanover's O'Brien. “By the time they are 30, a few are on the ‘fast track’ and the rest ‘put in their time’ to do what matters to them on the weekend. They lose the commitment, the sense of mission, and the excitement with which they started their careers. We get damn little of their energy and almost none of their spirit.”
And surprisingly few adults work to rigorously develop their own personal mastery. When you ask most adults what they want from their lives, they often talk first about what they'd like to get rid of: “I'd like my mother-in-law to move out,” they say, or “I'd like my back problems to clear up.” The discipline of personal mastery, by contrast, starts with clarifying the things that really matter to us, of living our lives in the service of our highest aspirations.
Here, I am most interested in the connections between personal learning and organizational learning, in the reciprocal commitments between individual and organization, and in the special spirit of an enterprise made up of learners.
Mental Models. “Mental models” are deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we take action. Very often, we are not consciously aware of our mental models or the effects they have on our behavior. For example, we may notice that a coworker dresses elegantly, and say to ourselves, “She's a country club person.” About someone who dresses shabbily, we may feel, “He doesn't care about what others think.” Mental models of what can or cannot be done in different management settings are no less deeply entrenched. Many insights into new markets or outmoded organizational practices fail to get put into practice because they conflict with powerful, tacit mental models.
Royal Dutch/Shell, one of the first large organizations to understand the advantages of accelerating organizational learning, came to this realization when they discovered how pervasive was the influence of hidden mental models, especially those that become widely shared. Shell's extraordinary success in managing through the dramatic changes and unpredictability of the world oil business in the 1970s and 1980s came in large measure from learning how to surface and challenge managers' mental models. (In the early 1970s Shell was the weakest of the big seven oil companies; by the late 1980s it was the strongest.) Arie de Geus, Shell's recently retired coordinator of group planning, says that continuous adaptation and growth in a changing business environment depends on “institutional learning, which is the process whereby management teams change their shared mental models of the company, their markets, and their competitors. For this reason, we think of planning as learning and of corporate planning as institutional learning.”3
The discipline of working with mental models starts with turning the mirror inward, learning to unearth our internal pictures of the world, to bring them to the surface and hold them rigorously to scrutiny. It also includes the ability to carry on “learningful” conversations that balance inquiry and advocacy, where people expose their own thinking effectively and make that thinking open to the influence of others.
Building Shared Vision. If any one idea about leadership has inspired organizations for thousands of years, it's the capacity to hold a shared picture of the future we seek to create. One is hard-pressed to think of any organization that has sustained some measure of greatness in the absence of goals, values, and missions that become deeply shared throughout the organization. IBM had “service”; Polaroid had instant photography; Ford had public transportation for the masses; and Apple had computing power for the masses. Though radically different in content and kind, all these organizations managed to bind people together around a common identity and sense of destiny.
When there is a genuine vision (as opposed to the all-too-familiar “vision statement”), people excel and learn, not because they are told to, but because they want to. But many leaders have personal visions that never get translated into shared visions that galvanize an organization. All too often, a company's shared vision has revolved around the charisma of a leader or around a crisis that galvanizes everyone temporarily. But, given a choice, most people opt for pursuing a lofty goal, not only in times of crisis but at all times. What has been lacking is a discipline for translating individual vision into shared vision—not a “cookbook” but a set of principles and guiding practices.
The practice of shared vision involves the skills of unearthing shared “pictures of the future” that foster genuine commitment and enrollment rather than compliance. In mastering this discipline, leaders learn the counterproductiveness of trying to dictate a vision, no matter how heartfelt.
Team Learning. How can a team of committed managers with individual IQs above 120 have a collective IQ of 63? The discipline of team learning confronts this paradox. We know that teams can learn; in sports, in the performing arts, in science, and even, occasionally, in business, there are striking examples where the intelligence of the team exceeds the intelligence of the individuals in the team, and where teams develop extraordinary capacities for coordinated action. When teams are truly learning, not only are they producing extraordinary results but the individual members are growing more rapidly than could have occurred otherwise.
The discipline of team learning starts with “dialogue,” the capacity of members of a team to suspend assumptions and enter into a genuine “thinking together.” To the Greeks dialogos meant a free-flowing of meaning through a group, allowing the group to discover insights not attainable individually. Interestingly, the practice of dialogue has been preserved in many “primitive” cultures, such as that of the American Indian, but it has been almost completely lost to modern society. Today, the principles and practices of dialogue are being rediscovered and put into a contemporary context. (Dialogue differs from the more common “discussion,” which has its roots with “percussion” and “concussion,” literally a heaving of ideas back and forth in a winner-takes-all competition.)
The discipline of dialogue also involves learning how to recognize the patterns of interaction in teams that undermine learning. The patterns of defensiveness are often deeply engrained in how a team operates. If unrecognized, they undermine learning. If recognized and surfaced creatively, they can actually accelerate learning.
Team learning is vital because teams, not individuals, are the fundamental learning unit in modern organizations. This is where “the rubber meets the road”; unless teams can learn, the organization cannot learn.
If a learning organization were an engineering innovation, such as the airplane or the personal computer, the components would be called “technologies.” For an innovation in human behavior, the components need to be seen as disciplines. By “discipline,” I do not mean an “enforced order” or “means of punishment,” but a body of theory and technique that must be studied and mastered to be put into practice. A discipline is a developmental path for acquiring certain skills or competencies. As with any discipline, from playing the piano to electrical engineering, some people have an innate “gift,” but anyone can develop proficiency through practice.
To practice a discipline is to be a lifelong learner. You “never arrive”; you spend your life mastering disciplines. You can never say, “We are a learning organization,” any more than you can say, “I am an enlightened person.” The more you learn, the more acutely aware you become of your ignorance. Thus, a corporation cannot be “excellent” in the sense of having arrived at a permanent excellence; it is always in the state of practicing the disciplines of learning, of becoming better or worse.
That organizations can benefit from disciplines is not a totally new idea. After all, management disciplines such as accounting have been around for a long time. But the five learning disciplines differ from more familiar management disciplines in that they are “personal” disciplines. Each has to do with how we think, what we truly want, and how we interact and learn with one another. In this sense, they are more like artistic disciplines than traditional management disciplines. Moreover, while accounting is good for “keeping score,” we have never approached the subtler tasks of building organizations, of enhancing their capabilities for innovation and creativity, of crafting strategy and designing policy and structure through assimilating new disciplines. Perhaps this is why, all too often, great organizations are fleeting, enjoying their moment in the sun, then passing quietly back to the ranks of the mediocre.
Practicing a discipline is different from emulating “a model.” All too often, new management innovations are described in terms of the “best practices” of so-called leading firms. While interesting, I believe such descriptions can often do more harm than good, leading to piecemeal copying and playing catch-up. I do not believe great organizations have ever been built by trying to emulate another, any more than individual greatness is achieved by trying to copy another “great person.”
When the five component technologies converged to create the DC-3 the commercial airline industry began. But the DC-3 was not the end of the process. Rather, it was the precursor of a new industry. Similarly, as the five component learning disciplines converge they will not create the learning organization but rather a new wave of experimentation and advancement.
The Fifth Discipline
It is vital that the five disciplines develop as an ensemble. This is challenging because it is much harder to integrate new tools than simply apply them separately. But the payoffs are immense.
This is why systems thinking is the fifth discipline. It is the discipline that integrates the disciplines, fusing them into a coherent body of theory and practice. It keeps them from being separate gimmicks or the latest organization change fads. Without a systemic orientation, there is no motivation to look at how the disciplines interrelate. By enhancing each of the other disciplines, it continually reminds us that the whole can exceed the sum of its parts.
For example, vision without systems thinking ends up painting lovely pictures of the future with no deep understanding of the forces that must be mastered to move from here to there. This is one of the reasons why many firms that have jumped on the “vision bandwagon” in recent years have found that lofty vision alone fails to turn around a firm's fortunes. Without systems thinking, the seed of vision falls on harsh soil. If nonsystemic thinking predominates, the first condition for nurturing vision is not met: a genuine belief that we can make our vision real in the future. We may say, “We can achieve our vision” (most American managers are conditioned to this belief), but our tacit view of current reality as a set of conditions created by somebody else betrays us.
But systems thinking also needs the disciplines of building shared vision, mental models, team learning, and personal mastery to realize its potential. Building shared vision fosters a commitment to the long term. Mental models focus on the openness needed to unearth shortcomings in our present ways of seeing the world. Team learning develops the skills of groups of people to look for the larger picture that lies beyond individual perspectives. And personal mastery fosters the personal motivation to continually learn how our actions affect our world. Without personal mastery, people are so steeped in the reactive mind-set (“someone/something else is creating my problems”) that they are deeply threatened by the systems perspective.
Lastly, systems thinking makes understandable the subtlest aspect of the learning organization—the new way individuals perceive themselves and their world. At the heart of a learning organization is a shift of mind—from seeing ourselves as separate from the world to connected to the world, from seeing problems as caused by someone or something “out there” to seeing how our own actions create the problems we experience. A learning organization is a place where people are continually discovering how they create their reality. And how they can change it. As Archimedes has said, “Give me a lever long enough...and single-handed I can move the world.”
Metanoia—a Shift of Mind
When you ask people about what it is like being part of a great team, what is most striking is the meaningfulness of the experience. People talk about being part of something larger than themselves, of being connected, of being generative. It becomes quite clear that, for many, their experiences as part of truly great teams stand out as singular periods of life lived to the fullest. Some spend the rest of their lives looking for ways to recapture that spirit.
The most accurate word in Western culture to describe what happens in a learning organization is one that hasn't had much currency for the past several hundred years. It is a word we have used in our work with organizations for some ten years, but we always caution them, and ourselves, to use it sparingly in public. The word is “metanoia” and it means a shift of mind. The word has a rich history. For the Greeks, it meant a fundamental shift or change, or more literally transcendence (meta—above or beyond, as in “metaphysics”) of mind (“noia,” from the root nous, of mind). In the early (Gnostic) Christian tradition, it took on a special meaning of awakening shared intuition and direct knowing of the highest, of God. “Metanoia” was probably the key term of such early Christians as John the Baptist. In the Catholic corpus the word “metanoia” was eventually translated as “repent.”
To grasp the meaning of “metanoia” is to grasp the deeper meaning of “learning,” for learning also involves a fundamental shift or movement of mind. The problem with talking about “learning organizations” is that the “learning” has lost its central meaning in contemporary usage. Most people's eyes glaze over if you talk to them about “learning” or “learning organizations.” Little wonder—for, in everyday use, learning has come to be synonymous with “taking in information.” “Yes, I learned all about that at the course yesterday.” Yet, taking in information is only distantly related to real learning. It would be nonsensical to say, “I just read a great book about bicycle riding—I've now learned that.”
Real learning gets to the heart of what it means to be human. Through learning we re-create ourselves. Through learning we become able to do something we never were able to do. Through learning we reperceive the world and our relationship to it. Through learning we extend our capacity to create, to be part of the generative process of life. There is within each of us a deep hunger for this type of learning. It is, as Bill O'Brien of Hanover Insurance says, “as fundamental to human beings as the sex drive.”
This, then, is the basic meaning of a “learning organization”—an organization that is continually expanding its capacity to create its future. For such an organization, it is not enough merely to survive. “Survival learning” or what is more often termed “adaptive learning” is important—indeed it is necessary. But for a learning organization, “adaptive learning” must be joined by “generative learning,” learning that enhances our capacity to create.
A few brave organizational pioneers are pointing the way, but the territory of building learning organizations is still largely unexplored. It is my fondest hope that this book can accelerate that exploration.
