Second Order Change

Based on your understanding of the Marzano reading, which of the 21 responsibilities and day-to-day management of a school are most necessary for second-order change? How does the complexity of second order change demand a very thoughtful and flexible administrator?



Second Order Change is defined a "deep change".  Marzano lists seven responsibilities related to this deep change, and in my opinion there are three that are the most important.

3-  Ideals/Beliefs- If this type of change is going to happen, it cannot happen superficially.  It has to happen because the leader truly believes these changes are important.  This is especially true given the losses that could occur during this change process (culture, communication, order, and input).  If the leader is willing to give up these things, he/she must truly believe that the deep change must happen.

2-  Optimizer-  Not only does the leader have to believe in the change, he/she needs to be its biggest cheerleader.  People won't follow unless someone is truly leading, and showing the reasons why this change is needed .

and, to me the most important responsibility is......

1-  Change Agent- This responsibility sums up what it means to make second order change.  The leader is taking a risk an asking others to take a risk with him/her.  It is possible that this change might not work, or even that it can make things worse.  It is also possible that the leader might ruffle some feathers in the process.  Again, if the change is worth it, the leader has to "be the sand in the oyster". 

These are just a few reasons that the administrator has to be thoughtful and flexible.  Things won't always go perfectly and if the leader gets rattled or thrown off by problems, it can lead to everyone becoming derailed.  Therefore, the leader needs to put his heart and soul (and brain) into making this happen!

Positive School Culture

This week's question asked What impact does the creation of a positive school culture have on school reform.  And I would answer by saying that a positive school culture is really probably the most important aspect in reform.  The best way to explain this is by comparing two schools I am familiar with, my husband's and mine.

My husband works in a suburban high school.  It is a large school, with a lot of pressure on the staff.  The school district has been on strike 5 times in the history of the school.  There is a lot of animosity between the teachers and the adminsitration.  Because of this, no matter what the district initiatiive is, there is a fight between the administration and staff.  When my husband comes home and tells me things the district wants to do, I can see that their ideas the match those of a PLC .  But, because of the hard feelings between the groups, it is seen as forced change and an attack on the teachers.  There is no sense of collaboration nor group goals.  Reform is very difficult there.

On the other hand, my school district's staff members just agreed to a temporary pay freeze in order to save jobs for staff members and to maintain the current offerings for students. Once the teachers agreed to that, the board made an "executive decision" to freeze the pay of all the administrators even though each of those contracts is individually negotiated.  Our district has a culture of "always doing what's best for the kids" and we all work together to do that.  That's why I believe concepts such as PLCs and other types of school reform are accepted and collaborated on by teachers.  Of course, there are desenters, but for the most part we realize that we are a team that gives our colleagues the benefit of the doubt.

In the end, it is the students who win in these types of situations.  School culture can make or break progress and reform, therefore it must be taken very seriously!

What is an Effective School Leader

So far this course has had a profound effect on my thoughts on the qualities of an effective leader in many ways.  To begin, I realized that an effective leader must be a “lamb”.  I would imagine it is easy for leaders to get trapped in the “superman” trap, the feeling that he/she must be everything to everyone.  To avoid this trap, I believe it is important to  have a strong leadership team and empower everyone in the school.  

Additionally, it has been very eye opening to see the many “hats” an effective leader must play. As mentioned in the voice thread, it seems that an effective leader has to be everything from a counselor, to a parent, to an architect.   However, perhaps  tthe most important leadership skills are mentioned by Murphy when he discusses being a member of the community who respects and doesn’t “ignore the unheroic side of lower level staff” and his idea of reciprocity; the realization that “if you don’t listen to others, they won’t listen to you”. 

After years in a building with this type of leader, I can see the importance of these skills. It is this type of leader who builds a we and us type of community instead of an us and them feeling.   In my district, the teachers just agreed to a pay freeze for the next four years because they knew that the alternative would hurt the students and the district as a whole.  We realize that although there may be differences of opinions, we all are in it together.  My husband works in a district with an us and them type of feeling and it is very disheartening.  Decisions are seen as imposed instead of discussed.  The teachers have been on strike nine times in 35 years.  It is a well-paid position, the school provides a lot for the students, but he hates it.  He hates going to work and doesn’t feel effective or respected in the district.  And, what makes it worse is he has an EdD and could be seen as a resource and staff leader.

I believe the top three characteristics a leader must have are vision, integrity, and savvy. 

·      Vision:  Vision is essential for a leader and for the entire school community.  But, for a vision to be authentic, it there are a few essential characteristics.  I agree with Murphy’s description of the vision as a blueprint.  But, a blueprint isn’t a final version.  I believe that the vision should be clearly communicated to the staff, but again it is essential to respect and hear the other staff members.  As Murphy discusses, the principal can/should be a driving force, but “involve other key actors while clarifying and synthesizing views”, thus creating a truly shared vision.

·      Integrity-  I think this is the characteristic that is the most transparent.  Leaders must, as Evans points out stand for something and live and breathe that value.  I think one of the most discouraging things to see is a leader who is blown by the wind and doesn’t seem to know what they believe in, perhaps being just a messenger from voices above.  Of course, the district vision must be upheld, but just as the principal should hear the teachers, principals and upper leadership should express their viewpoint in the district.

·      Savvy  -  Although this characteristic is important, I’m not sure it can be taught or learned by anything except experience or time.  Just as teachers learn the “art” of teaching, I believe a true leader begins to learn the art of leadership through experience and continuous learning.  Leaders must learn to balance the roles and use different skills at different times.  They most also learn to rely on others who possess skills that they be lacking.

Obviously, my thoughts on being an effective leader will change throughout the course, program, and experience.  But, at its core, I believe that these skills or characteristics are the ones that will help a leader rise to his/her utmost ability