Andy Hargreaves - PowerPoint PPT Presentation

1 / 87
About This Presentation
Title:

Andy Hargreaves

Description:

... are needed for the next phase of improvement Successful Succession Management Distributes leadership effectively Builds strong professional communities ... – PowerPoint PPT presentation

Number of Views:365
Avg rating:3.0/5.0
Slides: 88
Provided by: odeState7
Category:
Tags: andy | hargreaves

less

Transcript and Presenter's Notes

Title: Andy Hargreaves


1
Sustainable Leadership
Welcome to
  • Andy Hargreaves

2
Sustainable development
  • Sustainable development, democracy and peace
    are indivisible as an idea whose time has come.
  • Wangari Maathai

3
Development of the term sustainability
  • Term first coined by Lester Brown, founder of
    the World
  • Watch Institute
  • Sustainable development defined by Brundtland
    Report of
  • the World Commission on Environment
    and Development
  • Agenda 21, United Nations Conference on
    Environment
  • and Development, Rio De Janeiro
    systematically
  • addressed sustainable development
  • United Nations Johannesburg Summit developed
  • practical goals for sustainable
    development
  • Beginning of UN Decade of Education for
    Sustainable
  • Development

4
United Nations Decade of Education for
Sustainable Development 2005-2015
5
Sustainability
  • Sustainability does not simply mean whether
    something can last. It addresses how particular
    initiatives can be developed without compromising
    the development of others in the surrounding
    environment, now and in the future.
  • Hargreaves Fink 2000

6
Sustainable leadership
  • Sustainable leadership matters, spreads and
    lasts. It is a shared responsibility that does
    not unduly deplete human or financial resources,
    and that cares for and avoids exerting damage on
    the surrounding educational and community
    environment.
  • Hargreaves Fink 2003

7
Sustainability
  • Sustainability is the capacity of a system to
    engage in the complexities of continuous
    improvement consistent with deep values of human
    purpose.
  • Fullan 2004

8
Educational Lessons of Environmental
Sustainability
  • Rich diversity, not soulless standardization
  • Taking the long view
  • Act urgently for change, wait patiently for
    results
  • Prudence about conserving and renewing human and
    financial resources
  • Examine the impact of our improvement efforts on
    others
  • All of us can be activists and make a difference
  • Hargreaves Fink 2006

9
Built to Last Companies
  • Put purpose before profit
  • Preserve long-standing purposes amid the pursuit
    of change
  • Start slowly, advance persistently
  • Do not depend on a single, visionary leader
  • Grow their own leadership, instead of importing
    others
  • Learn from diverse experimentation
  • Collins Porras 1994

10
Seven principles of sustainable leadership
  • Depth
  • Endurance
  • Breadth
  • Justice
  • It matters
  • It lasts
  • It spreads
  • It does not harm the surrounding environment

Continued
11
Seven principles of sustainable leadership
  • Diversity
  • Resourcefulness
  • Conservation
  • It promotes diversity cohesion
  • It conserves expenditure
  • It honours the past in creating the future

12
Unsustainability
  • Repetitive change syndrome is
  • Initiative overload
  • Change-related chaos
  • Abrahamson 2004

13
Initiative Overload
  • The tendency of organizations to launch more
    change initiatives than anyone could ever
    reasonably handle
  • Abrahamson 2004

14
Change-related Chaos
  • The continuous state of upheaval that results
    when so many waves of initiatives have worked
    through at the organization that hardly anyone
    knows which change theyre implementing or why
  • Abrahamson 2004

15
Unsustainability
  • Imposed, short-term targets (or adequate
    yearly progress) transgress every principle of
    sustainable leadership and learning
  • Hargreaves Fink 2006

16
Principle 1 Depth
  • Sustainable leadership matters. It preserves,
    protects, and promotes deep and broad learning
    for all in relationships of care for others.

17
Nelson Mandela
  • The human body has an enormous capacity for
    adjusting to trying circumstances. I have found
    that one can bear the unbearable if one can keep
    ones spirits strong even when ones body is
    being tested. Strong convictions are the secret
    of surviving deprivation your spirit can be full
    even when your stomach is empty.

1. Depth
18
The Two Hungers
  • In Africa, they say there are two hungers,
    the lesser hunger and the greater hunger.
  • The lesser hunger is for the things that sustain
    life, the goods, and services, and the money to
    pay for them, which we all need.
  • The greater hunger is for the answer to the
    question why, for some understanding of what
    life is for.
  • Handy 1997

1. Depth
19
Product IntegrityClif Bars Philosophy of
Sustainability
  • Sustaining
  • our brands
  • our company
  • our people
  • our community
  • our planet

1. Depth
20
Standards and Sustainability
  • Learning ? Achievement ? Testing
  • NOT
  • Testing ? Achievement ? Learning
  • Hargreaves Fink, 2006

1. Depth
21
The four pillars of learning
  • Learning to know
  • Learning to do
  • Learning to be
  • Learning to live together
  • UNESCO 1996

1. Depth
22
The four pillars of learning
  • Learning to know
  • Learning to do
  • Learning to be
  • Learning to live together
  • UNESCO 1996
  • Learning to live sustainably
  • Hargreaves Fink, 2006

1. Depth
23
Basics
  • Old basics
  • Literacy
  • Numeracy
  • Obedience
  • Punctuality
  • New basics
  • Multiliteracy
  • Creativity
  • Communication
  • IT
  • Teamwork
  • Lifelong Learning
  • Adaptation Change
  • Environmental Responsibility

1. Depth
24
Slow Knowing
  • The unconscious realms of the human mind will
    successfully accomplish a number of important
    tasks if they are given the time. They will learn
    patterns of a degree of subtlety which normal
    consciousness cannot even see make sense out of
    situations that are too complex to analyze and
    get to the bottom of certain difficult issues
    much more successfully than the questing
    intellect.
  • Claxton 1997

1. Depth
25
What does the doctor reply?
1. Depth
26
Activity
1. Depth
27
Slow forms of knowing
  • are tolerant of the faint, fleeting, marginal and
    ambiguous
  • like to dwell on details that do not fit or
    immediately make sense
  • are relaxed, leisurely and playful
  • are willing to explore without knowing what they
    are looking for
  • see ignorance and confusion as the ground from
    which understanding may spring
  • are receptive rather than proactive
  • are happy to relinquish the sense of control over
    the directions the mind spontaneously takes
  • treat seriously ideas that come out of the blue
  • Claxton, 1997

1. Depth
28
Slow schooling
  • starts formal learning later
  • reduces testing
  • increases curriculum flexibility
  • emphasizes enjoyment
  • doesnt hurry the child
  • rehabilitates play alongside purpose
  • Honore, 2004

1. Depth
29
Leaders of Sustaining Learning
  • Passionately advocate and defend deep learning
    for all students
  • Combine and commit to old and new basics
  • Put learning, before achievement, before testing
  • Make learning the paramount priority
  • Become more knowledgeable about learning
  • Make learning transparent
  • Be omnipresent witnesses to learning
  • Practise evidence-informed, inquiry-based
    leadership
  • Promote assessment for learning
  • Engage students in decisions about their learning
  • Involve parents in their childrens learning
  • Model effective adult learning
  • Create the emotional conditions for learning
  • Hargreaves Fink, 2006

1. Depth
30
Principle 2 Endurance
  • Sustainable leadership lasts. It preserves and
    advances the most valuable aspects of learning
    and life over time, year upon year, from one
    leader to the next.

31
Endurance
  • It is a common defect in men not to consider in
    good weather the possibility of a tempest
  • Machiavelli, 1532
  • All leaders, no matter how charismatic or
    visionary, eventually die
  • Collins Porras, 1994
  • Few things succeed less than leadership
    succession
  • Hargreaves Fink, 2006

2. Endurance
32
Approaches to succession
  • The public sector
  • Passively lets candidates emerge
  • Focuses on the short term
  • Handles succession informally
  • The private sector
  • Actively recruits and encourages potential
    leaders
  • Takes the long view
  • Manages succession more formally

Continued
2. Endurance
33
Approaches to succession
  • The public sector
  • Seeks replacement for existing roles
  • Selects in relation to current competencies
  • Views succession planning as a cost
  • The private sector
  • Defines future leadership skills and aptitudes
  • Emphasises flexibility and lifelong learning in
    the face of changing needs
  • Views succession planning as an asset

2. Endurance
34
Four Issues in Succession
  • Succession Planning
  • Succession Management
  • Succession Duration Frequency
  • Succession and the Self

2. Endurance
35
Succession Planning Patterns
  • Planned
  • (purposeful)
  • Unplanned
  • (accidental/
  • unintentional)
  • Hargreaves Fink
  • 2006
  • Continuity Discontinuity
  • Planned Planned
  • Continuity Discontinuity
  • Unplanned Unplanned
  • Continuity Discontinuity

2. Endurance
36
Good succession plans
  • Are prepared long before the leaders anticipated
    departure or even from the outset of their
    appointment
  • Give other people proper time to prepare
  • Are incorporated in all school improvement plans
  • Are the responsibility of many, rather than the
    prerogative of lone leaders who tend to want to
    clone themselves
  • Are based on a clear diagnosis of the schools
    existing stage of development and future needs
    for improvement
  • Are transparently linked to clearly defined
    leadership standards and competencies that are
    needed for the next phase of improvement

2. Endurance
37
Successful Succession Management
  • Distributes leadership effectively
  • Builds strong professional communities
  • Deepens and broadens the pools of leadership
    talent
  • Establishes leadership development schools
  • Stresses future leadership competencies
  • Supports and sponsors aspiring school leaders
  • Replaces charismatic leadership with
    inspirational leadership
  • Plans early for the incumbent leaders exit
  • Moderates and monitors leadership succession
    frequency

2. Endurance
38
Three Cultures of Teaching
  • Veteran dominated
  • serves experienced teacher interests
  • feels exclusionary
  • offers few leadership opportunities
  • Novice orientated
  • surrounded by fellow novices
  • feels inclusive
  • driven by enthusiasm rather than expertise
  • Blended
  • provides mentoring
  • offers leadership
  • reciprocal learning
  • Johnson et al, 2004

2. Endurance
39
Sound succession, strong selves, through
  • Availability of counselling and coaching for
    exiting leaders
  • Quick, clear and open communication of reasons
    for departure
  • Acceptance of emotional confusion and
    vulnerability
  • Celebration of the leaders contributions
  • Recognition that succession is subject to the
    four stages of grief denial, awakening,
    reflection and execution
  • Confrontation of the Messiah and Rebecca myths
  • Prepares oneself and others early for the
    possibility of succession
  • Hargreaves Fink, 2006

2. Endurance
40
Principle 3 Breadth
  • Sustainable leadership spreads. It sustains
    as well as depends on the leadership of others

41
Culture and Contract Regimes
C O N T R A C T

-
  • Permissive
  • Individualism
  • Collaborative
  • Cultures
  • Contrived
  • Collegiality
  • Corrosive
  • Individualism
  • Professional
  • Learning
  • Communities
  • Performance
  • Training Sects

-
C U L T U R E


3. Breadth
42
Professional learning community
Learning teaching focus

Collaboration
Achievement and Engagement
Learning, reflection review
Use of evidence
3. Breadth
43

3. Breadth
44
Professional learning communities arent
  • X Merely convivial and congenial they are
    demanding and critical
  • X Just a collection of stilted teams looking at
    data together
  • X Obsessed with scores and results, instead of
  • depth of learning
  • X Forced and imposed, they are facilitated and
  • supported
  • X Ways to hijack teachers to carry out
  • administrative agendas

3. Breadth
45
Communities and Sects
  • Professional learning
  • communities
  • Transform knowledge
  • Shared enquiry
  • Evidence informed
  • Situated certainty
  • Performance training
  • sects
  • Transfer knowledge
  • Imposed requirements
  • Results driven
  • False certainty

Continued
3. Breadth
46
Communities and Sects
  • Professional learning
  • communities
  • Local solutions
  • Joint responsibility
  • Continuous learning
  • Communities of practice
  • Performance training
  • sects
  • Standardised scripts
  • Deference to authority
  • Intensive training
  • Sects of performance

3. Breadth
47
Relationships
  • Its hard to eat something youve had a
    relationship with
  • Hargreaves Fullan, 1998

3. Breadth
48
Distributed leadership
  • sees leadership practice as a product of the
  • interaction of school leaders, followers and
    their
  • situation.
  • Leadership practice involves multiple individuals
    within and outside formal leadership positions
  • Leadership practice is not done to followers.
    Followers are themselves part of leadership
    practice.
  • It is not the actions of individuals, but the
    interactions among them that matter most in
    leadership practice.

Spillane, 2005
3. Breadth
49
Raising the temperature of distributed leadership
  • Anarchy
  • Assertive distribution
  • Emergent distribution
  • Guided distribution
  • Progressive delegation
  • Traditional delegation
  • Autocracy

Too hot
Too cold
3. Breadth
50
Principle 4 Justice
  • Sustainable leadership does no harm to and
    actively improves the surrounding environment by
    finding ways to share knowledge and resources
    with neighboring schools and the local
    communities.

51
Sustainability and Social Justice
  • do not steal your neighbours capacity
  • use multiple indicators of accountability
  • emphasize collective accountability
  • coach a less successful partner school
  • make a definable contribution to the community
    your school is in
  • pair with a school in a different social or
    natural environment
  • collaborate with your competitors

4. Justice
52
Responsible leadership
  • Mutual relationships among the domains
  • of ethical responsibility

Starratt, 2005
4. Justice
53
Principle 5 Diversity
  • Sustainable leadership promotes cohesive
    diversity and avoids aligned standardization of
    policy, curriculum, assessment, and staff
    development and training in teaching and
    learning. It fosters and learns from diversity
    and creates cohesion and networking among its
    richly varying components.

54
Differences
  • You learn more from people who are different
    from you, than ones who are the same

Hargreaves Fullan, 1998
5. Diversity
55
Effective organizations are characterized by
  • A framework of common and enduring values, goals
    and purposes
  • Possession and development of variability or
    diversity in skills, talents and identities
  • Processes that promote interaction and
    cross-pollination of ideas and influences across
    this variability
  • Permeability to outside influences
  • Emergence of new ideas, structures, and processes
    as diverse elements interconnect and new ones
    intrude from the outside
  • Flexibility and adaptability in response to
    environmental change
  • Resilience in the face of and in response to
    threats and adversity

5. Diversity
56
Networked learning communities
  • Enable and encourage schools to share and
    transfer the considerable knowledge already in
    existence that can help children learn better.
    Individual schools have limited knowledge, but
    collectively they have almost as much as they
    need.
  • Stimulate the professional fulfilment and
    motivation that comes from learning and
    interacting with colleagues in ways that help
    teachers be more effective with their own
    students.

Continued
5. Diversity
57
Networked learning communities
  • Capitalize on positive diversity across teachers
    and schools who serve different kinds of
    students, or who vary in how they respond to
    them, rather than maintaining the negative
    diversity of cut-throat competition that prevents
    mutual learning and assistance, or than denying
    diversity altogether through imposition of
    standardized solutions.
  • Provide teachers and others with opportunities
    for lateral leadership of people, programs and
    problem-solving beyond ones own school setting.

Continued
5. Diversity
58
Other advantages
  • they provide opportunities to draw on and develop
    evidence-informed, research-derived practice
  • they promote innovation and its dissemination
    across large groups of interested schools
  • they give teachers more of a voice in
    professional and school-based decision-making

Continued
5. Diversity
59
Other advantages
  • they help personalize every school as a learning
    community, enabling them to adopt emergent
    solutions to their own needs, that are diffused
    and made available throughout the network,
    instead of being subjected to overly prescribed
    programmes.
  • they are flexible and resilient in the face of
    crises or misdirected system initiatives that
    turn out to be unsuccessful allowing new
    learning and fresh solutions to emerge and fill
    the gap that the false starts and failures have
    left behind.
  • Jackson, 2006

5. Diversity
60
Network risks
  • Restricted to enthusiasts
  • Shared delusions
  • Self-indulgent
  • Limited scale
  • Unaccountable
  • Over-regulation
  • Over-participation

5. Diversity
61
Strong networks have
  • Strong branding, definite products
  • Clear moral purpose
  • Clarity, focus, discipline
  • Evidence informed substance
  • Accessibility in real and chosen time
  • Hacker ethic
  • Embedded in altered structures
  • Support from lateral leadership
  • PLCs as nodes

5. Diversity
62
Networking and interaction
  • Paired schools
  • University-school partnerships
  • Internet communities
  • Families of schools
  • Collaborative accountability
  • Professional networks

5. Diversity
63
Short-term strategies
  • Exam strategies
  • Revision sessions
  • Tutoring
  • Recognition of achievements
  • Pupil-teacher conferences
  • Bananas and water

5. Diversity
64
Medium-term strategies
  • Teacher mentor programs
  • SAM technology
  • Data-driven assessment for targeted instruction
  • Training days

5. Diversity
65
Long-term strategies
  • Restructuring
  • Student voice
  • Continuous improvement
  • Teaching and learning

5. Diversity
66
Principle 6 Resourcefulness
  • Sustainable leadership develops and does not
    deplete material and human resources. It renews
    peoples energy. Sustainable leadership is
    prudent and resourceful leadership that wastes
    neither its money nor its people.

67
Two theories of energy
  • Energy
  • Entropy
  • Restraint
  • Energy
  • Exchange
  • Renewal

6. Resourcefulness
68
Four Forms of Energy Renewal
  • Physical Renewal
  • Emotional Renewal
  • Intellectual Renewal
  • Spiritual Renewal

Loehr Schwartz
6. Resourcefulness
69
Energy restraint
  • No achievement without investment
  • Shared targets, not imposed ones
  • Slow leading, slow learning
  • Time
  • Political continuity and stability

6. Resourcefulness
70
Three Sources of Renewal
  • Trust
  • Confidence Positive emotion

6. Resourcefulness
71
Three forms of trust betrayal
  • Communication
  • Contract Competence

Hargreaves, 2002
6. Resourcefulness
72
Trust involves
  • reliability and predictability
  • reaching shared understanding
  • assumptions of good faith
  • trusting yourself as well as others
  • trusting processes as well as people

6. Resourcefulness
73
Betrayal involves
  • loss of trust or absence of trust
  • spectacular breakdowns of trust
  • small, accumulated breaches of trust

6. Resourcefulness
74
Contractual trust
Page 76
  • meeting obligations
  • completing contracts
  • keeping promises

6. Resourcefulness
75
and Betrayal
  • X not pulling ones weight
  • X poor work-rate or effort
  • X teaching the same thing
  • X clockwatching
  • X complaining without commitment
  • X self-servingness

6. Resourcefulness
76
Competence Trust
  • trust own others capability
  • effective delegation
  • providing professional growth development

6. Resourcefulness
77
and Betrayal
  • X constant criticism/dissatisfaction
  • with others
  • X martyrdom/inability to delegate
  • X abandon people when faults first
  • appear
  • X recruitment and retention
  • problems
  • X micromanagement, scripting,
  • standardization

6. Resourcefulness
78
Communication Trust
  • clear, high-quality, open and
  • frequent communication
  • sharing information, admitting
  • mistakes
  • telling the truth, keeping
  • confidences

6. Resourcefulness
79
and Betrayal
  • X malicious / mischievous gossiping
  • X public shaming / humiliation in front of
  • colleagues
  • superiors
  • students
  • X miscommunication/misunderstanding
  • X self-servingness

6. Resourcefulness
80
Conclusion
  • Many problems that we treat as being a result
    of other peoples contract or competence
    betrayal, are actually a result of their or our
    communication
  • problems.
  • In other words
  • Competence failures or contractual failures
    are often really communication failures.

6. Resourcefulness
81
Principle 7 Conservation
Page 83
  • Sustainable leadership respects and builds on
    the past in its quest to create a better future.

82
Modes of organisational forgetting

Established Knowledge
New Knowledge
Failure to consolidate DISSIPATION
Failure to maintain DEGRADATION
Accidental
Abandoned innovation SUSPENSION
Managed unlearning PURGING
Purposeful
DeHolan Phillips, 2004
7. Conservation
83
The Past, Present Future of Change
  • Acknowledge the past. Preserve the best.
  • Learn from the rest.
  • Wildness, diversity and disorder have
  • value.
  • The past is not pure. Do not romanticize it.
  • The past has no Golden Age to which
  • we should return.
  • We view the past differently. We
  • must therefore interpret it together.
  • When we dismiss or demean the past,
  • we fuel defensive nostalgia among its
  • bearers.

7. Conservation
84
Creative Recombination for Renewal
  • From
  • Firing and rehiring
  • Developing new
  • communications
  • Inventing new values
  • Re-engineering new
  • processes
  • Complete restructuring
  • To
  • Redeploying the talent
  • companies already have
  • Plugging into reinventing
  • existing social networks
  • Reviving and renewing
  • existing values
  • Salvaging existing good
  • Processes
  • Reworking and rebuilding
  • existing structures

Abrahamson, 2004
7. Conservation
85
Stop, Start, Continue

STOP What is less valuable
START What is more valuable
CONTINUE What remains highly valuable
SUBVERT What is formally required but threatens
what is valuable
7. Conservation
86
Conserving the past through
  • Retreats that renew the vision
  • Audits of the organizations memories of
    analogous change
  • Asset inventories of existing experience and
    knowledge
  • Organizational abandonment meetings
  • Appointments made mid-term to cultivate learning
    of the culture
  • Storytelling to pass on wisdom
  • Mentoring that runs in both directions
  • Good written records
  • Creation of blended professional cultures
  • Creative recombination, not repetitive change

7. Conservation
87
Thank you
Write a Comment
User Comments (0)
About PowerShow.com