What they tend not to do, however, is to exhibit directive leadership styles (Mendel, Watson, & MacGregor, 2002). (2001). Collins (2001) compared 11 companies with long-term, positive financial performance profiles (a minimum of 15 consecutive years) with other companies that made short-term shifts from good to great, but failed to sustain their gains. Thus, it seems clear that school principals need to manage the structures and processes of their schools around instruction. Creating and sharing knowledge is central to effective leadership. Principals need to tap the expertise of teacher leaders in their schools in order to enhance improvement efforts and results (Marks & Printy, 2003). Knowledge creation and sharing fuels moral purpose in schools led by Cultural Change Principals. The Cultural Change Principal appreciates that teaching is both an intellectual and a moral profession. Consequently, today's principals concentrate on building a vision for their schools, sharing leadership with teachers, and influencing schools to operate as learning communities. In effective schools, principals are able to judge the quality of teaching and share a deep knowledge of instruction with teachers (Fink & Resnick, 2001). (2012), Timperley (2011), Robinson (2007) and Sharratt and Fullan (2012). School principals who focus on a vision for their schools nurture the leadership capabilities of their teachers. Moral purpose is social responsibility to others and the environment. And when milestone achievements are reached, those successful results are celebrated. Learning needs to occur throughout an organization, and principals need to become participants in the learning process in order to shape and encourage the implementation of effective learning models in their schools. Student learning is paramount to the Cultural Change Principal. They are knowledgeable about curriculum and instruction and promote teacher reflection about instruction and its effect on student achievement (Cotton, 2003). Leadership succession is more likely if there are many leaders at many levels. Phone No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in In turn, to mobilize teachers, we must improve teachers' working conditions and morale. Elmore, R. (2000). Never a checklist, always complexity. An effective leader promotes coherence in the instructional program where teachers and students follow a common curriculum framework (Leithwood & Riehl, 2003). National and state expectations require schools to ensure that all students achieve mastery of curriculum objectives, and local schools focus on implementing those requirements to the best of their ability. for giving less emphasis to instructional leadership are lack of in-depth training, lack of time, increased paperwork, and the community’s perception of the principal’s role as that of a manager (Flath, 1989; Fullan, 1991). Change is messy. For some time, educators have believed that principals must be instructional leaders if they are to be the effective leaders needed for sustained innovation. Additionally, if their schools are moving in the right direction, they model effective leading and learning. The research shows that effective principals (both men and women) facilitate shared leadership and collaboration among their staffs to include the following: Related Resources: Danielson, 2007; Donaldson, 2007; Dozier, 2007; Harrison & Killion, 2007; Lieberman & Friedrich, 2007; Wade & Ferriter, 2007. including photocopy, recording, or any information storage and retrieval system, without permission from ASCD. Today's principals must become role models for learning while continually (or at least regularly) seeking tools and ideas that foster school improvement (Lashway, 2003). Principal-leaders should work to transform teachers' working conditions. And a valuable byproduct for principals who collaboratively focus on instructional leadership is that they are less likely to burn out (Marks & Printy, 2003). Successful principals understand that it is important to establish clear learning goals and garner schoolwide—and even communitywide—commitment to these goals. A successful principal must have a clear vision that shows how all components of a school will operate at some point in the future. However, to effectively foster student learning requires the exercise of distributing leadership (Tucker & Tschannen-Moran, 2002). The other characteristics of the change leader—moral purpose, an understanding of the change process, the ability to build relationships, and the creation and sharing of knowledge—help forge coherence through the checks and balances embedded in their interaction. Clearly, multiple role expectations exist for school leaders. Furthermore, how will you know when and how to take corrective action along the way? Simply put, schooling is organized around two key functions: (1) teaching and learning, and (2) organizing for teaching and learning. Accomplishing these essential school improvement efforts requires gathering and assessing data to determine needs, and monitoring instruction and curriculum to determine if the identified needs are addressed. Michael Fullan is Dean of the Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada; If relationships improve, schools get better. Leaders with deep moral purpose provide guidance, but they can also have blinders if their ideas are not challenged through the dynamics of change, the give-and-take of relationships, and the ideas generated by new knowledge. In this chapter, we will show how instructional leadership and leadership for learning are interconnected and what implications these have in improving student performances. PriceWaterhouseCoopers. They also look to the future and strive to create a culture that has the capacity not to settle for the solution of the day. All schools need principals to exercise their roles as instructional leaders who ensure the quality of instruction (Portin et al., 2003). Educational Leadership, 59 (8), 16–20. 51% OFF the cover price. The principal can be transactional or transformational but a 100 percent she should always be an instructional leadership 2. According to Hallinger and Murphy (2012), “Today, we view instructional leadership as an influence process through which leaders identify direction for the In The Six Secrets of Change, Michael Fullan makes a strong case for using reflective and conceptual insight tied to underlying theories to guide instructional leadership practice. The good news for most of us is that charismatic leaders are actually a liability for sustained improvement. They described some core strategies for developing the role of the principal as instructional leader, including five mutually reinforcing sets of strategic activities: nested learning communities, principal institutes, leadership for instruction, peer learning, and individual coaching. Pages 16-21. As key instructional leaders, principals share their leadership with teachers to promote reflection and collaborative investigation to improve teaching and learning. Using data to make instructional decisions. In sharing leadership, principals collaborate with teachers to evaluate issues related to curriculum, instruction, and assessment. Click on keywords to see similar products: The goal is not to innovate the most. Leaders have a deeper and more lasting influence on organizations and provide more comprehensive leadership if their focus extends beyond maintaining high standards. Only principals who are equipped to handle a complex, rapidly changing environment can implement the reforms that lead to sustained improvement in student achievement. Cultural Change Principals display palpable energy, enthusiasm, and hope. Leaders help others assess and find collective meaning and commitment to new ways. Organizations must set their sights on continual improvement at all levels, and for that they must nurture, cultivate, and appoint successive leaders who are moving in a sustained direction. Hargreaves, A. Wise principals understand that they cannot reach instructional goals alone (Hargreaves & Fink, 2003). Like the business leader, the principal of the future—the Cultural Change Principal—must be attuned to the big picture, a sophisticated conceptual thinker who transforms the organization through people and teams (Fullan, 2001). Teaching in the knowledge society. Building a new structure for school leadership. This process requires the facilitation of individual and shared efforts to accomplish common objectives" (Kyrtheotis & Pashiardis, 1998b, p. 3). Teachers too frequently view classroom observations as a means to satisfy contractual obligations rather than as a vehicle for improvement and professional growth (Cooper et al., 2005). Subscribe to ASCD Express, our free email newsletter, to have practical, actionable strategies and information delivered to your email inbox twice a month. To summarize, principals—that is, effective principals—support instructional activities and programs by modeling expected behaviors and consistently prioritizing instructional concerns day-to-day. Effective instructional leaders believe that staff should collaborate and openly discuss instruction and program administration collectively among all stakeholders (Blase & Blase, 1999). Effective principals also serve as participatory learners with their staffs (Prestine & Nelson, 2003). Principals use a variety of staff development tools to focus awareness on research-based strategies that facilitate improved instructional effectiveness (Blase & Blase, 1999). “have theory will travel”. (Killian, 2015). Fullan, M. (1999). College Press. Instead, the Cultural Change Principal provides opportunities for people to visit sites that are using new ideas, invites questions and even dissent, and expects the change process to proceed in fits and starts during the first few months of implementation. Monday through Friday Knowing what is important about good teaching is different from the ability to use that knowledge well in stressful situations such as teacher removal. If you are not sure of where you want to go, how will you ever get there? Successful leaders don't mind when naysayers rock the boat. MISSION: ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged. The meaning of educational change. Michael Fullan describes organisational change as rocket science. Consequently, principals are not the only instructional leaders in a school. Instructional leadership requires a broader view that incorporates the expertise of teachers (Fullan, 2002). Today, most school lead-ers seek a balance in their role as manager-administrator and instructional leader. Are we reducing the gap between high-performing and lower-performing students in this school? In practical terms, principals talk to teachers, provide staff development, and support lifelong learning about teaching and learning (Blase & Blase, 1999). Educational Leadership In pursuing improved learning as a central moral prerogative, the principal is the lead agent, buoyed and supported by partners in the organisation through co-learning and co-leadership (Fullan, 2006). Nevertheless, such a principal forges ahead and expects progress within a year because he or she has nurtured the conditions that yield results sooner rather than later. Michael Fullan, O.C., is the global leadership director, New Pedagogies for Deep Learning and a worldwide authority on educational reform with a mandate … Not only do effective principals focus attention on curriculum and teaching, they also understand teaching and possess credibility in the eyes of their staff (Mazzeo, 2003). For this reason, relationships and professional learning communities are essential. Leaders look for ways to address those concerns. Such a principal also works to develop other leaders in the school to prepare the school to sustain and even advance reform after he or she departs. Schools that work (i.e., that are successful by various measures) have leadership that provides meaningful staff development (Marzano et al., 2005). Alexandria, VA 22311-1714, by James H. Stronge, Holly B. Richard and Nancy Catano.