Feedback: Growing Your Teacher Leaders Using a Leadership Development Continuum Model

Feedback: Growing Your Teacher Leaders Using a Leadership Development Continuum Model

by | Dec 1, 2019 | #SH302, District Office Leadership, Education, Feedback, Leadership, Learning to Lead, Principal Leadership, Principals, Professional Dialogue, Teacher Leadership

Feedback

True intuitive expertise is learned from prolonged experience with good feedback on mistakes. ~ Daniel Kahneman

 

Dave is a Teacher Leader

The whole meeting lasted only seventeen minutes, but it felt like three rounds in a cage fight. No, I wasn’t bloody or bruised, I wasn’t even out of breath. I was overheating, and I could feel my pulse in my temples. What’s amazing is that my visceral reaction was over just a few points that I needed to make about Dave’s leadership and his last department meeting, “Dave, this meeting needed a stronger agenda to keep everyone on task…”

 

Teacher Leaders Need Feedback 

The fact is that providing leadership training and feedback to help teacher leaders grow is challenging. Many would argue that giving feedback is actually more difficult than receiving it, and many supervisors struggle to give quality feedback on lesson delivery, let alone teacher leadership.

But, great administrators know where their people are on the leadership development continuum, and they tailor professional development accordingly. Because the idea of growth is often nebulous, it can be reduced to traits and skills that are critical to be an effective leader, but are not always organized and taught in a systematic fashion. As a result, many individuals never fully develop into great leaders. When developing teacher leaders, it is vital to identify the proven leadership qualities and skills that each person must possess, to evaluate their levels in each of the areas, and to then tailor their leadership development to meet their needs. Teacher leaders are typically selected because of their teaching skills, not necessarily their leadership abilities, which means that we must focus on them if they’re going to be effective in the role.

This process of development highlights the differences between a beginner, intermediate, and expert leader, which allows for competency development to occur on a continuum. Great leaders differentiate professional development experiences for their people so as to target their specific needs. General leadership training is fine for novice leaders, but as each person on the team learns and grows, she needs refined teaching to hone and sharpen specific skills.

That’s why we provide the Leadership Development Continuum Model. It allows leaders to differentiate the four types of training that teacher leaders need as they grow from novice to expert. It was originally published in Candid and Compassionate Feedback, but let’s review it’s use here. 

 

Leadership Development Continuum Model 

 

 

Leadership Development Continuum Model

 

 

Four Types of Leadership Development 

 

Foundational: The first level of leadership development is simply foundational. If teacher leaders are getting any type of leadership training, it’s usually at this level. This type of training is universal, which means it will benefit everyone on the team. Example: Book studies.

Key Success Driver: The key to foundational training for teacher leaders is to make sure that it’s on the agenda for every meeting. If 30-50% of your leadership team meetings aren’t spent on leadership development, the rest of the time you spend on initiatives and programs is wasted.

Experiential: The next level of training is far more specialized. Experiential leadership training is designed to provide teacher leaders with job-embedded learning. Most teacher leaders are still spending the majority of their time in the classroom with their “leadership” time during planning periods and after school. Experiential training is the first step to breaking down the barriers of isolation for teachers to learn and lead outside of the classroom walls. Example: Instructional rounds with administrators, specialists, or coaches to include feedback conversation thereafter.

Key Success Driver: The key to experiential leadership development is for the teacher leader to be an eye-witness to the problems-of-practice and challenges that teachers and students face. We must bring the teacher leader to the table to discuss theories-of-action and next steps regarding professional development and feedback for the staff. Providing time outside of the classroom is key for teacher leaders to gain perspective as they learn and grow.

Practical: This level of leadership development is geared more toward an advanced or advancing teacher leader. It’s still universal enough in that it can be done within the school, but it’s definitely specific to the person and not just the position they hold. Practical leadership development always involves a coach or supervisor who conducts a focused observation and then provides direct feedback to the teacher. Example: Feedback after observing a department meeting.

Key Success Driver: Typically, when we think of observation and feedback cycles in schools, we focus on instruction, instructional delivery, and planning. But, for leaders to grow, like any other area of skill development, they need feedback. The key is for the coach (outside consultant or administrator) to observe the teacher “leading” and then provide specific written and/or verbal feedback on a predetermined leadership skills (such as clear communication).

Topical: The most advanced leadership development scenario on the continuum is for leaders to attend a session at a conference (or other off-site seminar) on a topic that is specific to her developmental needs. This type of training is reserved for an expert leader who needs specialized training in something that cannot be delivered within the school or district. Example: Attend a restorative practice conference.

Key Success Driver: The key to this level of leadership development is not just that it’s off-site; the conference, course, or seminar must be specific to the needs of the leader or the school. Too often, when we send our teachers to conferences, we don’t provide a specific focus or strand for them to target. And, we generally send teachers to “teaching conferences.” In this case, we’re sending the teacher leader to a leadership conference or seminar with a specific focus on one aspect of their leadership development or expert knowledge that they need in their role.

Great school leaders are focused on developing the best teacher leadership team possible. They know that if the leadership in the school is limited to that of the administration, they’re doomed to failure. It’s not possible to run an effective school with just the administrative team; it takes highly skilled and well-trained teacher leaders and a distributive leadership model.

We’re helping administrators across the country with everything from the development of their team to mastermind coaching to feedback models that work. Don’t hesitate to reach out and contact us.

 

The Three Minute Challenge: The Trusted Few and Evaluated Impact of Decision-Making #TheThreeMinuteChallenge

The Three Minute Challenge: The Trusted Few and Evaluated Impact of Decision-Making #TheThreeMinuteChallenge

by | Nov 20, 2019 | #TheThreeMinuteChallenge, Decision-Making, District Office Leadership, Education, Learning to Lead, Long-Term Decision-Making, Systems Thinking, Teacher Leadership

Trusted Few & Decision Impact Throughout this month we delved into the dynamic topic of decision-making. It’s fascinating to think that we make more decisions in a day then we take actual breaths. Although that’s hard to believe, human beings are built to be decision-making machines. And the types of decisions we make in a single day cover the full spectrum of complexity, importance, and significance. Some decisions are profound, with lasting effects on our lives, while others are merely inconsequential. Taking all of this into account, our goal is to provide a simplistic methodology for you to create an environment that helps you, and others, make the most of every decision you make. As educators and leaders, we are intrigued by decision theory and why people make one decision over another, the process they use to make a decision, and how circumstances dictate so much of the outcome. This is why it is necessary to take a step back and look at your decisions over time to help guide future situations. Whether it’s through a personal or professional lens, we are all subject to the realities decision-fatigue, which is the reason why core values and routines are so important. Without them, when we face challenging times, we tend not to make the best choices. The humbling truth is that leadership can be lonely, but that doesn’t mean that we have to take charge alone. Our decision-making prowess improves when we can employ the last two parts of the model. This requires us to rely on a few trusted individuals who can help us when making tough decisions and then to evaluate the impact of our decisions by measuring the effectiveness of their outcomes. Fortunately, not every decision requires consultation, nor does every decision necessitate evaluation. Take time for the following two challenges–only three minutes each–and you’ll uncover some of your own reasoning and patterns within the decisions you make.

#1: Evaluate the who, when, and why of your decisions — Trust is an essential element to any productive relationship. The more we trust an individual or group, the more apt we are to share our thoughts, feelings, ideas, and challenges. Unfortunately, we’ve all experienced a lack of trust at some point in our lives. The difficulty with not having trusting relationships in an organization is that time and energy are given to protection and secrecy instead of transparency and openness. The former halts success and increases suspicion, while the latter accelerates achievement and reinforces the mission. Take a few minutes to evaluate the level of trust within your organization as it pertains to the who, when, and why of your decisions:

  • Who do you rely on to help you make important decisions?
  • When do you include them in the decision-making process–in the beginning, when the issue is fresh, in the middle when you get stuck, or at the end when you have a fixed idea and you’re just looking for confirmation?
  • Why do you seek out those individuals as trust-agents over others who also may by helpful?

#2: Evaluate the how, where, what of your decisions — It can be said that the sum total of our life is what we accomplish is the culmination of all of our decisions. What we expect from ourselves and others usually determines our results. The challenge before us is in determining whether or not our decisions are moving us and our organization in the right direction. Take a few minutes to analyze the effectiveness of your decisions as it pertains to the how, where, and what of making them.

  • How do you know if a decision that you made was good or that it achieved the desired result? How do you take the necessary time to analyze the results?
  • Where, in terms of physical space, do you find the most success with your decision-making circumstances?
  • What aspect of the decision-making process do you need to improve–values, routines, people, or impact?
Stay tuned for our upcoming Review and Reflect where we take you through the entire month to synthesize the information to empower you to make better decisions. Find us on Twitter, YouTube, iTunes, Facebook, & SoundCould. And, again, if you want one simple model for leading better and growing faster per month, follow this blog by entering your email at the top right of the screen. TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster. Joe & T.J.
Candor, Creativity, and Critical Thinking: Getting Unstuck w/ Kirsten Richert & Jeff Ikler

Candor, Creativity, and Critical Thinking: Getting Unstuck w/ Kirsten Richert & Jeff Ikler

by | Oct 30, 2019 | Creativity, Culture, Disruption, District Office Leadership, Education, Engagement, Excellence, Feedback, Leadership, Learning to Lead, Teacher Leadership

Getting_Unstuck As we discussed the topic of creativity and we connect it to the field of education, we know that providing space to think deeply is critical. For innovation to be a norm, we need environments that support risk-taking. Feedback is also important, but it should be a conversation rather than over-prescribed recommendations. Too often, leaders associate candor with “too much telling” when it’s really about the compassion to help others improve. We hope that you’ll enjoy this podcast for a discussion of “getting unstuck,” removing yourself from a “culture of nice,” and learning to be candid and compassionate in your approach. You can listen here with Apple Podcasts, or here at the Getting Unstuck website. And if you haven’t read our book, Candid and Compassionate Feedback: Transforming Everyday Practice is Schools, you can get a copy here. You can find more on leading better and growing faster at dereka206.sg-host.com. Don’t forget to like, follow, and share. We look forward to hearing from you. Joe & T.J.
#reviewandreflect: Supporting Creativity as a Leader

#reviewandreflect: Supporting Creativity as a Leader

by | Oct 27, 2019 | #review&reflect, Creativity, Culture, Daily Habits, District Office Leadership, Education, Engagement, Fulfillment, Innovation, Leadership, Learning to Lead, Organizational Growth, Organizational Leadership, Podcast, Teacher Leadership

Creativity Chart This is TheSchoolHouse302’s monthly #review&reflect, wrapping up our focus on Creativity. Our review and reflect series embraces the powerful sentiment from Soren Kierkegaard: “Life can only be understood backwards; but it must be lived forwards.” Take time with this post as we take a deep dive into our leadership content so that you can develop the skills you need to lead better and grow faster.

Skills I need to develop for improved creativity…

This month we focused on creativity, and we introduced the topic through our low-level leadership series. We truly espouse the notion that finding “bright spots” and “soaring with your strengths” are keys to accessing and duplicating superior leadership qualities. However, there is tremendous value in identifying key behaviors that thwart a desired result as well. We often need to know what not to do first, before we can explore what to do.

We liken our low-level leadership series to that of the great vehicle app, Waze, which informs travelers of all kinds of potential obstacles and issues that lie ahead during a drive. By identifying the three surefire “waze” to crush creativity, we provide leaders a navigational tool to help them avoid common hazards.

Passing judgment, over-prescribing recommendations, and limiting risk-taking are all creativity crushers. An effective leader simply responds differently than using any of these three low-level methods. Rather than passing judgment, she supports her subordinates to gain a greater understanding. Instead of restricting thoughts and controlling situations, she collaborates and creates a space to think. Lastly, she rewards the people who are taking calculated and thoughtful risks to support the core of the vision. 

Be Creative

Creativity_Self-Assessment

If you find yourself thinking, “well, it really depends on the person,” then we encourage you to dive into the following great reads. Organizational cultures should not be situational, and organizational norms should not fluctuate based on individuals.

Great leaders are avid readers…

Review: In our #readthisseries we featured books that highlight real people who we can emulate and real wisdom for the courage we need to succeed as leaders.

Our first recommendation is, Steal like an artist: 10 things nobody told you about being creative.. This is a quick read that we feel sparks creativity.

Our second recommendation is from Eric Sheninger and Trish Rubin, BrandED: Tell your story, build relationships, and empower learning. This is a terrific book for school leaders looking to brand their school or district and truly bring their story to life. It offers practical yet creative advice.

Our final recommendation comes from Sir Ken Robinson, Creative schools: Revolutionizing education from the ground up. The bottom line is that Ken’s message challenges us as educators. Only read this book if you are serious about change, creativity, and alternative to the current system of schooling.

[youtube https://www.youtube.com/watch?v=KQTAMFF_0nk?list=PLEDYf65jBDzZGq4wt4rPO7dsjq9Hi36ti&w=962&h=541]

You can’t miss our #readthisseries on 3 books you need to read now.

Who should I follow…

What does an expert have to say about creativity? If you want to dig even deeper into the mind of a creative thinker, you’ll want to listen to our #onethingseries this month, which featured creativity expert and author of Steal Like an Artist, Austin Kleon. One simple but magical act you can do each day, according to Austin, is to take a walk. We champion this sentiment because it encourages the need to find our center, to find “me” time, to enjoy nature, and to open the mind to creative thought.

Austin Kleon

Action: This month we asked you challenge yourself through TPA: A Framework for Growth Through Reflection

Think - Plan - Act

To learn more about supporting the people you lead, complete this #ThreeMinuteChallenge.

To become more collaborative, complete this #ThreeMinuteChallenge.

To become better at rewarding risk-taking, complete this #ThreeMinuteChallenge.

Please subscribe! Listen to the entire podcast on iTunes, One Thing Series, and please rate and like (it helps). That’s our #review&reflect for Creativity. Take a look back to take a step forward. TheSchoolHouse302 is about getting to simple and maximizing effective research-based strategies that empower individuals to lead better and grow faster. Please let us know how our leadership posts are working for you, what you are reading to improve yourself, and your thoughts on leadership and growth here on our blog and Twitter. Follow our #onethingseries podcast on iTunes and our #readthisseries on YouTube. Joe & T.J.
#reviewandreflect: Supporting Creativity as a Leader

#TheThreeMinuteChallenge: Passing Judgement

by | Oct 9, 2019 | #TheThreeMinuteChallenge, Creativity, District Office Leadership, Learning to Lead

Think left and think right and think low and think high. Oh the thinks you think if you only try. ~ Dr. Seuss

Creativity Chart The real genius of any creative endeavor is that it requires action to become something tangible, something more than an idea, speculation, or plan. A willingness to try, to take risks, and to work toward an imagined reality are all necessary to achieve any desired result. However, success is neither binary nor linear. Just because we do  X and then Y does not guarantee that we gain Z. And the path toward our vision is always filled with twists and turns, highs and lows. It’s for these reasons, and many more, that creativity is a necessary component in every great organizational culture. That said, it’s rarely as explicit as it should be. We seldom see or hear of strategic plans with areas completely dedicated to creativity and innovation. Yet, breakthroughs and break-froms both require imagination and the type of unique thinking that moves us from the past and into the future. It’s why we must make changes in the way we lead so that we capitalize on creativity versus the mistakes we make when we squander it. The first low level leadership behavior we feature this month is passing judgment, which is unfortunately a common method to reinforce the behaviors, actions, and attitudes of our workforce. Undoubtedly, leadership and evaluation go hand-in-hand. But, great leaders are skillful in the nuances of positive reinforcement, both in celebrating what they want repeated and in using corrective action for the changes they want made.

Challenge Yourself–TPA: A Framework for Growth Through Reflection

Think - Plan - Act

Think: How often do I use praise versus criticism? Do I praise people enough for them to hear my corrective feedback when I give it? Do people feel psychologically safe in doing their best work?

Plan: Target specific behaviors that people need to exhibit that will reinforce their creative output–challenging the status quo, thinking outside-of-the-box, seeing new perspectives, valuing diversity, lifting others with compliments, using candor, etc.

Act: Verbally or in writing praise people as they engage in the above behaviors and attitudes at work. Provide praise any time you see or hear of someone who is acting in a creative way or supporting a creative culture.

Stay tuned for more challenges, reflection questions, leadership models, podcasts, and more by following dereka206.sg-host.com. It’s our job to curate, synthesize, and communicate so that you can lead better and grow faster. In a world plagued by nothing but noise, we help you by getting to simple. TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster. Joe & T.J.
#5thSunday: Year-End Reflection Infographic–R.E.F.L.E.C.T.

#5thSunday: Year-End Reflection Infographic–R.E.F.L.E.C.T.

by | Dec 30, 2018 | Communication, Daily Habits, Data, Disruption, District Office Leadership, Education, Energy, Equity, Excellence, Failure, Feedback, Fitness, Focus, Fulfillment, Goal Setting, Innovation, Leadership, Learning to Lead, Listening, Long-Term Decision-Making, Modeling, Motivation & Retention, Networking, Organizational Growth, Organizational Leadership, Planning and Preparation, Positivity, Principal Leadership, Professional Dialogue, Reflect, Relationships, Self-Efficacy, Service Leadership, Systems Thinking, Teacher Leadership, Teamwork

Every month at TheSchoolHouse302, you get a blog post with a leadership development model, a podcast with a leading expert, a “read this” with three book selections, and a review and reflection tool–all on a particular topic of leadership to help you lead better and grow faster. Posts are always blasted out on Sundays so that leaders can think and prepare for the week ahead. In months when we have 5 Sundays, we also provide an infographic to help visualize and solidify the concept. This month, as we end our year, we want to R.E.F.L.E.C.T. on several powerful concepts to propel our success into the future of 2019. We hope you enjoy and Happy New Year. R.E.F.L.E.C.T._Infographic As always, please like, follow, and comment. If you have topics of interest, guests you want us to interview, or books that we should read and recommend, please let us know that as well. Joe & T.J.