Leadership DevelopmentPrincipal Congress 2010 HighlightsKeynote Address: Dr Richard ElmoreDr. Richard Elmore, Gregory R. Anrig Professor of Education Leadership at Harvard University, presented findings from his research on theories of action as a pathway to instructional improvement. His presentation included key concepts from the book Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning” by City, Elmore, Fiarman, and Teitel, (2009). The video clips below include highlights from Dr. Richard Elmore's keynote address. Clip #1: Ontario – Change in a Parallel Universe – Find out why Elmore describes Ontario as a “parallel universe.” In this clip, Elmore highlights the work of Robert Kegan as he discusses the need to acknowledge and understand the impact of loss through the change process when focusing on instructional improvement. Learn more about the Ontario Educational System: All Systems Go: The Change Imperative for Whole System Reform by Fullan (2010) Learn more about strategies for leading change in oneself and others in:
Immunity to Change: How to Overcome It and Unlock the Potential in Yourself and Your Organization (Leadership for the Common Good) by Robert Kegan and Lisa Lahey (Boston, Massachusetts: Harvard Business Press, 2009) Clip #2: Psychological Safety – Powerful learning requires psychological safety. Elmore talks about the instructional rounds strategy which creates a psychologically safe environment for learning. Find out more about how the instructional rounds strategy creates a safe space for learning in: Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning by City, Elmore, Fiarman, and Teitel, (2009). Clip #3: The Impact of Individual and Collective Efficacy – Elmore discusses the results of Goddards' research on individual and collective efficacy and their implications for school improvement. Clip #4: Three Ways to Increase Student Achievement – Elmore identifies three key strategies to increase student achievement. Learn more about successful strategies in Ontario for increasing student achievement: Clip #5: Task Predicts Performance – Elmore believes the focus of administrators' observations of practice should be on the tasks that students are being asked to do. Clip #6: Theory of Action – A theory of action is an if… then statement that examines your theory of what you are going to do to get the results that you want to achieve. Elmore discusses the characteristics and qualities of an effective theory of action. Clip #7: Elmore's 4th Law – Elmore explains why an administrator may see effective instructional practices occurring in the classroom but not see evidence of change in the external test results, and what to do about it. Clip #8: The Need to Declutter – Elmore states that the purpose of a good theory of action should be to cut through the clutter and to decide what clutter should be discarded. Clip #9: Teamwork and Closing – Teaming creates micro-cultures in an organization. Elmore believes it is the role of the administrator to manage these micro-cultures if effective, coherent and sustainable change is going to occur. About Richard ElmoreRichard F. Elmore is the Gregory R. Anrig Professor of Educational Leadership at Harvard University. He is also co-director of the Connecticut Superintendents' Network, a community of practice for superintendents engaged in the improvement of instruction, sponsored by the Connecticut Center for School Change. Dr. Elmore is on the faculty of the Executive Leadership Program for Educators, which builds on several prior initiatives at Harvard's Graduate School of Education, Business School, and Kennedy School of Government, and works with state commissioners of education and school superintendents, along with their leadership teams and key stakeholders. He holds a bachelor's degree in political science from Whitman College, Walla Walla, Washington, and a master's degree in political science from the Claremont Graduate School, Claremont, California, and a doctorate in educational policy from the Harvard Graduate School of Education. His most recent publications include Building a New Structure for School Leadership (Shanker Institute, 2000), Bridging the Gap Between Standards and Achievement (Shanker Institute, 2002), School Reform from the Inside Out: Policy, Practice, and Performance (Harvard Education Press, 2004), Leadership as the Practice of Improvement (Organization for Economic Cooperation and Development, 2006) and Instructional Rounds in Education: A Network Approach to Improving Teaching. Further reading: Bandura, A. (1997). Self-efficacy: The exercise of control. NY: Worth Publishers. Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-44. Gladwell, M. (2009). What the dog saw and other adventures. NY: Little Brown and Company. Goddard, R., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure and impact on student achievement. American Educational Research Journal, 37(2), 479-507. Kegan, R. and Laskow, L. (2009). Immunity to change: how to overcome it and unlock potential in yourself and your organization. Boston, Mass: Harvard Business Press. Leithwood, K., & Beatty, B. (2007). Leading with teacher emotions in mind. Thousand Oaks, CA: Corwin Murphy, J. (2010). The educator's handbook for understanding and closing achievement gaps. Thousand Oaks, CA: Corwin Press. |
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