This handbook discusses the components of McREL's Balanced Leadership Framework, which describes the 21 responsibilities of effective leaders that McREL identified in its meta-analysis of research on leadership (published through ASCD as "School Leadership That Works"). The authors also describe the concept of "balanced leadership," noting that "balancing when and how to maintain the status quo with when and how to challenge it is often the difference between effective and ineffective leadership." Key Ideas include: (1) Focus of leadership--the areas a principal targets for school improvement efforts; (2) Building purposeful community--helping the school community coalesce around clear goals; and (3) Magnitude of change--understanding the implications of change efforts for stakeholders and adjusting leadership behaviors accordingly. A bibliography is included. (Contains 17 exhibits.)
Authors
- Authorizing Institution
- Mid-continent Research for Education and Learning (McREL)
- Education Level
- Elementary Secondary Education
- Peer Reviewed
- F
- Publication Type
- Reports - Descriptive
- Published in
- United States of America
Table of Contents
- About the Authors 2
- Tim Waters 2
- School Leadership that Works From Research to Results 2
- Greg Cameron 2
- Balanced Leadership Professional Development Sessions Teaching Reading in Social Studies 2
- Introduction 3
- McRELs research on leadership 3
- Wisdom is knowing what to do next skill is knowing how to do it and virtue is doing it. 3
- Classroom Instruction that Works 4
- The meta-analysis 4
- School Leadership that Works From Research to Results 4
- The factor analysis 13
- Relationships Communication Culture 13
- The Balanced Leadership Framework 17
- Leadership 18
- Why Balanced Leadership 20
- Balanced Leadership What 30 Years of Research Tells Us about the Effect of Leadership on Student Achievement 20
- Focus of leadership 23
- Transforming Classroom Grading Classroom Instruction that Works 24
- Classroom Instruction that Works 25
- Magnitude of change 29
- Examples of first- and second-order changes 30
- Leading change 32
- Phases of change 35
- Create Demand Implement Manage Personal Transitions Monitor and Evaluate 35
- Create demand 36
- Intellectual Stimulation Change Agent Ideals and Beliefs 37
- Change Agent Intellectual Stimulation 37
- Implement 38
- Knowledge of curriculum instruction and assessment Optimize 39
- Manage personal transitions 40
- Flexibility 40
- Monitor and evaluate 42
- The consequences of second-order change 43
- Purposeful Community 47
- Purposeful Community collective efficacy use all available assets outcomes that matter to all agreed-upon processes 48
- Outcomes that matter to all 48
- Making the Grade 48
- What is it that we can do together than we cannot do as individuals 49
- Use of all available assets 49
- Agreed-upon processes 50
- Collective efficacy 53
- Why Collective Efficacy 54
- Mastery experiences 54
- Vicarious experiences 54
- Social persuasion. 54
- Affective states 54
- Group enablement 55
- Purposeful vs. Professional Learning Community 55
- Purposeful Community and Leadership 57
- Conclusion 62
- Bibliography 63
- McRELs Balanced Leadership Profile 67
