SCHOOL LEADER PARADIGM
PLAN
What Problem or Opportunity (POP) is your team, department, or school tackling through the Cycle of Inquiry (COI)? The improvement goal should connect with and contribute to the improvement goals and/or student growth goals of the greater community.
STEP ONE: Assess the initial conditions. Identify a problem statement (current/impact/desired): Define the current situation in a sentence or two; Describe the impact on the people (students/staff/community) in a sentence or two; Describe the desired state by solving the problem in a sentence or two.
STEP TWO: Identify desired targets and data. What data already exists? What data is needed? How will it be collected?
STEP THREE: Analyze potential conflicting (driving or restraining) contextual influences. What contexts should you be aware of and pay attention to throughout the process?
STEP FOUR: Develop the Theory of Action or Theory of Improvement.
What is the clearly-defined Problem of Practice (POP)?
What baseline/outcome is the Theory of Action improving?
What is the clearly defined Theory of Action?
What are the potential leadership moves to make the Theory of Action come alive?
IMPLEMENT
REFLECTIVE EXPERIENTIAL LEARNING
Use the reflective experiential learning cycle to select experience(s) from a domain, connect it to an intelligence, and discuss with another leader.
Building leadership capacity through ongoing, mutually beneficial, reflective discussions.
Select an example from a focus area.
Give a brief description. Apply the leadership into action and reflect on the outcomes.
LEARNING LEADER: “BECOMING”
PERSONAL INTELLIGENCE
• Wellness
° Ethical
° Fit/Healthy
° Optimistic
° Self-Aware
• Growth Mindset
° Humble
° Reflective
° Intentional
° Accountable
• Self Management
° Organized
° Balanced
° Self-Controlled
° Self-Confident
• Innovation
° Creative
° Adaptive
° Resilient
° Courageous
SOCIAL INTELLIGENCE
• Service
° Empathetic
° Trustworthy
° Generous
° Protective
• Community Building
° Relational
° Collaborative
° Connective
° Conciliatory
• Capacity Building
° Empowering
° Guiding
° Resourceful
° Facilitative
• Influence
° Attentive
° Communicative
° Motivational
° Catalytic
SYSTEMS INTELLIGENCE
• Mission/Vision/ Strategic Planning
° Analytic
° Strategic
° Articulate
° Visionary
• Operations & Management
° Responsible
° Transformative
° Responsive
° Methodical
• Teaching & Learning
° Diagnostic
° Knowledgeable
° Pedagogical
° Evaluative
• Cultural Responsiveness
° Visible
° Affiliative
° Advocative
° Global
Learning Experience
Reflective Learning
Leadership into Action
Understanding the Experience
Reflect on the learning experience.
INTERPLAY REFLECTIONS
CONTEXTUAL INFLUENCES
Individual: Changes that impact you?
School: Shifts in school culture?
Community: Engagement with the community?
Political: Forces outside and from within?
The Interplay of Becoming While Doing: Use the lens of the Paradigm Intelligences (attributes) and Domains (dimensions) to discuss the leadership and improvement journey.
Think about and explain how the experience can be applied to future situations.
LEARNING ORGANIZATION: “DOING”
CULTURE DOMAIN
• Relationships
• Student-Centeredness
• Wellness
• Equity
• Traditions/Celebrations
• Ethics
• Global Mindedness
SYSTEMS DOMAIN
• Vision/Mission
• Communication
• Collaborative Leadership
• Data Literacy
• Strategic Management
• Safety
• Operations
LEARNING DOMAIN
• Reflection/Growth
• Result-Orientation
• Curriculum
• Instruction
• Assessment
• Innovation
• Human Capital Management
ASSESS
What is the evidence of the impact of YOUR leadership?
What is the evidence of impact? How did identifying a problem or opportunity and then developing a theory of action impact stakeholder learning, school improvement, and/or identified gaps?
Qualitative Data
Becoming: How did you learn and grow as the lead learner? Where did you build reflection into the process to guide your leadership? Who helped shape your leadership growth?
Doing: What domains were impacted? Which dimensions were specifically targeted? How did the learning organization progress-monitor and adjust?
Quantitative Data
REFLECT
What lessons were learned through the leadership journey?
What is Educational Context? The intersectionality, relationship, and collision of ever changing competing and collaborative forces in a school and/or district.
What did you learn about yourself throughout this process?
What lessons did your team learn throughout this process?
What is your leadership strength area: Culture, Systems, or Learning, and how did you use your strength during this Cycle of Inquiry?
What attributes did you identify as areas you need to continue to focus on as the lead reflective learning leader?
How did your team navigate conflict, stress, and challenges as you collectively went through the Cycle of Inquiry?
How does the Cycle of Inquiry impact the building school improvement goals?