Inevitable TOO! The Total Leader Embraces the Inevitable Mass Customized Learning Chuck Schwahn and Bea McGarvey Significant contributions: Pat Crawford, Duff Rearick, and Jay Scott Inevitable TOO! the meeting was . . . Inevitable 3 Inevitable TOO! What Total Leaders ARE LIKE as managers of the MCL Vision CORE VALUES & PRINCIPLES OF PROFESSIONALISM What Total Leaders DO to manage the MCL Vision PERFORMANCE ROLES (3 for each Domain) The Change TheTOTAL TOTALLEADER LEADERfor forProductive the MCL Vision The Authentic Leader The Visionary Leader The Cultural Leader The Quality Leader The Service Leader 5 The TOTAL LEADER for the MCL Vision The Authentic Leader DEFINES the REASON for MCL The Visionary Leader FRAMES the PICTURE of MCL The Cultural Leader The Quality Leader The Service Leader DEVELOPS OWNERSHIP for MCL BUILDS CAPACITY for MCL ENSURES SUPPORT for MCL 6 The TOTAL LEADER for Productive Change Authentic Leadership “MCL has meaning for me!” Visionary Leadership “MCL is clear, exciting, doable, INEVITABLE!” Cultural Leadership “I want to be part of making MCL a reality!” Quality Leadership Service Leadership “I (we) can Make MCL a reality!” “Our leaders are really helping!” 7 Inevitable TOO! What Total Leaders DO to manage the MCL Vision 15 PERFORMANCE ROLES (3 for each Domain) In Chapters 1 – 7 . . . Rubrics for Reflection Self-Assessment Planning Your Improvement What is the degree to which I . . . ? What are the strategies I will do to improve my . . . What/who are the resources that will help me improve my . . . ? In Chapter 3 . . . THE AUTHENTIC LEADER (REASON) PR # 2: What is the degree to which I model the Values, Beliefs, and Guiding Principles of Mass Customized Learning Vision? 4 INNOVATING I can help others understand the importance of having and modeling Values and Beliefs/Guiding Principles of the MCL Learning 3 APPLYING I explain to others which MCL Values and Beliefs/Guiding Principles I am modeling, and how and why I am doing so. (Talk the walk) 2 DEVELOPING I model the Values and Beliefs/Guiding Principles of our MCL Learning Community. They “run through my veins.” (Walk the talk) 1 BEGINNING I do not work from a set of explicitly stated Values and Beliefs/Guiding Principles. In Chapter 4 . . . THE VISIONARY LEADER (PICTURE) PR # 5: What is the degree to which I define and describe the ideal Mass Customized Learning future for the Learning Community? 4 INNOVATING I ensure that all work in the Learning Community is moving toward the MCL Vision. (Keeper of the vision) 3 APPLYING I can respond to “what do we do now” questions with suggestions consistent with the MCL Vision. (Clarifier of the vision) 2 DEVELOPING I “paint the outline” of MCL, and “allow others to collaboratively fill the canvas.” (Communicator of the vision) 1 BEGINNING I expect that each department or Learning Center creates its own vision of what they will look like when they have realized the MCL Vision. (Consensus builder around the vision) In Chapter 5 . . . THE RELATIONAL LEADER (OWNERSHIP) PR # 8: What is the degree to which I create an open, change-friendly Mass Customized Learning culture? 4 INNOVATING I am the lead story-teller of examples of our MCL Vision. 3 APPLYING I strategically create and honor tangible forms of culture which reflect our MCL Vision (heroes, heroines, rituals, ceremonies, traditions). 2 DEVELOPING 1 BEGINNING I led the creation of a vision of our preferred culture with 3-5 cultural norms. I can identify the characteristics of and norms of an empowering, change-friendly MCL culture. Inevitable TOO! What Total Leaders ARE LIKE as managers of the MCL Vision CORE VALUES & PRINCIPLES OF PROFESSIONALISM In Chapters 3 – 7 . . . Core Values of the TL What they mean What they look like AL VL RL QL SL Integrity Honesty Openness Courage Integrity Commitment Excellence Productivity Risk Taking Team Work INTEGRITY The uncompromising adherence to moral and ethical principles; soundness of moral character 1. Discerning what is right and what is wrong; 2. Acting on what you have discerned, even at personal cost; 3. Saying openly that you are acting on your understanding of right from wrong. 16 17 Leadership INTEGRITY COURAGE VISION OPENNESS HONESTY TRUSTWORTHINESS In Chapter 2 . . . Essential Elements of Mass Customized Learning What differentiates MCL from other change efforts OR You are not doing MCL unless . . . 19 How the Inevitable: MCL Vision is Unique 1. 2. 3. 4. 5. 6. 7. NO Industrial Age, Assembly Line How is the Learner Outcome Best Learned Intrinsic Learner Motivation Learner and Professional Role Changes Accepting of Cross-Industry Learning Technology as Transformer of School Structure ePortfollio Management System 20 “Mass Customizing” Defined • Not just meeting your individual needs . . . • But meeting everyone’s needs, simultaneously . . . • Other professionals get to work with one client at a time . . . great, but that’s not mass customizing . . . • Teachers have 25 - 30 clients at a time . . . • Now that’s “Mass Customizing” . . . In the Epilogue . . . The Incongruent Walrus “Congruency” is about aligning perception and reality 22 Congruency is the “correlation” between what the leader perceives he is doing with what direct reports perceive the leader is doing. Duff Rearick Stronger Congruency 5 4.75 4.5 4.25 4 Leader 3.75 3.5 3.25 3 Staff Weaker Congruency 5 4.75 4.5 4.25 4 Leader 3.75 3.5 3.25 3 Staff Variations Across 5 4.75 Focus for mentoring/reflection (lack of congruency) 4.5 4.25 4 Leader 3.75 3.5 3.25 3 Staff The End . . . or is it the beginning?