Inevitable TOO! 2013 Summit

Report
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?

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