Dr. Herren speaks at the Westside Regional Seminar on District Transformation.

1. Transforming the CultureDistributed Leadership and Continuous Improvement

2. You know you are the Auburn School District Superintendent when… Your rookie year begins the worst fiscal crisis in 30 years. and you have openers for five bargaining units. You become an expert on the Swine Flu. Some think you should have stayed a wrestling coach. You become a weatherman making not one, not two, not six, not four, but eight snow day calls. The Howard Hanson Dam is leaking and you have two schools in the flood zone and you live on the Green River. There is standing room only at school board meetings. No one believes your estimate of the ending fund balance. You love your job because of the great people you work with everyday.

4. 9 Billion Dollar Shortfall

5. Washington State Biennium Revenue Shortfall 5 Billion

6. Elimination of I-728 and K-4 Enhancement

7. ARRA CLIFF 2012

8. Pension Tsunami

10. What is our fundamental purpose?

11. How will we mark our progress?

12. What are the targets and timelines?

13. How must we behave to achieve our vision?

14. What are our collective commitments?

15. What must we become to accomplish our purpose?

17. 5 Principles of Distributed Leadership Purpose of Leadership is the improvement of instructional practice and performance, regardless of role. Instructional improvement requires continuous learning. Learning requires modeling. The roles and activities of leadership flow from the expertise for learning and improvement not from the formal dictates of the institution. The exercise of authority requires reciprocity of accountability and capacity.

18. Transformation of Central OfficeManagement and Leadership

19. Distributed Leadership A Focus on the Instructional Core Content(Standards, Skills, Curricula) ALIGNMENT ASSESSMENT Instruction (Design, Delivery, Effectiveness) Student Learner (Knowledge, Skills, Interest) DIFFERENTIATION

20. Five Dimensions of Central Office Transformation 1. Learning-focused partnerships with school principals to deepen principals’ instructional leadership practice 2. Assistance to the central office-principal partnerships 3. Reorganizing and reculturing of other central office units to support teaching and learning improvement 4. Stewardship of the overall central office transformation process 5. Use of evidence throughout the central office to support continual improvement of work practices and relationships with schools University of Washington, Center for Educational Leadership

21. Transforming Central Office is NOT… Central Office Genie Educators Losing Their Jobs Principal HR Increased Staffing

22. Distributed Leadership is the Glue of Improved Student Learning

23. Organizational System Roles

24. Transforming the Culture Organizational System Roles Transforming the Culture

25. Organizational System RolesContinuous Improvement

26. Distributed Leadership A Focus on the Instructional Core Content(Standards, Skills, Curricula) PLC ALIGNMENT ASSESSMENT Instruction (Design, Delivery, Effectiveness) Student Learner (Knowledge, Skills, Interest) DIFFERENTIATION

27. Transformation of Culture School Board Facilities Content Support Services Human Resources ALIGNMENT ASSESSMENT PLC Student Learner School Programs DIFFERENTIATION Instruction Student Learning Technology Special Services

28. HIGH DEMAND and HIGH SUPPORT HIGH SUPPORT LOW HIGH DEMAND Pockets of deviant excellence “Fad” mentality Complacency Sustained growth High performance Hope and enthusiasm Rust-out Stagnation Under-performance Burnout Conflict Demoralization DEMAND: Gentle pressure relentlessly appliedDemand involves clear expectations, steady priorities, public practice, data-focused dialogue and decision-making, change-oriented culture, sponsorship and planning through rigorous questions. SUPPORT: Aligned support intentionally deliveredSupport involves consistent time for collaboration, adequate resources both human and material, honoring the complete adult learning cycle, viewing adult learning as key to student learning, and strategic use of skilled teacher leaders in a variety of support roles.

29. Managing Complex Change + + + + + + + VISION SKILLS INCENTIVES RESOURCES ACTION PLAN SKILLS INCENTIVES RESOURCES ACTION PLAN = CHANGE = CONFUSION + + + + VISION INCENTIVES RESOURCES ACTION PLAN = ANXIETY + + + + VISION SKILLS RESOURCES ACTION PLAN = RESISTANCE + + + + VISION SKILLS INCENTIVES ACTION PLAN = FRUSTRATION + + + + VISION SKILLS INCENTIVES RESOURCES = TREADMILL Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC {Adapted by Knoster from Enterprise Group Ltd.}