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Brendan Murphy

Publications: SRN LEADS - 3 views

www.srnleads.org/...flatworld.html

leads srn publications administration management education leadership

shared by Brendan Murphy on 11 Aug 10 - Cached
  • creating successful systems, inducting and supporting quality teachers, designing effective schools, establishing strong professional practice, and providing equitable and sufficient resources.
  • coherent approach for effective reform
Brendan Murphy

LEADERSHIP FOR THE 21st CENTURY: BREAKING THE BONDS OF DEPENDENCY - 1 views

www.cdl.org/...bonds_dependency.php

leadership challenge education jhuiste

shared by Brendan Murphy on 12 Jul 10 - Cached
  • there is no external answer that will substitute for the complex work of changing one's own situation.
  • It is one thing to say in most successful organizations members share a clear, common vision, which is true, but quite another to suggest that this stems primarily from direct vision-building, which is not. Vision-building is the result of a whole range of activities (pp. 208-209).
    • Brendan Murphy
      Brendan Murphy on 13 Jul 10
       
      So the vision doesn't create a sense of team rather when you build a team a vision is created.
  • critical consumers
  • ...4 more annotations...
  • 1.Respect those you want to silence. 2.Move toward the danger in forming new alliances. 3.Manage emotionally as well as rationally. 4.Fight for lost causes.
    • Brendan Murphy
      Brendan Murphy on 13 Jul 10
       
      Are these the four guidelines they were talking about in the introduction paragraph?
    • Brendan Murphy
      Brendan Murphy on 15 Jul 10
       
      1. I think a strong leader is not afraid to listen to those who disagree with them. I think the strongest leader listens carefully and includes the best ideas. I don't think majority rule is always the best way to run things, I think going with what the group thinks is best but tempered by vocal minorities is the best way to run a group. It is certainly better than a dictatorship, even when the dictator is the smartest and most benevolant person in the room. 2. Akin to the first guideline forming alliances with people you want to stay away from is important. They will not work to sabotage your plans if they feel their feelings are being listened to and heard. People don't think they know everything, but they do think they should be heard. If a leader is one who is known for being able to work with new groups then I think new groups will be more willing to accept an offer or collaboration. 3. We cannot inspire people without a bit of passion. While some paths may seem like the most prudent financially, or whatever, in the end the only path that will work is the one that people support. Sometimes we have to be willing to break away from what we think is the best path in order to be successful on the most loved path. 4. Everyone loves an underdog. At least we do in this time and this place. Lost causes in education are usually the causes that will bring about the most dramatic change. I think most people see schools as getting the short end of the stick in most political arenas, thus we are one big lost cause.
  • create opportunities for learning from dissonance
  • high priority on reculturing
    • Brendan Murphy
      Brendan Murphy on 13 Jul 10
       
      Hiring and or converting existing staff to work towards a common goal
  • Articulating and discussing hope
Brendan Murphy

Margaret J. Wheatley: Goodbye, Command and Control - 0 views

www.margaretwheatley.com/...goodbyecommand.html

margaret wheatley administration education leadership management leader jhuiste vision

shared by Brendan Murphy on 03 Aug 10 - Cached
  • We sought prediction and control, and also charged leaders with providing everything that was absent from the machine: vision, inspiration, intelligence, and courage
  • productivity gains in truly self-managed work environments are at minimum thirty-five percent higher than in traditionally managed organizations
  • There is both a need to have more autonomy in one’s work, and strong evidence that such participation leads to the effectiveness and productivity we crave.
  • ...17 more annotations...
  • We never effectively control people with these systems, but we certainly stop a lot of good work from getting done.
  • creating systems of relationships where all members of the system benefit from their connections.
  • People organize together to accomplish more, not less
  • Whenever we look at organizations as machines and deny the great self-organizing capacity in our midst, we, as leaders, attempt to change these systems from the outside in
  • Most of us know that as people drive to work they're wondering how they can get something done for the organization despite the organization
  • They are tinkering in their local environments, based on their intimate experience with conditions there and their tinkering shows up as effective innovation
  • solutions cannot be imposed; they have to remain local.
  • If people are clear about the purpose and true values of their organization, their individual tinkering will result in system wide coherence.
    • Brendan Murphy
      Brendan Murphy on 03 Aug 10
       
      This is why we have to develop a clear and shared vision.
  • Clarity about who we are as a group creates freedom for individual contributions.
  • If conformity is the goal, it will kill local initiative.
  • People develop new levels of trust for one another that show up as more cooperation and more forgiveness
  • But you can't direct people into perfection; you can only engage them enough so that they want to do perfect work.
  • They need information, access to one another, resources, trust, and follow-through
  • Ultimately, we have to rely not on the procedure manuals, but on people’s brains and their commitment to doing the right thing.
  • the higher you are in the organization, the more change is required of you personally
  • Commitment and loyalty are essential in human relationships. So how can we pretend we don't need them at work?
  • Employability in lieu of mutual commitment is a cop-out.
Brendan Murphy

Leadership Characteristics that Facilitate School Change: Characteristics of Leaders of... - 0 views

www.sedl.org/...character.html

leadership school characteristics administration leader management jhuiste vision

shared by Brendan Murphy on 03 Aug 10 - Cached
  • While administrators' visions tend to focus on district- or school- wide instructional issues, teachers' visions tend to address teacher roles and student outcomes
  • Teachers' vision also included school changes that would result in more participatory and decision- making roles for teachers.
  • Vision, a critical leadership characteristic, is also a trait of successful executive educators
  • ...19 more annotations...
  • "leadership requires a vision. Without a vision to challenge followers with, there's no possibility of a principal being a leader"
  • The relationship between the teachers' and administrators' vision is important.
  • Administrators' vision tends to encompass the whole system or as described by Manasse (1986) their vision is an organizational vision. Teachers' vision appear to focus primarily on the individual or personal actions for school change
    • Brendan Murphy
      Brendan Murphy on 03 Aug 10
       
      Kind of like vision and mission
  • vision is "based on personal or personalized professional values"
  • "visionary leadership demands a clear sense of personal and organizational values"
  • The first value Aplin identified was that the instructional programs were "the highest priority of the system and decisions were assessed as to whether they enhanced or threatened it"
  • The second value this superintendent had was "equity in person relationships and instructional decisions
  • "Practices of delegation, teaming, flexibility of process and incremental planning with extensive communication" (p. 11) was the third valu
  • "The fourth value held was the need to retain a high level of local control
  • .The fifth value disclosed was his belief that the quality of decision is improved if there has been free and honest disclosure among interested parties"
  • "the specific value that each superintendent seemed to exemplify was simply 'the children come first'"
  • This loyalty includes a keen understanding of the community's values as well as consistent participation in community activities.
  • while there was little difference between the activities of effective and ineffective principals, the meanings they attributed to their activities were significantly different.
  • They found that personal background factors, such as type of education, and organizational factors, such as school size, were more important than values.
  • "Principals in the high-SES effective schools expected an academic emphasis and task orientations in classrooms but encouraged teachers to implement a broad curriculum. Their counterparts in the low-SES effective schools implemented a more narrowly defined curriculum and allocated more time for basic skill instruction"
  • "The primary rewards for most teachers come from students' academic accomplishments -- from feeling certain about their own capacity to affect student development"
  • Hallinger and Murphy (1986) reported that even when the low wealth schools were achieving, teachers' expectations were lower than those for students at wealthier schools; they believed they had minimal parental support and therefore assigned less homework and stressed the basic curriculum.
  • Differences in curricular and instructional practices suggest that the manner in which staff implement curriculum and instruction is filtered through their perceptions, beliefs and expectations concerning student ability and community background
  • Effective superintendents believe that students come first; effective principals believe in meeting the instructional needs of the students. Teachers value working with students and believe that they have an impact on their achievement. They have the shared belief that students' learning is of primary importance. The literature revealed that these individuals' also shared a common value. They valued the human resources -- the contributions, talents, and efforts -- of others in their organization.
Brendan Murphy

SEDL - School Context: Bridge or Barrier to Change - 0 views

www.sedl.org/...ecology.html

leadership education administration change week 6 sedl

shared by Brendan Murphy on 18 Aug 10 - Cached
  • Those seeking lasting school improvement must face the fact that effective change takes time and resources.
  • Funding is also important because underfunding a project may result in the inability to address problems until the next fiscal year (Pink, 1990
  • Allowing the time needed for new programs to demonstrate results is often overlooked as a bridge to school improvement. Slavin (1989) points out:
  • ...13 more annotations...
  • the cellular organization of schools keeps teachers physically apart from other professionals in the school. This isolation then impacts teacher attitudes and limits the relationships between teachers, students, administrators, and the community -- relationships that are essential factors in the change process.
  • Structures in the school that contribute to teacher isolation and the feeling that the individual cannot make a difference are indeed barriers to school improvement efforts.
  • Secondary students, in particular, must cope with a structure with which no worker in the real world would be saddled (Shanker, 1989). Shanker (1989) describes some of these conditions: They're put into a room to work with 30 or more of their peers, with whom they cannot communicate. The teacher gives them their tasks, and, when the bell rings 40 or so minutes later, they have to gather up their belongings and head to another "work station" for a whole new set of tasks with a new "supervisor" who has a different personality and, very likely, a different method of operation. This routine is repeated six or seven times a day�All youngsters are expected to have sufficient motivation and self-discipline to get down to serious work on day one in anticipation of a "reward" far down the road -- something most adults need all their fortitude to accomplish. (p. 3)
  • Spady (1988) believes that the organization of schools around the calendar, the clock and the schedule, exerts a pervasive influence on the thinking of those who work and study in them. This focus on time, along with the legal mandate to keep students in the custody of the school for fixed periods of time, may result in teachers adopting the unproductive syndromes of "putting in time" and "covering material" (Spady, 1988).
  • In a 1987 study, Pittman and Haughwout estimate that the
  • dropout rate at a school increases one percent for every 400-student increase in the high school population.
  • benefits to the curriculum gained by size of enrollment peaked at 400 students
  • In large schools a breakdown occurs in communication, feedback about performance, and staff involvement in decision making (Hallinger, Bickman, & Davis, 1990).
  • According to Fullan (1991), the working conditions of teachers in the vast majority of schools are not conducive to sustained teacher innovation
  • To improve teacher performance, the work environment must enhance teachers' sense of professionalism and decrease their career dissatisfaction.
  • Sarason (1982) reports that the untested assumption that few others think the same way keeps school staff from expressing ideas for improving the school.
  • This vast array of regulations runs counter to the findings of Chubb and Moe (1990), who found that schools with a greater percentage of academically achieving students have "substantial school autonomy from direct external control" (p. 183)
  • Basic education policy should be shaped at state and district levels, but the day-to-day decision-making should shift to the local school, according to a report of the Carnegie Foundation (1988). This report concludes that what is needed is school-based authority with accountability at the school level.
Brendan Murphy

SEDL - School Context: Bridge or Barrier to Change - 0 views

www.sedl.org/...intro.html

shared by Brendan Murphy on 18 Aug 10 - Cached
  • contextual factors may influence changes aimed at improving schooling for at-risk students more than change in general.
  • "[T]rying to change any part of the system requires knowledge and understanding of how parts are interrelated" (Sarason, 1990, p. 15).
  • The need for leadership in change efforts is well documented at the school level.
  • ...10 more annotations...
  • leadership in change efforts is well documented at the school level.
  • This method of examining change finds its roots in the cultural approach to school improvement, which suggests that "teachers and students are strongly influenced by the culture of the school, the mores, routines, and conventions about how things are done in their schools" (Deal & Peterson, 1990, p. 6).
  • at risk of failing to achieve their academic potential, dropping out of school, and/or having limits placed on their ability to function as productive adults in society.
  • the ecology, includes the inorganic elements of the school
  • The resources available, policies and rules, and size of the school are examples of this dimension of school context.
  • Culture is an expression that tries to capture the informal side of social organizations
  • Schein (1985) goes on to define culture as "the deeper level of basic assumptions and beliefs that are shared by members of an organization, that operate unconsciously, and that define in a basic `taken-for-granted' fashion an organization's view of itself and its environment" (p. 6).
  • attitudes and beliefs
  • cultural norms of the school, c
  • relationships of persons inside the school
Brendan Murphy

Administrator as a Change Leader: Assumptions about Change - 0 views

resources.sai-iowa.org/...assumptions.html

leader change administrator leadership education administration management jhuiste

shared by Brendan Murphy on 19 Aug 10 - Cached
  • Assume that changing the culture of institutions is the real agenda, not implementing single innovations (Fullan, 1991, pp. 105-107).
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