Chapter+3+-+The+Moral+Imperative+at+the+School+Level

__ Goal of Moral Purpose: __ Transform Current School System so that continuous reform is built in, so: a) all students learn  b) gap between high and low performers is narrowed c) what students learn enables them to be successful citizens & workers * The role of principalship is the best place to strategically bring these transformations about.  __Hierarchy of Moral Purpose__ - need leaders who see the big picture   – committed to making a difference   - all decisions are central to this idea!!  __Level One:Individual__    - role of principal to make a positive difference in lives of students & teachers   - change is limited, you can change the individual but the organization is still the same   Best way to affect change in individuals is to change the school as a whole.   Level Two: School - dealt with below   Level Three: Regional/Board - Chapter 4   Level Four: Societal  __Level Two: Making a Difference in the School__  Criteria: 1.Goals benefit all students * teachers  2. Raise bar for all - reduce gap between high & low performers  3. Deeper Educational goals are pursued 4. Transform School Culture - will continuously improve the above if it is built in __Change Occurs at Different Levels__ A. Surface Level - principals talk a good game and mean it - use correct concepts but it never gets implemented consistently or with integrity  B. Mid-level - may not last although it is an evidence-based approach to improvement - improvement plans & PD are based on data and school needs - constant monitoring and developing actions to raise the bar and close the gap - high degree of trust in the principal - genuine regard for students and a cohesive community - collaborative leadership - best practices & shared input from teachers - all stakeholders have role to play in instructional changes - get rid of people who do not buy-in difficult to do (TPA process) - principals select the right people and continue to develop and support them (Collins) - hard to do: good leaders often move, so hard to keep good staffs together Suggestion: attach more money/resources with leaders achieving this depth of moral purpose to spread it to other schools
 * __ Chapter 3 – The Moral Imperative at the School Level __**

*Key - cannot make serious instructional changes until the structures for change are put into place __ RE-CULTURE THE SCHOOL __ __Fullan's Points:__ A random re-cap a) many new principals are needed b) most principals are __not__ working at a deep enough level of moral purpose c) most schools only improve literacy and math scores d) elementary, not seen in secondary schools e) little recognition given on principal's role in the progress/success f) servant leadership is important - develop leadership in others to sustain change __Keys to Improvement__ - Bryk & Schneider A. Emotional Intelligence **BUILD RELATIONAL TRUST **= more chance of improvements in school achievement** * **__Principal plays largest role in building trust__** as they develop "beliefs, values, organization routines, and individual behaviors that affect students’ engagement and learning." - principals foster a culture and model it themselves  __Relational Trust Leads to__: Bryk & Schneider a) teachers more apt to take risks and embrace reform b) facilitates problem solving in the organization c) creates social control - orders the day-to-day work but allows individual teacher autonomy and supports them d) moral support - strong personal attachment to the school and its mission - give the extra effort __Over time data says trust leads to__: Bryk & Schneider a) orientation to innovation (new ideas)  b)   outreach to parents GREATER ORGANIZATIONAL LEARNING * EFFECTIVENESS c) professional community d) commitment to the school community __4 Criteria used to measure relational trust__: Bryk & Schneider They found the traits of effective principals became the cultural traits of the school with __all__ stake holder's relationships - becomes embedded in the school i.e.) teacher-teacher, teacher-parent .  Relational Trust leads to hard work inside and outside the school to get results.  **"Culture of Discipline":**B. Collins   -does not refer to a tyrant leader - characterizes the norms and working relationships of organization's members  We need a culture of commitment and disciplined capacity building to succeed over the long haul.  * Principals must build new cultures based on trusting relationships and a culture of disciplined inquiry and action not just to improve test scores but to create conditions where new leaders can develop. **
 * Once again they found the principal was the most important person in developing the trust factor. **
 * respect
 * competence
 * personal regard for others
 * integrity