McRel Research Paper

The McREL research group is a nationally recognized, private, nonprofit organization located in Aurora, Colorado which is dedicated to improving education for all students. In a 2003 research study, McREL surveyed 652 principals from across the country with an extensive online, self-assessment. The survey results led to the development of a twenty-one leadership responsibilities framework linked to higher levels of student performance. The framework is a great guide for making changes in a school but good leadership is also needed.

First, the twenty-one leadership responsibilities to improve student achievement are: culture, order, discipline, resources, curriculum, instruction, assessment, visibility, contingent rewards, communications, outreach, input, affirmation, relationship, change agent, optimizer, ideals/beliefs, monitors/evaluates, flexibility, situational awareness, and intellectual stimulation. These responsibilities are not listed in any order. The leader would need to prioritize the ones that would impact their school in a positive way.

Second, if a leader focuses on the 21 McREL leadership responsibilities framework they can still have a negative effect on student achievement in the school. The order of change and how it is administered at a school is extremely important. There are two stages of change a school can go through according to McREL. The first wave of change is called “first order”. These include: Marginal, an extension of the past, linear, problem and solution oriented, focused, incremental, within existing paradigms, bounded, consistent with prevailing values and norms, and implemented with existing knowledge & skills. The second wave of change is called “second order”. These include: A disturbance to every element of a system, a break with the past, nonlinear, requires new knowledge and skill to implement, outside existing paradigms, emergent, unbounded complex, conflicted with prevailing values and norms, and neither problem-not solution-oriented. Even if these changes are implemented in a school they can either fix the problems or make them worse. It depends on the extent of the problems and many other factors.




Third, if you want student improvement it comes down to good leadership. Even though the 21 leader responsibilities framework provides a great guide to higher student achievement a leader needs to choose the right way to implement a plan of change. This chart does not bring into account factors like the leaders knowledge of the school, institution, staff, student body, and most of all community. To implement a positive change all these factors must be taken into account. An effective leader will also know that good school practices like: excellent instruction and an organized and follow curriculum can result in improved test scores and student achievement.

In conclusion, McREL’s 21 leadership responsibilities is an excellent outline to follow for school and student improvement. But as with any problem it comes down to the ability and commitment of leadership to implement a plan of change for the best results. Knowing your school, staff, community, and student body will benefit