MCRELS’s 21 Leadership Responsibilities
Mid-Continent Research for Education and Learning is the private nonprofit corporation at the center of this particular 30-year study to help improve student achievement through leadership. The study recognizes 21 leadership responsibilities associated with student achievement; however, the 21 areas recognized can also cause a negative impact if they are not practiced and implemented in the appropriate manner. MCREL’s 21 leadership responsibilities are considered critical for educational leaders in improving student achievement; however, the leader needs to be aware of the needs (and more importantly the wants) of all stakeholders in the school system to successfully implement these 21 leadership responsibilities.
The only proper way to introduce this 30-year research study is to begin with the purpose of the study. For all educational leaders, the goal of education is to increase student achievement. Therefore, the study and research set out to identify the factors that directly affected student achievement. After 30 years of research, MCREL identified 21 leadership responsibilities that significantly had an impact on student achievement. Once the study identified these 21 factors, a leadership framework was implemented to assist leaders in the education field to assist teachers, students, parents, and all other stakeholders directly involved with the education community.
Why the push for a Leadership Framework:
For years, it was believed that “instructional leadership” had a direct impact on student achievement; however, this connection did not have a thorough study to support the claim. The idea became yet another mirage to keep educators searching for ways to improve student achievement. Leaders of educational institutions were in the dark due to the lack of substantial evidence to support roles as “instructional leaders.” As stated in the MCREL report Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement, the lack of supporting evidence behind the idea of an “instructional leader,” leaders were not provided with practical guidelines for becoming effective leaders; in return, these leaders failed their schools, their staff, their communities, and most importantly their students.
What makes this study so strong?
The MCREL study offers the first comprehensive analysis of school leadership and the direct correlation to student achievement. In other words, the MCREL study truly gives leaders something tangible to work with. Unlike previous theories, the MCREL study gives leaders something they can actually practice. Because of this, leaders now have something that goes beyond theory. As stated in the article Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement the MCREL study gives leaders responsibilities, practices, knowledge, strategies, tools, and resources that are needed to be effective leaders. In addition, the study goes beyond what needs to be done, it is about when, how, and why to do the things a leader must do. As a leader, we must understand there will be times we need to push for change; however, we need to also recognize the culture, the tradition, and the values we may disrupt. Leaders need to be aware of the impact their decisions will have on the people in their organizations. Leaders are responsible for supporting their staff and connecting them with each other; in addition, the right tools and training need to be provided in order for everyone involved to succeed. THIS is the idea behind MCREL’s balanced leadership.
The Impact of Leadership:
MCREL keeps it simple. There is no silver bullet here. Even though it is recognized through the study how leaders CAN have an impact on student achievement, it is recognized that this impact can be positive; however, this impact can also be negative if, as leaders, we do NOT focus on the appropriate change. Therefore, MCREL identifies both First order and Second order of change.
First and Second Order of Change:
The idea behind first order change are those changes a leader makes based on existing values, ideas, and knowledge of all stakeholders involved in the school. These changes are NOT seen as dramatic, but as necessity. Conversely, second order changes are seen as those changes that tend to disrupt the norm. With a second order change, it is often difficult for the stakeholders in the school to identify how or whom the change is going to benefit. With second order change, it becomes necessary for all to learn new ideas and practices in order for the change to have a lasting impact. Because of the confusing nature of change, it is often difficult for members of the school community to confuse first and second order change. What one may perceive as a first order change of necessity, another may see it as a second order change, which merely disrupts tradition and only confusing and complex. Therefore, MCREL’s research identifies the importance of leaders knowing more than just what to do, but leaders must also be versed on how and when to implement any change.
What does it all mean?:
The crux of the article Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement is that as leaders we need to work on our skill in implementing the 21 leadership responsibilities; however, it is crucial we understand the how and when as much as the what. The study proves through quantitative analysis that leaders DO have a direct impact on student achievement, but it is not some haphazard method. Leaders need to recognize and understand the idea behind the 21 leadership responsibilities in order to see gains. Change needs to occur, and it is imperative leaders recognize whether the change they are implementing is first or second order. This is not a one-size fits all option, so what works for a first order change WILL NOT work for a second order change. In fact, a leader may have a negative impact if the correct responsibility is not properly identified. The study does not claim to be the “silver bullet” to fix leadership; however, it does provide a tool, which may enhance the effectiveness leaders do have on student achievement.
The 21 Leadership Responsibilities Identified:
1. Culture: fosters shared beliefs and a sense of community & cooperation.
2. Order: establishes a set of standard operating procedures and routines.
3. Discipline: protects the teachers from issues and influences that would detract from their teaching time or focus.
4. Resources: provides teachers with materials and professional development for the successful execution of their jobs.
5. Curriculum, instruction, assessment: is directly involved in the design and implementation of curriculum, instruction, and assessment practices.
6. Focus: establishes clear goals and keeps those goals in the forefront of the school’s attention.
7. Knowledge of curriculum¸instruction assessment: is knowledgeable about current curriculum, instruction, and assessment practices.
8. Visibility: has quality contact and interactions with teachers and students.
9. Contingent rewards: recognizes and rewards individual accomplishments
10. Communications: establishes strong lines of communication with teachers and among students
11. Outreach: is an advocate and spokesperson for the school to all stakeholders
12. Input: involves teachers in the design and implementation of important decisions and policies
13. Affirmation: recognizes and celebrates school accomplishments and acknowledges failures.
14. Relationships: demonstrates an awareness of the personal aspects of teachers and staff.
15. Change agent: is willing to and actively challenges the status quo.
16. Optimizer: inspires and leads new challenging innovations
17. Ideals/Beliefs: communicates and operates from strong ideals and beliefs about schooling
18. Monitors/evaluates: monitors the effectiveness of school practices and their impact on student learning
19. Flexibility: adapts his leadership behavior to the needs of the current situation and is comfortable with dissent
20. Situational awareness: is aware of the details and undercurrents in the running of the school and uses this information to address current and potential problems
21. Intellectual Stimulation: ensures that facultyand staff are aware of the most current theories and practices and makes the discussion of these a regular aspect of the school’s culture.
Mid-Continent Research for Education and Learning is the private nonprofit corporation at the center of this particular 30-year study to help improve student achievement through leadership. The study recognizes 21 leadership responsibilities associated with student achievement; however, the 21 areas recognized can also cause a negative impact if they are not practiced and implemented in the appropriate manner. MCREL’s 21 leadership responsibilities are considered critical for educational leaders in improving student achievement; however, the leader needs to be aware of the needs (and more importantly the wants) of all stakeholders in the school system to successfully implement these 21 leadership responsibilities.
The only proper way to introduce this 30-year research study is to begin with the purpose of the study. For all educational leaders, the goal of education is to increase student achievement. Therefore, the study and research set out to identify the factors that directly affected student achievement. After 30 years of research, MCREL identified 21 leadership responsibilities that significantly had an impact on student achievement. Once the study identified these 21 factors, a leadership framework was implemented to assist leaders in the education field to assist teachers, students, parents, and all other stakeholders directly involved with the education community.
Why the push for a Leadership Framework:
For years, it was believed that “instructional leadership” had a direct impact on student achievement; however, this connection did not have a thorough study to support the claim. The idea became yet another mirage to keep educators searching for ways to improve student achievement. Leaders of educational institutions were in the dark due to the lack of substantial evidence to support roles as “instructional leaders.” As stated in the MCREL report Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement, the lack of supporting evidence behind the idea of an “instructional leader,” leaders were not provided with practical guidelines for becoming effective leaders; in return, these leaders failed their schools, their staff, their communities, and most importantly their students.
What makes this study so strong?
The MCREL study offers the first comprehensive analysis of school leadership and the direct correlation to student achievement. In other words, the MCREL study truly gives leaders something tangible to work with. Unlike previous theories, the MCREL study gives leaders something they can actually practice. Because of this, leaders now have something that goes beyond theory. As stated in the article Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement the MCREL study gives leaders responsibilities, practices, knowledge, strategies, tools, and resources that are needed to be effective leaders. In addition, the study goes beyond what needs to be done, it is about when, how, and why to do the things a leader must do. As a leader, we must understand there will be times we need to push for change; however, we need to also recognize the culture, the tradition, and the values we may disrupt. Leaders need to be aware of the impact their decisions will have on the people in their organizations. Leaders are responsible for supporting their staff and connecting them with each other; in addition, the right tools and training need to be provided in order for everyone involved to succeed. THIS is the idea behind MCREL’s balanced leadership.
The Impact of Leadership:
MCREL keeps it simple. There is no silver bullet here. Even though it is recognized through the study how leaders CAN have an impact on student achievement, it is recognized that this impact can be positive; however, this impact can also be negative if, as leaders, we do NOT focus on the appropriate change. Therefore, MCREL identifies both First order and Second order of change.
First and Second Order of Change:
The idea behind first order change are those changes a leader makes based on existing values, ideas, and knowledge of all stakeholders involved in the school. These changes are NOT seen as dramatic, but as necessity. Conversely, second order changes are seen as those changes that tend to disrupt the norm. With a second order change, it is often difficult for the stakeholders in the school to identify how or whom the change is going to benefit. With second order change, it becomes necessary for all to learn new ideas and practices in order for the change to have a lasting impact. Because of the confusing nature of change, it is often difficult for members of the school community to confuse first and second order change. What one may perceive as a first order change of necessity, another may see it as a second order change, which merely disrupts tradition and only confusing and complex. Therefore, MCREL’s research identifies the importance of leaders knowing more than just what to do, but leaders must also be versed on how and when to implement any change.
What does it all mean?:
The crux of the article Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement is that as leaders we need to work on our skill in implementing the 21 leadership responsibilities; however, it is crucial we understand the how and when as much as the what. The study proves through quantitative analysis that leaders DO have a direct impact on student achievement, but it is not some haphazard method. Leaders need to recognize and understand the idea behind the 21 leadership responsibilities in order to see gains. Change needs to occur, and it is imperative leaders recognize whether the change they are implementing is first or second order. This is not a one-size fits all option, so what works for a first order change WILL NOT work for a second order change. In fact, a leader may have a negative impact if the correct responsibility is not properly identified. The study does not claim to be the “silver bullet” to fix leadership; however, it does provide a tool, which may enhance the effectiveness leaders do have on student achievement.
The 21 Leadership Responsibilities Identified:
1. Culture: fosters shared beliefs and a sense of community & cooperation.
2. Order: establishes a set of standard operating procedures and routines.
3. Discipline: protects the teachers from issues and influences that would detract from their teaching time or focus.
4. Resources: provides teachers with materials and professional development for the successful execution of their jobs.
5. Curriculum, instruction, assessment: is directly involved in the design and implementation of curriculum, instruction, and assessment practices.
6. Focus: establishes clear goals and keeps those goals in the forefront of the school’s attention.
7. Knowledge of curriculum¸instruction assessment: is knowledgeable about current curriculum, instruction, and assessment practices.
8. Visibility: has quality contact and interactions with teachers and students.
9. Contingent rewards: recognizes and rewards individual accomplishments
10. Communications: establishes strong lines of communication with teachers and among students
11. Outreach: is an advocate and spokesperson for the school to all stakeholders
12. Input: involves teachers in the design and implementation of important decisions and policies
13. Affirmation: recognizes and celebrates school accomplishments and acknowledges failures.
14. Relationships: demonstrates an awareness of the personal aspects of teachers and staff.
15. Change agent: is willing to and actively challenges the status quo.
16. Optimizer: inspires and leads new challenging innovations
17. Ideals/Beliefs: communicates and operates from strong ideals and beliefs about schooling
18. Monitors/evaluates: monitors the effectiveness of school practices and their impact on student learning
19. Flexibility: adapts his leadership behavior to the needs of the current situation and is comfortable with dissent
20. Situational awareness: is aware of the details and undercurrents in the running of the school and uses this information to address current and potential problems
21. Intellectual Stimulation: ensures that facultyand staff are aware of the most current theories and practices and makes the discussion of these a regular aspect of the school’s culture.
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