It is my contention the students of BRSU member districts would be best served if the principals were the primary instructional leaders of their schools. Their work in this area would be to support school boards in engaging their communities (administration, professional staff, students, and community members at large) to develop a shared vision of educational purpose for their schools and then build organizational systems and processes to sustain this vision over time. A question that needs to be answered is what should be the role of BRSU central office leadership as compared to the role of school leadership if the above vision is to be enacted in all of our schools?
Using the Good to Great FrameworkTM, each group will be asked to explore one of the stages of the model from the perspective of better understanding the relative roles and responsibilities of BRSU leadership as compared to school leadership in enacting a shared educational vision in each school.
In particular, consider the following:
- What does this stage look like at the SU and the School?
- To what extent does this stage need to happen at the SU as compared to the School?
- What necessary preconditions (dispositions, systems, processes, structures, policies, etc.) need to exist at the SU and the School in order to achieve the goals of this stage?
- How should the leadership team be leveraged to better coordinate efforts between the SU and the School to achieve the goals of this stage?
The four stages of the model are:
Stage 1: DISCIPLINED PEOPLE
- Level 5 Leadership
- First Who, Then What
Stage 2: DISCIPLINED THOUGHT
- Confront the Brutal Facts
- The Hedgehog Concept
Stage 3: DISCIPLINED ACTION
- Culture of Discipline
- The Flywheel
Stage 4: BUILDING GREATNESS TO LAST
- Clock Building, not Time Telling
- Preserve the Core / Stimulate Progress