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Matrix of Knowledge, Skills and Dispositions
Learning outcomes and assessment: Participants will demonstrate the knowledge, skills and dispositions necessary to lead self, lead others and lead with others to create a mission centered, principles based, supportive educational environment that continually improves and enhances the teaching learning process
For leading
| S e l f |
Knowledge | Skills | Dispositions |
• Define and differentiate between conflict and “difficult people and situations” • change
others' behavior by changing our own |
• Use
of RISC |
• Responsible self-direction • See the half-full glass • 7 habits: • begin with the end in mind • sharpen the saw • a proactive frame of mind • don’t let the urgent drive out the important; make the important urgent • build a cathedral • hold opposing viewpoints (old lady-young lady) • thoughts are things: positive or negative vision • an ethical platform supported by dignity, excellence, connectedness • victimhood is optional • change is inevitable, growth is a choice • power is not a four letter work • work expands to fill the time available |
O |
Knowledge | Skills | Dispositions |
| • Teams ~ groups • Conflict ~ difficult people and situations • Motivation and self-interest • Motivation mismemes • Talent • Group dynamics take place one person at a time • Self-interest • Positioning • Knowledge is the by-product of the process • Relationships are all there is • How thoughts are things; how self-talk and language influence behavior • 80-20 principle • 70-30 principle • components of a brain compatible environment • learning is the acquisition of useful programs, a change in behavior • the elipse • the axes |
• Communication:
speaking, writing, teaching, convening, listening, reading • How to communicate • Leadership, mission, policy and standards • 30-3-30; how to get your “stuff” on the fridge • design and conduct productive meetings • provide information with which others can change their minds and behavior • team building • control ~ autonomy ~ cooperation • conformity ~ internalization; • maintenance producing interactions ~ growth producing interactions • uncover and discover talent … from talent • delegate by design, not by dumping • positioning • verbal self-defense • do it with data • gathering perceptions • seek common ground • design and conduct a change process for the school using the 12 steps • get and give feedback • using criticism • moving from conformity to norms to internalization of norm; from maintenance producing interactions to growth producing interactions |
• Dissatisfaction with what is the beginning of improvement
|
| O r g a n i z a t i o n s |
Knowledge | Skills | Dispositions |
| • Chaos
theory • Systems theory • Systemic skills: cause ~ effect: not necessarily related in location and time • Privileges ~ responsibility • Authority ~ responsibility • Authority without position • Customer focus • Oriented to learning, excellence, connectedness • Adaptable, flexible • SBM, SDM • Structure influences behavior • Internalization + growth producing interactions = organizational transformation (transformation of structures) • Knowledge is a by product of the process |
• Engage stakeholders • Seek common ground • Designing organizational tasks • Small incremental change early enough in a large process produces substantial results • Begin with the end in mind • Get the right people in the room • Synergize |
• All the change begins with a change of mind • Relationships are all there is; the flap of the butterfly wing; vision is an invisible field • Dignity: do good works at work excellence: surpass yesterday’s bet for organizational learning • Connectedness: to each other, to the past and present, for the future • Information is to an organization what blood is to the body • Participation is an ethical imperative |