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DOCUMENT RESUME EA 025 852 ED 370 217 Hord, Shirley M. AUTHOR Facilitative Leadership: The Imperative for TITLE Change. Southwest Educational Development Lab., Austin, INSTITUTION Tex. Office of Educational Research and Improvement (ED), SPONS AGENCY Washington, DC. PUB DATE 92 RP91002003 CONTRACT NOTE 111p. Southwest Educational Development Laboratory, 211 AVAILABLE FROM East 7th Street, Austin, TX 78701. Information Analyses (070) PUB TYPE MF01/PC05 Plus Postage. EDRS PRICE Administrator Role; Change Agents; *Change DESCRIPTORS Strategies; *Educational Change; Educational Improvement; Elementary Secondary Education; Leadership Qualities; *Leadership Styles; Models; *Organizational Theories; Principals; School Effectiveness; *School Restructuring; Strategic Planning *Facilitative Leadership IDENTIFIERS ABSTRACT Schools must change to meet the demands of an increasingly diverse population of children, many of whom are at risk of leaving school unprepared for a productive adult life. Research-based evidence indicates that the process of change has been factor is a neglected area in policy implementation. The key "facilitative leadership," provided by individuals who assume responsibility to guide and support the work of instituting policies and practices to meet the needs of all children, most particularly strategies, operationalized by their actions those at risk. Leaders and behaviors, remain consistent, as revealed by the research conducted at widely varying school sites. This review and synthesis of the literature begins with a brief history of approaches to change and the emergence of the need for change facilitation. The second section explores the actions of successful school leaders in the past decade and indicates how these leaders attended to and contributed significantly to successful change. A third section examines how leaders are currently W-essing systemic change or restructuring, as figures.) n schools. (Contains 157 references and 5 it is called (MLF) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION OfIrc of Educational Research and Improvemeni ATIONAL RESOURCES INFORMATION ED CENTER (ERIC) Thia dOcument has been reproduced as received from the person Of organrzahon oogmahng )1 0 Minor changes have been made to .mpro.e reproduction quality Points ()totem or cocoons slated rn thrs docu ment do not necessaray represent of frcrai OERI posdlon or mkt,' Facilitative Leadership: The Imperative for Change Shirley M. Hord 1992 Southwest Educational Development Laboratory 211 E. Seventh Street Austin, Texas 78701 512/476-6861 Copyright, 1992 Edu- This publication is based on work sponsored wholly, or in part, by the Office of cational Research ar,d Improvement, U. S. Department of Education under contract reflect the number RP91002003. The content of this publication does not necessarily views of OERI, the Department, or any other agency of the U.S. Government. Facilitative Leadership: The Imperative for Change Table of Contents Introduction 1 Approaches to Change 5 Early Models 5 Empirical-rational/technological/fix the parts 7 Power-coercive/political/fix the people and the parts 8 Normative-re-educative/cultural/fix the school 10 Reflecting about These Approaches to Change 15 Emerging Attention to Facilitation 15 16 Linkage Rand Change Agent Study 17 20 Dissemination Efforts Supporting School Improvement (DESSI) 20 Concluding This Section 21 Leaders' Change-Facilitating Actions Leadership vs. Management 21 23 The Need for Leaders 25 The Leaders 25 Principals 27 Leadership teams 28 Superintendents 29 A Six-Component Framework Creating an Atmosphere and Culture for Change 31 33 Developing and Communicating the Vision 37 Planning and Providing Resources 40 Providing Training and Development 41, Monitoring and Checking Progress 44 Continuing to Give Assistance 46 Tools and Techniques for Leaders 47 Tools for Change Facilitators 48 Principles of Change Facilitation 49 A Few More Words about Facilitation 51 Concluding This Section Leadership for Restructuring or Systemic Change 53 54 Negative Notes 56 On a Positive Note Outcomes for Students 57 59 Outcome-Driven Restructuring 61 Again, The Need for Leaders Transformational Leadership: From Push to Pull 65 Permission for Passion 67 To Foster Restructuring 71 79 New Roles for Old 85 Concluding This Section 87 In Conclusion 91 Bibliography vii List of Figures and Tables 6 Models Figure 1. Central Focus of the 7 of Approaches to Change Figure 2. Three Generations 12 Change Figure 3. Early Studies of 30 Interventions Figure 4. Classifications of 59 Schools Figure 5. Thinking About Improving Acknowledgements This manuscript has benefited from the editing expertise ofJan McInroy, and from the review and critique of colleagues interested and concerned about educational change and improvement: George Baker, Martha Boethel, Victoria Boyd, Wes Hoover, Deborah Jolly, Sandra Neubert, Bonnie Page, Bill Rutherford, Richard Tompkins, and Carolyn Wood. Their generous feedback is greatly appreciated; however, the author alone assumes responsibility for the final document. Persons key to the preparation of the manuscript for publication were Rosalind Alexander-Kasparik for her artistic consultation, and Lori Kitchens. Lori's patience was endless; her skills at converting scribbles and scrawls into sense-making text were remarkable. I am indebted to all. SMH, 1992 Facilitative Leadership: The Imperative for Change Introduction not only educators but parents, corporate All citizens and other community members, banking and foundation staffs, and politicians have been urged to become involved in America's schools, as schools address the needs of an increasingly diverse population of children. Large percentages of these children, for a variety of reasons, are at risk of leaving school unprepared for a productive adult life. Schools must change to meet these new demands, and educational leadership will be required as never before. Clearly, an understanding of leadership for change is of the utmost importance to the profession and the public alike. This paper challenges the assumption that invoking policy mandates alone, albeit well intended and directed toward increasing success for all students, is enough to realize such Cuban (1988) asserts outcomes as increased student success. Cuban (1988) asserts that educational reform that educational reform has failed because of lack of attention has failed because of to implementation; this paper presents research-based lack of attention to evidence that the process of change has been a neglected area implementation. in policy implementation and that time and energy need to be devoted to it. The key factor in addressing this issue is facilitative leadership, provided by individuals in a variety of positions both within and outside the school and the district, who assume responsibility to guide and support the important work of instituting policies and practices to meet the needs of