This microcredential focuses on leaders’ skillful use of the Courageous Principals techniques for leading and enabling change. This microcredential stack is for administrators who have attended Deloitte’s Courageous Principals training.
How To Earn This Microcredential
To earn this 0.5 credit microcredential you will submit two types of evidence from the list below to demonstrate your effective use of the Courageous Principals techniques to lead and enable change with the educators you support. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!
If you submit this microcredential for review, you will be assessed an administrative fee of $20.00.
This microcredential stack is intended for administrators who have attended Deloitte’s Courageous Principals training. For more information, contact firstname.lastname@example.org
Collaborative Leadership: A 2011 study by the National Association of Secondary School Principals defines collaborative leadership as a hallmark of successful schools. Such leadership overtly values the voices of staff, students, parents and community members. Other research supports the NASSP’s conclusion. Healthy schools where educators, parents, community members and students embrace change and view learning as a joyful endeavor are places where leaders have purposefully built and maintained extraordinary relationships.
Background Scenario / How This Will Help You
The administrative team at Meadow Ridge Elementary wants to implement a new approach for math instruction at their school. This project will involve quite a bit of training and will require significant changes in teachers’ practice. Even though the instructional approach is well-grounded in the research base, the team knows that this will be a challenge, as there will be resistance to this change from the school faculty.
The admin team first meets together to identify key teachers at the school who are both (a) influential with their peers, and (b) likely to support the project. The team then meets with them to bring them on board as advocates. Next, the admin team identifies teachers who will likely be initially resistant to change, but who will probably come around once they’ve seen evidence of success (data) from peers and students. They make a plan to roll out the initiative to the school, leveraging the support of advocate teachers and focusing on those teachers who are likely to change practice with enough support and evidence.
Category: Preparation and Planning
Select ONE of the evidence options below to demonstrate your preparation and planning to implement the Courageous Principals leadership techniques.
Other: Use the Leading and Enabling Change Journey Map to identify a challenge and make a plan to address it. Once you have implemented your plan, submit page two of your Journey Map as evidence of your ability to lead and enable change. The Leading and Enabling Change Journey Map document is available to download from the Resources section of this badge.
Select ONE of the evidence options below to demonstrate your effective implementation of the Courageous Principals leadership techniques.
Video: Submit a 4-6 minute video in which you discuss and describe your implementation of the Courageous Principals techniques for leading and enabling change as a part of your leadership. Focus on a specific challenge, addressing the following: 1. What was my challenge? 2. How did I use Stakeholder Mapping (resistance and influence) to identify and build support in my school? 3. How did I use the Action Planning Framework to address my challenge? 4. How was the plan implemented? What was the result?
Observation Results: Submit a video or written observation from an administrative colleague who has participated in the Courageous Principals training. This observation should verify and describe how you have successfully and consistently implemented the Courageous Principals leading and enabling change techniques in your practice as a leader. The observation notes submitted should address the following: 1. What are some specific challenges you have addressed using these techniques? 2. How have you used Stakeholder Mapping (resistance and influence) to identify and build support in your school? 3. How have you used the Action Planning Framework to address a challenge? 4. How was the plan implemented? What was the result?
Criterion 1: Evidence demonstrates the administrator identifies challenges and develops plans to lead and enable change.
Criterion 2: Evidence demonstrates the administrator identifies key stakeholders and develops plans to bring them on board as advocates.
Criterion 3: Evidence demonstrates the administrator creates strategies to address resistance to proposed change.
Describe how you implemented your plan to address your challenge. What went well? What would you do differently?
How did the planning process (identifying stakeholders, anticipating resistance, etc.) support your leadership? Reference at least one of the Utah Educational Leadership Standards (UELS) in your reflection response.
How will you use this process in the future?
Criterion 1: Reflection demonstrates the administrator enacted the plan to lead and enable change.
Criterion 2: Reflection demonstrates the administrator has critically analyzed his or her use of the process.
Criterion 3: Reflection demonstrates the administrator will continue to use the process to lead and enable change.