Description
This paper explain school turnaround leaders part of the school turnaround collection from public impact.
School Turnaround Leaders:
Part of the School Turnaround Collection from Public Impact
For The Chicago Public Education Fund, June 2008
© 2008 Public Impact for The Chicago Public Education Fund
All competencies fromCompetence at Work, Spencer and Spencer (1993).
Acknowledgements
This report was funded by The Chicago Public Education Fund. In particular, the authors would
like to thank Kathleen St. Louis for her support and guidance. The authors would also like to
thank Alan Anderson, Director, Office of School Turnaround, Chicago Public Schools; Brian
Sims, Managing Director, Academy of Urban School Leadership; and Melissa DeBartolo,
Leadership Recruitment and Talent Management, Chicago Public Schools for their comments on
this work.
About the Authors
The guide was prepared by Public Impact, a national education policy and management
consulting firm based in Chapel Hill, North Carolina. Contributors from Public Impact include
Lucy M. Steiner, Emily Ayscue Hassel and Bryan Hassel. Graphic design by Tripp Tuttle, Quip
Creative.
Table of Contents
Making the Most of This Guide: What You Need to Know .................................................................... 3
About this Guide....................................................................................................................................... 3
Using Competencies and Actions for School Turnaround Leader Success.............................................. 4
Turnaround Leader Actions: Consistent Cross-Sector Findings............................................................... 5
Turnaround Leader Competencies with Competency Levels ................................................................. 7
Turnaround Leader Competencies: Four Clusters of Competence........................................................... 8
Turnaround Leader Competency List and Definitions.............................................................................. 9
Driving for Results Cluster ..................................................................................................................... 10
Achievement ........................................................................................................................................... 11
Initiative and Persistence........................................................................................................................ 13
Monitoring and Directiveness ................................................................................................................. 15
Planning Ahead ....................................................................................................................................... 17
Influencing for Results Cluster ............................................................................................................... 19
Impact and Influence............................................................................................................................... 20
Team Leadership ..................................................................................................................................... 22
Developing Others .................................................................................................................................. 24
Problem Solving Cluster ......................................................................................................................... 26
Analytical Thinking................................................................................................................................ 27
Conceptual Thinking............................................................................................................................... 29
Showing Confidence to Lead .................................................................................................................. 31
Self-Confidence...................................................................................................................................... 32
What Competencies Support Turnaround Leader Actions? ................................................................ 34
Page 2 of 35
Making the Most of This Guide: What You Need to Know
About this Guide
Why are Leaders So Important in a Turnaround?
Evidence collected over the last 30 years suggests that effective school leaders significantly
influence student learning and other aspects of school performance.
1
Documented experience
also indicates that individual leaders in failing organizations in various sectors, including
education, can effect rapid, dramatic improvements.
2
School turnaround is possible, but it takes
a broader, concerted effort with daring leadership at the helm and persistent, achievement-
oriented collaboration among staff. That is the stuff of which rapid, bad-to-great turnarounds
across sectors are made.
This guide aims to help districts attempting turnarounds understand the underlying
characteristics of leaders likely to succeed in this unique context, based on the best available
research to date. As more schools attempt turnarounds, increasingly accurate, detailed
descriptions of leaders who are successful in this context will be possible.
What Does This Guide Include?
This is a companion guide to several other documents related to selecting leaders and teachers
for turnaround schools. All of these guides seek to clarify the most critical competencies – or
patterns of thinking, feeling, speaking and acting – that enable people to be successful in
attempts to transform schools from failure to excellence quickly and dramatically.
This guide provides leader competency definitions, school examples, and detailed levels of
increasingly effective competence. For more specific information about how to select school
leaders for turnaround schools, see Leaders for School Turnarounds: Selection Toolkit. For
information about teacher competencies and teacher selection in turnaround schools, see
Teachers for School Turnarounds: Competencies for Success and Teachers for School
Turnarounds: Selection Toolkit. With the right tools and processes, competencies are strong
predictors of work performance and can be very effective guideposts for selection, professional
development, promotion, outplacement and pay.
Page 3 of 35
1
Leithwood, K., Louis, K.S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning.
Minneapolis: University of Minnesota; Leithwood, K. & Riehl, C. (2003). What we know about successful school
leadership. Philadelphia, PA: Laboratory for Student Success, Temple University; Waters, J .T., Marzano, R.J ., &
McNulty, B.A. (2003) Balanced leadership: What 30 years of research tells us about the effect of leadership on
student achievement. Aurora, CO: Mid-continental Research for Education and Learning; Davis, S., Darling-
Hammond, L., LaPointe, M., & Meyerson, D. (2005). School leadership study: Developing successful principals.
Stanford, CA: Stanford Educational Leadership Institute.
2
See School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organization Improvement, by
Public Impact for the Center on Innovation and Improvement (2007) and Turnarounds with New Leaders and Staff
by Kowal and Hassel of Public Impact for the Center for Comprehensive School Reform and Improvement (2006).
Using Competencies and Actions for School Turnaround Leader Success
What is a “Competency”?
A competency is a pattern of thinking, feeling, acting or speaking that causes a person to be
successful in a job or role.
3
Competencies may be developed, but they are most powerful when
used to select people who are already a good fit for the job. The competencies included here stem
primarily from in-depth studies of highly successful leaders in analogous leadership roles (e.g.,
entrepreneurs, managers in complex organizations). These studies quantify the competency
differences between typical and highly successful people in these roles. The specific
competencies used here were selected to match the turnaround actions found in cross-sector
literature. When more failing schools have turned around, quantitative studies comparing
successful and less successful school turnaround leaders will be possible and will provide rich
examples and precisely targeted competence levels specific to school turnaround leader success.
How is a “Competency” Different from “Actions” that Lead to Success in a Job?
“Actions” included in this set of materials about turnaround leaders are those that appear
consistently in a large body of cross-sector literature about successful bad-to-great turnarounds.
4
Some competencies include patterns of action. Thus, there is some overlap between the
competencies and turnaround leader actions provided here. But other competencies are patterns
of thinking and feeling that lead to effective action.
What is the Benefit of Using Competencies for Selection?
Unlike in the stock market, the future performance of people can be predicted with some
accuracy based on past behaviors. Ideally, school districts and school management organizations
could choose people who have been successful previously in the same job: leaders who have
already led very successful school turnarounds. But the turnaround strategy has not been a
prevalent approach in education. Furthermore, the large number of schools nationally in which
too many students are failing to learn enough demands a large supply of turnaround leaders. The
competencies included here are phrased to be general enough that they can be used to select
leaders who have shown the right combination of competencies in other jobs, but who have not
yet turned around a school.
Why is the Combination of Actions and Competencies So Powerful?
The actions list will help people selected for turnaround leader jobs understand what others have
done to achieve turnarounds across sectors. The competencies will help with selecting leaders
who may not yet have turned around a school. The competencies also will help leaders
understand – and address – their personal strengths and weaknesses that may affect success as
they embark on the turnaround challenge.
Page 4 of 35
3
The competency-related definitions and major underlying competency research used here come from the ideas of
David McClelland and related research documented in Competence at Work, Models for Superior Performance,
Spencer and Spencer, 1993 (John Wiley and Sons).
4
See School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organization Improvement, by
Public Impact for the Center on Innovation and Improvement (2007) and Turnarounds with New Leaders and Staff
by Kowal and Hassel of Public Impact for the Center for Comprehensive School Reform and Improvement (2006).
Turnaround Leader Actions: Consistent Cross-Sector Findings
The actions listed in this section are those found consistently in cross-sector studies of
turnarounds, or successful bad-to-great transformations.
5
This research documented and
analyzed cases in which public and private organizations that were failing by many measures
made very rapid, dramatic performance improvements. (This stands in contrast both to slower,
incremental improvements in already strong organizations and to closure followed by starting
fresh entirely.)
In nearly all cases, these leaders identify and focus on a few early wins with big payoffs, and
they use that early success to gain momentum. These new tactics often break organization norms
or rules. The actions occur in a fast cycle of trying new tactics, discarding failed tactics and
doing more of what works. Most turnaround efforts fail, because they are tried in very
challenging situations. Repeated attempts – with a new leader, for example – may be critical to
turnaround success in a large portion of schools.
The Most Important Turnaround Actions
Fortunately, the steps toward turnaround success are very consistent across sectors. The
complete list of critical actions appears on the following page. But school leaders trying
turnarounds must stay focused on accomplishing the most critical, consistent success actions. In
nearly all cases, leaders of successful turnarounds:
Identify and focus on a few early wins with big payoffs, and use that early success
to gain momentum. While these “wins” are limited in scope, they are high-priority,
not peripheral, elements of organization performance.
Break organization norms or rules to deploy new tactics needed for early wins.
Failed rules and routines are discarded when they inhibit success.
Act quickly in a fast cycle of trying new tactics, measuring results, discarding failed
tactics and doing more of what works (see diagram). Time is the enemy when the
status quo is failure.
Fast Cycle of Actions in a Turnaround
Page 5 of 35
5
Figure and actions from School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organization
Improvement, Public Impact for the Center on Innovation and Improvement (2007) and Turnarounds with New
Leaders and Staff, Public Impact for the Center for Comprehensive School Reform and Improvement (2006).
Turnaround Actions: Consistent Cross-Sector Findings (continued)
6
The principal and lead teachers may use these in differing ways . . .
Initial Analysis and Problem Solving
Collect & Analyze Data: Initially, turnaround leaders personally analyze data about the
organization’s performance to identify high-priority problems that can be fixed quickly.
Make Action Plan Based on Data: Turnaround leaders make an action plan so that everyone
involved knows specifically what they need to do differently. This allows people to focus on
changing what they do, rather than worrying about impending change.
Driving for Results
Concentrate on Big, Fast Payoffs in Year 1: Turnaround leaders concentrate on a few changes
to achieve early, visible wins. They do this to achieve success in an important area, motivate others
for further change, and reduce resistance by those who oppose change.
Implement Practices Even if Require Deviation: Turnaround leaders deviate from organization
norms or rules when needed to achieve early wins. In a failing organization, existing practices often
contribute to failure. This shows that changes can lead to success.
Require All Staff to Change: When turnaround leaders implement an action plan, change is
mandatory, not optional.
Make Necessary Staff Replacements: Successful turnaround leaders typically do not replace all
or most staff but often replace some senior leaders. After initial turnaround success, staff who do not
make needed changes either leave or are removed by the leader.
Focus on Successful Tactics; Halt Others: Successful turnaround leaders quickly discard tactics
that do not work and spend more money and time on tactics that work. This pruning and growing
process focuses limited resources where they will best improve results.
Do Not Tout Progress as Ultimate Success: Turnaround leaders are not satisfied with partial
success. They report progress, but keep the organization focused on high goals. When a goal is met,
they are likely to raise the bar. Merely better is not good enough.
Influencing Inside and Outside the Organization
Communicate a Positive Vision: Turnaround leaders motivate others to contribute their
discretionary effort by communicating a clear picture of success and its benefits.
Help Staff Personally Feel Problems: Turnaround leaders use various tactics to help staff
empathize with – or “put themselves in the shoes of” – those whom they serve. This helps staff feel
the problems that the status quo is causing and feel motivated to change.
Gain Support of Key Influencers: Turnaround leaders gain support of trusted influencers among
staff and community and then work through these people to influence others.
Silence Critics with Speedy Success: Early, visible wins are used not just for success in their
own right, but to make it harder for others to oppose further change. This reduces leader time spent
addressing “politics” and increases time spent managing for results.
Measuring, Reporting (and Improving)
Measure and Report Progress Frequently: Turnaround leaders set up systems to measure and
report interim results often. This enables the rapid discard of failed tactics and increase of successful
tactics essential for fast results.
Require Decision Makers to Share Data and Problem Solve: Turnaround leaders share key
staff results visibly, to highlight those who do not change and reward those who do and succeed. This
shifts meetings from blaming and excuses to problem solving.
Page 6 of 35
6
School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organization Improvement, Public
Impact for the Center on Innovation and Improvement (2007) and Turnarounds with New Leaders and Staff, Public
Impact for the Center for Comprehensive School Reform and Improvement (2006).
Turnaround Leader Competencies with Competency Levels
What is a Competency Level?
A “level” of a competency is a behavior (or set of behaviors) that exemplifies the competency in
action. The behaviors are presented in increasingly competent levels that appear in studies to be
linked to higher levels of success in relevant leadership roles. These levels may be used for
selection, development and performance management and ideally would be validated in follow-
up research on more and less successful school turnaround leaders.
How May Levels Be Used for Selection?
The goal for selection is to determine what levels of critical competencies candidates already use
and then to choose people who best match the levels needed for the job. The right person for a
job is one who regularly – when needed and without prompt by others – uses the level of
competent behavior that leads to success in a particular job. People who are stronger in a
competency display that competency:
more often
at higher levels
at the right times to make them successful in work situations.
Individuals do not always use their highest levels of competence. For example, even the highest
achieving people do not set high-risk goals every time any task needs to be completed at work.
Instead, they do so more often than not when needed for success in meeting an important work
objective. That is why it is important when using competencies for selection to ensure that you
are assessing a person’s competence in the context of their efforts to be successful in work.
Behaviorally-oriented interviewing about work successes and failures is currently the most valid
way to assess a broad range of competencies for selection in complex leadership jobs.
What is a Critical Competency?
In this guide, a “critical” competency is one that should be used to screen candidates before
investing in assessment of other competencies. The primary critical competencies for
Turnaround Leader are Achievement and Impact and Influence. Without high level of
competence in these two areas, a candidate is very unlikely to be successful taking the actions of
successful turnaround leaders. Displaying high levels of these two competencies requires people
to have and use moderate to high levels of many of the other competencies. In a short-cut
version of selection, assessing for these two competencies alone may increase the odds of
choosing the best-fit leaders.
Page 7 of 35
Turnaround Leader Competencies: Four Clusters of Competence
These are the competencies – or consistent patterns of thinking, feeling, acting and
speaking – needed for school turnaround leader success. They were derived by
“mapping” the cross-sector research on turnaround leader actions to high-quality
competency studies of successful entrepreneurs and leaders in large organizations.
7
The competencies chosen fit the activities that turnaround leaders share with leaders in
these other contexts. Validation, refinement and further customization of these
competencies will be possible as the number of successful school turnarounds grows
and comparisons among more and less successful school turnaround leaders are
possible. These competencies are arranged into fours clusters of related capabilities.
Driving for Results Cluster – This cluster of competencies is concerned with the
turnaround leader’s strong desire to achieve outstanding results and the task-oriented
actions required for success. Competencies in this cluster include:
Achievement
Initiative and Persistence
Monitoring and Directiveness
Planning Ahead
Influencing for Results Cluster – This cluster of competencies is concerned with
motivating others and influencing their thinking and behavior to obtain results.
Turnaround leaders cannot accomplish change alone, but instead must rely on the work
of others. Competencies in this cluster include:
Impact and Influence
Team Leadership
Developing Others
Problem Solving Cluster – This cluster of competencies is concerned with leader’s
thinking applied to organization goals and challenges. It includes analysis of data to
inform decisions; making clear logical plans that people can follow; and ensuring a
strong connection between school learning goals and classroom activity.
Competencies in this cluster include:
Analytical Thinking
Conceptual Thinking
Showing Confidence to Lead – This competency, essentially the public display of
self-confidence, stands alone and is concerned with staying visibly focused, committed,
and self-assured despite the barrage of personal and professional attacks common
during turnarounds.
Self-Confidence
Page 8 of 35
7
Competencies selected from Competence at Work: Models for Superior Performance, Spencer and Spencer (1993). Leader
actions from School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organization Improvement, Public
Impact for the Center on Innovation and Improvement (2007) and Turnarounds with New Leaders and Staff, Public Impact for
the Center for Comprehensive School Reform and Improvement (2006).
Turnaround Leader Competency List and Definitions
Driving for Results Cluster – These enable a relentless focus on learning results.
Achievement: The drive and actions to set challenging goals and reach a
high standard of performance despite barriers.
Initiative and Persistence: The drive and actions to do more than is
expected or required in order to accomplish a challenging task.
Monitoring and Directiveness: The ability to set clear expectations and to
hold others accountable for performance.
Planning Ahead: A bias towards planning in order to derive future benefits
or to avoid problems.
Influencing for Results Cluster – These enable working through and with others.
Impact and Influence: Acting with the purpose of affecting the
perceptions, thinking and actions of others.
Team Leadership: Assuming authoritative leadership of a group for the
benefit of the organization.
Developing Others: Influence with the specific intent to increase the short
and long-term effectiveness of another person.
Problem Solving Cluster – These enable solving and simplifying complex problems.
Analytical Thinking: The ability to break things down in a logical way and
to recognize cause and effect.
Conceptual Thinking: The ability to see patterns and links among
seemingly unrelated things.
Showing Confidence to Lead – This competency is concerned with staying focused,
committed, and self-assured.
Self-Confidence: A personal belief in one’s ability to accomplish tasks and
the actions that reflect that belief.
Page 9 of 35
Turnaround Leader Competencies
Driving for Results Cluster
This cluster of competencies is concerned with the turnaround leader’s strong desire to
achieve outstanding results and the task-oriented actions required for success. Major
actions include setting high goals for the organization and making persistent, well-
planned efforts to achieve these goals despite barriers.
Why it matters
Without significant competence in this cluster, a turnaround leader is unlikely to
achieve a sharp increase in school performance results since former practices have not
worked and must be changed, and multiple, significant barriers must be tackled to
ensure improved student learning.
Driving for Results Cluster – These enable a relentless focus on learning results.
Achievement: Achievement is the drive and actions to set high goals and
reach a high standard of performance despite barriers. Achievement is often
expressed as an individual competency – the person craves being the best and
acts to achieve this. In a leader, achievement includes setting high
performance goals for the organization, prioritizing activities to achieve the
highest benefit relative to inputs, and working to meet goals using direct
action, staff, and other available resources.
Initiative and Persistence: Initiative and Persistence include taking personal
responsibility and doing more than is required for the purpose of
accomplishing a difficult task or reach a challenging goal. It includes both
direct action and enlisting the extra help of others, and may include bending
the rules, taking personal risks, and acting without authority when needed to
meet a goal.
Monitoring and Directiveness: Monitoring and Directiveness is a managerial
expression of achievement. It is used very selectively by the best managers
with staff. It includes such behaviors as assertively demanding high
performance, issuing specific directives and standards, publicly monitoring
work against standards, and exacting consequences for failure to perform. The
ability to set clear expectations and to hold others accountable for
performance.
Planning Ahead: Planning Ahead is a bias towards planning for future
benefit or to avoid problems. It includes both anticipating situations and
dealing with them in advance. This does not include mere routine or required
planning, but that done voluntarily to achieve more success and proactively
avoid problems.
Page 10 of 35
Achievement
The drive and actions to set challenging goals and reach a high standard of performance despite barriers.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Low Concern for
Work or Quality
Shows little concern for quality of work.
Or expresses concern but not able to describe specific actions taken to do
good work.
N
e
u
t
r
a
l
Z
o
n
e
2
Moderate Concern
for Work and
Quality
Works to meet explicit standards required by others.
Or sets own standard for work quality, but not a very difficult or clear
standard.
Or improves own work or work of team, but not in pursuit of a specific
goal.
P
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t
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t
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a
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H
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e
Z
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T
h
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h
o
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3
TH
Strong Concern for
Work Goals and
Quality Improvement
Sets challenging work goals for self (and/or team) and acts to meet them.
Or sets challenging goals for self (and/or team) and tracks and touts
progress.
4
Prioritizes Goals and
Tasks Based on Cost-
Benefit
Carefully chooses challenging goals and actions (for self and others)
based on cost-benefit analysis, such as time, money and other
resources needed versus likely speed and magnitude of results.
S
u
p
e
r
i
o
r
5
S Pursuit of High-Risk
Goals and
Improvement
Takes significant personal or career risk or commits significant resources
(time, money, etc.) to launch a new venture or attempt an unlikely
change/improvement, and
Takes multiple actions to minimize risk and ensure success (conduct
research, anticipate barriers, plan carefully ahead, etc.), and
Acts to engage the efforts of others for success.
6
Persistent Pursuit of
High-Risk Goals and
Improvement
Sustains pursuit of Level 6 over time to ensure complete meeting of high-
risk goals.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 11 of 35
Achievement: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
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n
t
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H
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Z
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T
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3
TH
Strong Concern for
Work Goals and
Quality
Improvement
Setting high student achievement and learning goals in
specific targeted areas; following through on actions that
have been selected to reach goals; and regularly tracking
progress on meeting goals by analyzing interim
assessments results.
4
Prioritizes Goals
and Tasks Based on
Cost-Benefit
Setting high, fast learning improvement goals in a core
subject (e.g., reading) where students are weakest and a
grade level with teachers who are amenable to change;
and reallocating time and money for more frequent
student assessment, an instructional coach to help
determine changes, and targeted instruction materials to
meet students’ needs.
S
u
p
e
r
i
o
r
5
S
Pursuit of High-
Risk Goals and
Improvement
Launching a new program to have a dramatic impact on
student learning (e.g., one-on-one tutoring before and
after school for all students who need or want it), by:
carefully researching programs and choosing one with
proven record; successfully negotiating new bus
schedules to accommodate the program; raising
substantial funds from nearby companies (and asking for
forgiveness rather than permission for not working
through normal district fundraising channels); and
mounting a highly selective recruiting campaign at the
local college to attract enough excellent tutors to meet
the need.
6
Persistent Pursuit of
High-Risk Goals
and Improvement
Repeated or multiple efforts under Level 6 over time to
meet goals, raise goals, expand success and/or and
sustain student achievement.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 12 of 35
Initiative and Persistence
The drive and actions to do more than is expected or required in order to accomplish a challenging task.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Avoids Required Work
Does not show up for work reliably or requires extra
supervision to get work done.
N
e
u
t
r
a
l
Z
o
n
e
2
Independent Effort
Completes assigned work as required and without
extra supervision,
Or does not give up without trying one or two steps
when a simple obstacle arises.
P
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t
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H
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Z
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h
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3
TH
Extra Effort
.
Works extra hours to complete work even when not
required,
Or takes on voluntary work tasks,
Or routinely tackles moderate obstacles as they arise
in routine work.
4
Significant Extra Effort
Voluntarily initiates and follows through on new work
project (not just a discrete task) that is not assigned
by others, and tackles significant barriers as they
arise.
5
Extraordinary Effort
Acting without formal or explicit authority, takes
personal or career risks and bends organization
norms or rules to accomplish a work objective (not
a personal agenda) despite significant obstacles or
early failure.
S
u
p
e
r
i
o
r
6
S
Engages Others in
Extraordinary Effort
Involves others in Level 5 effort, including people
over whom the person has no formal authority.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 13 of 35
Initiative and Persistence: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
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H
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e
Z
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T
h
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s
h
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d
3
TH
Extra Effort
.
Working long hours; consistently staying late
in order to finish up work; conscientiously
returning phone calls and emails promptly
from parents and staff members. Also
volunteering regularly for district-wide
governance and planning committees.
4
Significant Extra
Effort
Voluntarily and consistently forging personal
relationships with community leaders
resulting in specific valuable partnerships
for the school, despite personal difficulty
scheduling around timing of community
events or skeptical initial responses to
efforts.
5
Extraordinary Effort
Systematically assessing current resources
and identifying the need to reallocate
resources in ways that better meet student
needs; when initial efforts to carry out the
reallocation fall flat due to district policies
or staff resistance, repeatedly trying new
strategies until finding one that works,
even if the new allocations do not comply
with existing regulations (e.g. reassigning
resource teachers to reduce class size in
targeted grades, procuring needed materials
by using funds in ways other than is the
norm in the district).
S
u
p
e
r
i
o
r
6
S
Engages Others in
Extraordinary Effort
Working over a period of months and despite
opposition to persuade a majority of parents
to support reallocating significant resources
to meet student’s learning needs, even
though it means giving up something else
they value (e.g. sports teams or after school
clubs).
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 14 of 35
Monitoring and Directiveness
The ability to set clear expectations and to hold others accountable for performance.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Avoiding Direction
Gives in to others, even if conflicts with work goals.
Or does not give directions or communicate expectations.
(May justify by expressing concern with others liking
them, hurting people’s feelings or making others feel bad.)
N
e
u
t
r
a
l
Z
o
n
e
2
Routine Directions
Gives directions about routine work,
Or provides direction that is not explicit or detailed.
3
Detailed Directions
Gives detailed direction needed to communicate to others
what needs to be done to accomplish work tasks or to free
own time for other work concerns.
4
Asserts Needs
Says “no” to requests that are obviously unreasonable or that
would harm work goals,
Or manipulates situation so that others must comply.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
5
TH
Asserts High Standard for
Compliance
Sets high standard explicitly up front,
Or gives clear initial orders,
Or repeats expectation of high performance,
Or insists in a demanding way that others comply.
6
Openly Monitors
Performance
Publicly monitors and posts or communicates performance
against standards.
S
u
p
e
r
i
o
r
7
S
Personally Confronts
Performance Problems
Confronts people with performance problems (to gain
compliance, not for developmental purposes),
Or threatens consequences for performance shortfalls.
8 Fires Low Performers
Without regret, rids organization of low performers
(following appropriate efforts to improve performance and
all legal procedures).
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 15 of 35
Monitoring and Directiveness: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
5
TH
Asserts High Standard for
Compliance
Establishing clear protocols to support school
policies (e.g. how teachers respond to
student misbehavior); requiring teachers to
use protocols; monitoring teachers
regularly to ensure that they are
implementing new protocols.
6
Openly Monitors
Performance
Creating a data display that includes
individual student performance on interim
assessments; holding regular mandatory
staff meetings or grade level team meetings
at which one teacher or team’s data is the
subject of group scrutiny and discussion;
and leading public brainstorming about
how each (and every) individual teacher
can better address student learning needs.
S
u
p
e
r
i
o
r
7
S
Personally Confronts
Performance Problems
Directly confronting teachers who refuse or
fail to implement new instructional
practices; being willing to evaluate low
performing teachers honestly by rating
them as unsatisfactory on district
evaluations; informing teachers that failure
to implement new instructional practices
will negatively affect future evaluations
and result in dismissal.
8 Fires Low Performers
Effectively persuading low performers to
resign; following appropriate legal
procedures to document unsatisfactory
performance with the intention of forcing
staff members to resign or be fired.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 16 of 35
Planning Ahead
A bias toward planning in order to derive future benefit or to avoid problems.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Does Not Think Ahead
Focuses thinking on the past,
Or fails to see current needs and opportunities,
Or focuses on immediate needs, tasks and problems
only.
N
e
u
t
r
a
l
Z
o
n
e
2
Fully Addresses
Current Needs
Acts quickly, decisively and completely to address
current problems and crises as they arise.
3
Plans up to Two Months in
Advance
Voluntarily identifies future needs, potential problems
or potential opportunities and plans in advance to
address these in this timeframe.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
4
TH
Plans 3 – 12 Months
in Advance
Voluntarily identifies future needs, potential problems
or potential opportunities and plans or acts in
advance to address these in this timeframe.
S
u
p
e
r
i
o
r
5
S
Plans 1 – 2 Years
in Advance
Voluntarily identifies future needs, potential problems
or potential opportunities and plans or acts in
advance to address these in this timeframe.
6
Plans 2 or More Years in
Advance
Voluntarily identifies future needs, potential problems
or potential opportunities and plans or acts in
advance to address these in this timeframe.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 17 of 35
Planning Ahead: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
4
TH
Plans 3 – 12 Months
in Advance
Learning that three veteran teachers are
planning to retire at year end, devising a
thorough plan to recruit new faculty to fill
the slots starting in late winter.
S
u
p
e
r
i
o
r
5
S
Plans 1 – 2 Years
in Advance
Anticipating that students will have difficulty
with a new state achievement test that is
planned for the following year (e.g. the
state is introducing a science test);
collaborating with grade level teams to
review and develop stronger curriculum
and instructional practices in the area that
will soon be tested.
-Or-
Analyzing how reallocating and reassigning
staff positions can help the school reach its
student learning goals; planning for these
staffing changes at least two years in
advance; and communicating with staff
about these changes the year before they
take effect.
6
Plans 2 or More Years
in Advance
Anticipating that staff members will be able
to assume more leadership responsibilities
once the school is no longer in
improvement status (3-5 years); identifying
potential teacher leaders; and grooming
them for future leadership roles by
providing them with additional professional
development.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 18 of 35
Turnaround Leader Competencies
Influencing for Results Cluster
This cluster of competencies is concerned with motivating others and influencing their
thinking and behavior to obtain results. Turnaround leaders cannot accomplish change
alone, but instead must rely on the work of others. They must use a wider variety of
influencing tactics than most leaders – acting directive with subordinates when urgent
action is essential, inspiring and visionary when discretionary effort of staff and others is
needed, and influencing entirely through others rather than directly – as the situation
requires. They also must address a complicated web of powerful stakeholders (staff,
parents, unions, community, etc.) and resource providers (district office staff, special
funders, management organization staff, etc.) to ensure support for – and reduce
resistance to – successful change.
Why it matters
Leaders in a turnaround school must induce behaviors from staff members (and others)
that are significantly different from those previously exhibited. Obtaining more and
different effort from others is critical to obtaining better student learning results. They
cannot obtain all of these new and enhanced behaviors by being directive (see Monitoring
and Directiveness), but instead must identify and tap the needs, wants and underlying
motives of others.
Influencing for Results Cluster – These enable working through and with others.
Impact and Influence: Impact and Influence is acting with the purpose of affecting
the perceptions, thinking and actions of others. It is the most frequent set of behaviors
used by successful managers in complex organizations. It includes empathizing with
others and anticipating likely responses to situations, tailoring actions and words to
create an intended impact, giving and withholding information to obtain specific
responses, assembling behind-the-scenes coalitions to create support, taking multiple
steps to obtain an intended response and using others to influence third parties. (It
differs from Directiveness/Monitoring, which does not consider the perspective of the
other party.)
Team Leadership: Team Leadership is assuming authoritative leadership of a group
for the benefit of the organization. It includes such behaviors as keeping people on
the team informed, promoting the morale and performance of a team, obtaining
resources that the team needs to perform, ensuring that the team produces as planned,
and motivating the team with a compelling vision and enthusiasm.
Developing Others: Developing Others is influence with the specific intent to
increase the short and long-term effectiveness of another person. It does not include
merely sending people to required training, but instead personally providing
instruction, expressing positive expectations, providing developmental feedback,
selecting training and work assignments to build others’ capabilities, and delegating
fully so that others may learn from their own successes and mistakes.
Page 19 of 35
Impact and Influence
Acting with the purpose of affecting the perceptions, thinking and actions of others.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Personal Gain Tactics,
Limited Persuasion
Uses negative behaviors for personal gain.
Or does not act to influence others.
2
No Adaptation to
Audience
Prepares and presents data and logical arguments, but does
not tailor to make them appealing or influential to the
specific audience.
N
e
u
t
r
a
l
Z
o
n
e
3
Tailors Single Action to
Influence Audience
Thinks ahead about the likely reaction of audience,
And adapts communication to obtain desired impact.
4
Tailors Single, Dramatic
Action to Influence
Takes one, dramatic action chosen to obtain a specific
reaction from audience. (Threats do not count; see
Directiveness.)
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
5
TH
Tailors Two Actions to
Influence Audience
Thinks ahead about the likely reaction of audience,
And adapts communication to obtain desired impact,
And shows “influence tenacity” by taking two (not
necessarily dramatic) steps to influence.
S
u
p
e
r
i
o
r
6
S
Tailors Three Actions or
Uses Indirect Influence
.
Takes three or more steps chosen to influence,
Or uses third party experts or trusted individuals to
influence others,
Or obtains individual support “behind the scenes,”
Or chooses timing and delivery/withholding of information
to influence.
7
Complex Influence
Engages in a complex set of maneuvers with many people –
personal communications, use of third parties, promotion
decisions, sharing of power or information, working
through chains of people for a “domino” influence effect
– to obtain desired impact.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 20 of 35
Impact and Influence: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
5
TH
Tailors Two Actions to
Influence Audience
Informing staff members about a new school-level
policy that they might perceive as being more
work but that will have a dramatic effect on
student learning (e.g. eliminating in-school
detention), and describing the change in a way
that gets their buy in (e.g., describing other ways
you will address student misbehavior); following
up personally with individual teachers who are
opposed to the change to ensure that they will
adhere to new policy.
S
u
p
e
r
i
o
r
6
S
Tailors Three Actions or
Uses Indirect Influence
.
Persuading a small group of trusted teachers to
become vigorous supporters of a new school
policy; asking a teacher from another school that
has implemented this policy to speak to the
faculty about the positive effects; and being
strategic about timing the announcement (e.g.
making the announcement of the change during a
meeting when there is general goodwill).
7
Complex Influence
Understanding that teachers primarily look for
leadership from two senior faculty members, one
who backs a proven new reading program you
want to implement and one who doesn’t;
empowering the supportive teacher by offering
her the highly sought after school literacy coach
position; in the teacher recruiting process for next
year, specifically seeking out excellent teachers
who back the new reading program; persuading a
local business to make a large grant to the school,
contingent on the adoption of the reading
program. All of this is done to motivate teachers
to eagerly adopt the program and encourage the
exit of those who do not.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 21 of 35
Team Leadership
Assuming authoritative leadership of a group for the benefit of the organization.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1 Does Not Lead
Provides no direction, goals, roles, or meeting clarity
when needed or asked,
Or has not engaged in any roles, in work or
volunteering, that require leadership of a team.
N
e
u
t
r
a
l
Z
o
n
e
2
Manages Logistics
Communicates agendas, time constraints and work
tasks.
3
Keeps People Informed
Tells people affected by decisions or events what is
happening, ensuring that people have information
they need.
4
Manages Team Fairly
Uses formal authority fairly, treats people on team
with respect and fairness.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
5
TH
Acts to Make Team Effective
Promotes team morale and enhances performance by
taking actions that affect how people feel about the
team and how well they perform on it. May include
how work is assigned, who is hired and fired on
team, and expressions of how these actions affect
remaining team members performance and morale.
6
Ensure Team’s Opportunity
to Perform
Obtains resources and people that the group needs to
perform,
And protects the group from outside influences that
might prevent performance.
7
Leads Team to Results
“Sells” the team mission, goals, and actions to its
members, and then follows up to ensure that the
team’s work is done well.
S
u
p
e
r
i
o
r
8
S
Communicates a Compelling
Vision to Motivate
Discretionary Effort
Motivates the team – and stakeholders who affect the
team’s work – with charismatic communications of
the vision for the organization, resulting in
excitement and large contribution of people’s
discretionary effort.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 22 of 35
Team Leadership: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
5
TH
Acts to Make Team
Effective
Setting aside time for grade level or departmental teams to meet
regularly to improve practices; hiring teachers with particular
expertise to a grade level or departmental team; reorganizing
teams that are not high functioning by firing or reassigning
teachers; being explicit about how these changes are designed
to improve teacher performance and student learning.
6
Ensure Team’s
Opportunity to Perform
Organizing professional development designed to meet the
identified needs of teacher and staff teams (e.g. ongoing work
with a literacy coach; regular peer observation and feedback);
working vigorously and publicly to obtain permission for
teachers to miss district-sponsored professional development
activities that do not meet their needs; standing up to parents
who are encouraging teachers to back off of high standards for
their students.
7
Leads Team to Results
Using multiple strategies and multiple opportunities to reinforce
school and team level goals for student achievement (e.g.
publicly identifying student achievement gaps and specific
goals for improvement, stating student achievement goals
constantly in public forums in written materials that are sent
home to families); following up with teams to evaluate
performance; reinforcing actions that lead to improvements
(and sharing them schoolwide); and responding to lack of
results as needed by insisting that the team diagnose
shortcomings and devise and implement new strategies.
S
u
p
e
r
i
o
r
8
S
Communicates a
Compelling Vision to
Motivate Discretionary
Effort
Motivating teams of teachers to commit additional, discretionary
time and energy to implementing new instructional approaches
(e.g. teachers agree to meet on weekends or before or after
school in grade level teams to develop higher level assignments,
teams of teachers attend professional development workshops
tailored to their needs over the summer) by making inspiring
speeches on the power of schools to transform lives; posting
examples of and leading visits to schools that “beat the odds”;
continually reinforcing with students, parents, and staff the
necessity of hitting high targets for growth; instantly and
decisively countering any excuse-making heard in school.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 23 of 35
Developing Others
Influence with the specific intent to increase the short and long-term effectiveness of another person.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Does Not Develop
Discourages others with negative statements of potential
and expectation,
Or takes no action to develop others (even if expresses
belief in others’ ability).
N
e
u
t
r
a
l
Z
o
n
e
2
Gives Explicit Instructions
Tells others how to do their work when needed, makes
helpful suggestions.
3
Explains Reasons for
Instructions and Ensures
Understanding
Tells others why they need to do work a certain way,
Or ensures that others understand the work to be done.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
4
TH
Gives Basic Feedback
Provides specific feedback, both positive and negative, to
help others improve.
S
u
p
e
r
i
o
r
5
S
Encourages and Helps after
Failures
Expresses positive expectation for future performance
after a setback, and either
Provides much more specific advice for tackling
challenging assignments
Or provides negative feedback in specific not global
terms.
6
Arranges Assignments and
Training
Ensures that others obtain the experiences and training
they need to develop new skills and levels of capability,
Or gets others to fix problems and figure out solutions
themselves.
(Does not include signing off on required training.)
7
Designs New Development
Creates a new program or materials to meet a
developmental need.
8
Fully Delegates
Gives full responsibility for very challenging work to
others as “stretch” experiences, with full latitude for
choosing work steps and making mistakes from which
to learn.
9
Promotes for Development
Promotes others as a reward for development or as a
developmental opportunity.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 24 of 35
Developing Others: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
4
TH
Gives Basic Feedback
Regularly giving positive and negative feedback to teachers on
specific instructional strategies that they are in the process of
implementing (e.g. new approach to literacy instruction, new
classroom management strategies).
S
u
p
e
r
i
o
r
5
S
Encourages and Helps
after Failures
Meeting with teachers after benchmark assessment results are
tallied to discuss students who are not on track to meet
proficiency goals; recommending specific instructional or
support strategies for meeting these student’s needs, offering
teachers negative feedback by referencing specific students and
specific questions about instructional strategies in use.
6
Arranges Assignments
and Training
Arranging for teachers and other staff members to have ongoing
professional development that reflects best available research
on effective professional development (e.g. ensuring that each
teacher engages in job-embedded attempts to improve practice
in specific ways and receives immediate feedback and modeling
from peers and leadership).
7
Designs New
Development
Having teachers research, implement and evaluate the results of a
new professional development approach (e.g. examining student
work as a team, implementing J apanese “lesson study”) in
response to a specific instructional problem in the school such
as widely varying results across classes within a given grade
level.
8
Fully Delegates
Delegating significant tasks to selected teachers with the intention
of fostering their emerging leadership ability (e.g. developing a
new homework policy, training other teachers in a new
instructional strategy, designing an after school program for
non-proficient students); providing them with ongoing feedback
and coaching as they carry out the tasks.
9
Promotes for
Development
Establishing advanced or “master” teaching roles that reward
teachers who have contributed measurably more to student
achievement by giving them an opportunity to mentor other
teachers. May also arrange for additional compensation.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 25 of 35
Turnaround Leader Competencies
Problem Solving Cluster
This cluster of competencies is concerned with thinking applied to organization goals and
challenges. It includes analysis of data to inform decisions; making clear, logical plans that
people can follow; and ensuring a strong connection between school learning goals and
classroom activity. The thinking competencies are needed for higher levels of Driving for
Results competencies and Influencing for Results competencies.
Why it matters
Leaders in a turnaround school use these competencies to identify organizational priorities,
understand which tactics are working, identify and consider alternative approaches, and clarify
steps to make organizational changes that will result in improved student learning.
Problem Solving Cluster – These enable solving and simplifying complex problems.
Analytical Thinking: Analytical Thinking is breaking a problem into smaller parts or
a logical order based on time sequence, cause-effect relationship, or
priorities/importance. It is important for school leaders who must grasp data
(qualitative and quantitative) about school performance for decision-making and
make plans to communicate the steps and roles in a change process. It includes
analyzing basic data to understand what is important and how it relates to school
goals, recognizing cause-effect relationships of school activities and results, and
making plans that logically and sequentially deploy significant resources and involve
large numbers of people.
Conceptual Thinking: Conceptual Thinking is understanding how seemingly
unrelated things are related, seeing the big picture, and seeing how steps in a process
connect to each other. It is important for school leaders, who must ensure that school
activities and resources support the school’s mission and student learning goals. It is
important for turnaround leaders, who must quickly grasp and clarify critical issues
from among too much data. It includes recognizing patterns and trends, simplifying
and clarifying complex information, identifying critical issue(s) among many, and
resolving conflicts among data.
Page 26 of 35
Analytical Thinking
The ability to break things down in a logical way and to recognize cause and effect.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Does Not Analyze or Plan
Responds to tasks as they arise, does not break work
into steps or create lists,
Or only follows steps created by someone else.
N
e
u
t
r
a
l
Z
o
n
e
2
Creates Lists
Creates simple lists of tasks or items.
3
Makes Limited Connections
Analyzes relationship among a few items,
Or understands that A causes B,
Or prioritizes a relatively simple list of tasks.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
4
TH
Makes Multiple Connections
Analyzes and notes the relationship among several
items,
Or organizes a complex activity into steps in a logical
way (based on time, importance or other factors),
Or understands several possible causes of events or
results of events,
Or anticipates multiple next steps and likely barriers.
S
u
p
e
r
i
o
r
5
S
Does Complicated Planning
and Analysis
Breaks apart a complex problem or process into
categories and subcategories down to basic steps or
parts,
Or analyzes a difficult problem from several different
perspectives or using different criteria before
arriving at a detailed solution.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 27 of 35
Analytical Thinking: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
4
TH
Makes Multiple
Connections
Analyzing data on student performance to
determine where significant learning gaps
exist; determining which changes are most
likely to lead to increased student
achievement in these areas; developing a
logical, step-by-step plan that outlines the
steps that the leader and other staff
members need to take to implement these
changes.
S
u
p
e
r
i
o
r
5
S
Does Complicated
Planning and Analysis
Breaking down overall school performance
problems into a few high-priority
categories using multiple measures of
student performance (e.g. growth scores,
teacher feedback on student learning,
examples of student work, direct
classroom observations); organizing a
planning process for each problem
category that includes goal setting,
research on possible solutions, and
decision-making about the best strategy to
follow; assigning teacher leaders and
support teams to each category; devising a
tracking process to monitor progress of
each group in order to intervene when
needed.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 28 of 35
Conceptual Thinking
The ability to see patterns and links among seemingly unrelated things.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Thinks Concretely or Using
Well-Worn Rules
Expresses thinking very literally,
Or uses others’ rules or similar personal experiences
to draw conclusions.
N
e
u
t
r
a
l
Z
o
n
e
2
Sees Patterns
Notes similarities, differences, gaps, and trends in
technical data or in a current situation versus past.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
3
TH
Applies Known Complex
Conceptual Tools
Using a known method of categorizing complex data,
identifies what is most important or how things are
related,
Or applies past knowledge of similarities, differences,
gaps, and trends to categorize new data or
situations,
Or make modifications to known categories to fit
current data.
S
u
p
e
r
i
o
r
4
S
Simplifies Complex Ideas
Crystallizes the meaning and importance of a lot of
complex data in a few, simple findings,
Or sees the most important issue in a complicated
situation.
5
Creates New Concepts
Identifies issues and problems not previously learned
or identified by others.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 29 of 35
Conceptual Thinking: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
3
TH
Applies Known
Complex
Conceptual Tools
Using the district’s data analysis tool to
recognize trends in student graduation
rates that suggest that particular
subgroups of students are not achieving
expected results; summarizing a recent
report to help teachers understand the
latest thinking about how to increase
graduation rates.
S
u
p
e
r
i
o
r
4
S
Simplifies Complex
Ideas
In place of multi-page reports previously
in use, creating a “performance
dashboard” system for the school that
allows parents, teachers, teacher teams,
and administrators to see critical
summary measures of performance in an
easy-to-understand format; crisply
articulating in a speech to staff the three
major problems that, if solved, would
lead to far higher student learning
progress.
5
Creates New Concepts
Using data to identify a new way of
categorizing the root causes of
performance challenges for individual
students; developing a new model
through which teachers and teacher
teams can analyze their own data in
order to categorize their students’ issues
and devise more tailored responses.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 30 of 35
Turnaround Leader Competencies
Showing Confidence to Lead
This competency, essentially the public display of self-confidence, stands alone and is concerned
with staying visibly focused, committed, and self-assured despite the barrage of personal and
professional attacks common during turnarounds. It includes both presenting oneself to the world
with statements of confidence, putting oneself in challenging situations, taking personal
responsibility for mistakes, and following up with analysis and corrective action.
Why it matters
It is important for turnaround leaders, who must both feel and appear strong and committed
during the challenging early turnaround phase.
Showing Confidence to Lead – This enables success in a highly challenging situation.
Self-Confidence: Self-Confidence is a personal belief in one’s own capability to
accomplish tasks and actions that reflect that belief.
Page 31 of 35
Self-Confidence
A personal belief in one’s ability to accomplish tasks and the actions that reflect that belief.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Feels or Acts
Powerless
Publicly expresses lack of confidence in self,
Or defers to others inappropriately,
Or avoids challenges because of fear of failure.
N
e
u
t
r
a
l
Z
o
n
e
2
Conducts Tasks Without
Hesitation
Does work independently as needed.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
3
TH
Acts Decisively and
Forcefully
Makes decisions despite disagreements with peers or
subordinates,
Or acts outside explicitly granted authority (but
without breaking rules).
4
States Confidence
in Self
Openly states own expertise or compares self
positively with others,
Or views self a key actor or originator in important
situation,
Or expresses confidence in own thinking.
5
Justifies and Defends
Confident Statements
Stands up for self and positions in conflicts,
Or follows statements with actions that justify
confident claims.
S
u
p
e
r
i
o
r
6
S
Seeks Challenges
Expresses positive feelings about challenging
assignments,
Or seeks more challenge and responsibility,
Or makes decisions and confident statements despite
disagreement with those in power (boss, influential
people).
7
Seeks Extreme Challenge
Confronts other in power bluntly when needed,
Or seeks extremely challenging situations.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 32 of 35
Page 33 of 35
Self-Confidence: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
3
TH
Acts Decisively and
Forcefully
Implementing a change that is not popular
with a significant number of staff members
(e.g. requiring teachers to submit written
lesson plans for review).
4
States Confidence
in Self
Taking credit for signs of school
improvement that are a direct result of
earlier actions; highlighting favorable
comparisons between school and other
similar schools; asking to attend district
meetings where district officials will be
making decisions that affect the school.
5
Justifies and Defends
Confident Statements
Defending and explaining the rationale
behind changes in school operations in
public forums when those changes are
controversial; following up on claims about
school improvement by taking the
necessary steps to achieve success in the
promised areas.
S
u
p
e
r
i
o
r
6
S
Seeks Challenges
Instead of griping about the district’s new
tougher accountability system, publicly
embracing the challenge posed by the new
student learning targets; publicly refusing
to sign on to an effort by the principal and
teacher associations to fight the new
accountability measures.
7
Seeks Extreme Challenge
Choosing to work in schools or with students
who have experienced years of failure;
organizing other school leaders in similar
schools to form a coalition fighting for
more school-level authority over school
budgets and schedules.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
What Competencies Support Turnaround Leader Actions?
Driving for Results Cluster Influencing for Results Cluster Problem-Solving Cluster Showing
Confidence
To Lead
Achievement Initiative
and
Persistence
Planning
Ahead
Directiveness
and
Monitoring
Impact and
Influence
Team
Leadership
Developing
Others
Analytical
Thinking and
Planning
Conceptual
Thinking
Self
Confidence
Collect &
Analyze Data
Concentrate on
Big, Fast
Payoffs Yr 1
Make Data-
Based Action
Plan
Implement
Practices Even
if Require
Deviation
Require All
Staff to Change
Make Needed
Staff
Replacements
Focus on
Successful
Tactics; Halt
Others
© 2008 Public Impact for The Chicago Public Education Fund
All competencies derived fromCompetence at Work, Spencer and Spencer (1993). Page 34
Continues . . .
© 2008 Public Impact for The Chicago Public Education Fund
All competencies derived fromCompetence at Work, Spencer and Spencer (1993). Page 35
What Competencies Support Turnaround Leader Actions? (Continued)
Driving for Results Cluster Influencing for Results Cluster Problem-Solving Cluster Showing
Confidence
To Lead
Achievement Initiative
and
Persistence
Planning
Ahead
Directiveness
and
Monitoring
Impact and
Influence
Team
Leadership
Developing
Others
Analytical
Thinking and
Planning
Conceptual
Thinking
Self
Confidence
Progress is Not
Ultimate
Success
Communicate a
Positive Vision
Help Staff
Personally Feel
Problems
Gain Support
of Influencers
Silence Critics
with Speedy
Success
Measure and
Report
Progress
Frequently
Require all
Decision
Makers to
Share Data
doc_374898232.pdf
This paper explain school turnaround leaders part of the school turnaround collection from public impact.
School Turnaround Leaders:
Part of the School Turnaround Collection from Public Impact
For The Chicago Public Education Fund, June 2008
© 2008 Public Impact for The Chicago Public Education Fund
All competencies fromCompetence at Work, Spencer and Spencer (1993).
Acknowledgements
This report was funded by The Chicago Public Education Fund. In particular, the authors would
like to thank Kathleen St. Louis for her support and guidance. The authors would also like to
thank Alan Anderson, Director, Office of School Turnaround, Chicago Public Schools; Brian
Sims, Managing Director, Academy of Urban School Leadership; and Melissa DeBartolo,
Leadership Recruitment and Talent Management, Chicago Public Schools for their comments on
this work.
About the Authors
The guide was prepared by Public Impact, a national education policy and management
consulting firm based in Chapel Hill, North Carolina. Contributors from Public Impact include
Lucy M. Steiner, Emily Ayscue Hassel and Bryan Hassel. Graphic design by Tripp Tuttle, Quip
Creative.
Table of Contents
Making the Most of This Guide: What You Need to Know .................................................................... 3
About this Guide....................................................................................................................................... 3
Using Competencies and Actions for School Turnaround Leader Success.............................................. 4
Turnaround Leader Actions: Consistent Cross-Sector Findings............................................................... 5
Turnaround Leader Competencies with Competency Levels ................................................................. 7
Turnaround Leader Competencies: Four Clusters of Competence........................................................... 8
Turnaround Leader Competency List and Definitions.............................................................................. 9
Driving for Results Cluster ..................................................................................................................... 10
Achievement ........................................................................................................................................... 11
Initiative and Persistence........................................................................................................................ 13
Monitoring and Directiveness ................................................................................................................. 15
Planning Ahead ....................................................................................................................................... 17
Influencing for Results Cluster ............................................................................................................... 19
Impact and Influence............................................................................................................................... 20
Team Leadership ..................................................................................................................................... 22
Developing Others .................................................................................................................................. 24
Problem Solving Cluster ......................................................................................................................... 26
Analytical Thinking................................................................................................................................ 27
Conceptual Thinking............................................................................................................................... 29
Showing Confidence to Lead .................................................................................................................. 31
Self-Confidence...................................................................................................................................... 32
What Competencies Support Turnaround Leader Actions? ................................................................ 34
Page 2 of 35
Making the Most of This Guide: What You Need to Know
About this Guide
Why are Leaders So Important in a Turnaround?
Evidence collected over the last 30 years suggests that effective school leaders significantly
influence student learning and other aspects of school performance.
1
Documented experience
also indicates that individual leaders in failing organizations in various sectors, including
education, can effect rapid, dramatic improvements.
2
School turnaround is possible, but it takes
a broader, concerted effort with daring leadership at the helm and persistent, achievement-
oriented collaboration among staff. That is the stuff of which rapid, bad-to-great turnarounds
across sectors are made.
This guide aims to help districts attempting turnarounds understand the underlying
characteristics of leaders likely to succeed in this unique context, based on the best available
research to date. As more schools attempt turnarounds, increasingly accurate, detailed
descriptions of leaders who are successful in this context will be possible.
What Does This Guide Include?
This is a companion guide to several other documents related to selecting leaders and teachers
for turnaround schools. All of these guides seek to clarify the most critical competencies – or
patterns of thinking, feeling, speaking and acting – that enable people to be successful in
attempts to transform schools from failure to excellence quickly and dramatically.
This guide provides leader competency definitions, school examples, and detailed levels of
increasingly effective competence. For more specific information about how to select school
leaders for turnaround schools, see Leaders for School Turnarounds: Selection Toolkit. For
information about teacher competencies and teacher selection in turnaround schools, see
Teachers for School Turnarounds: Competencies for Success and Teachers for School
Turnarounds: Selection Toolkit. With the right tools and processes, competencies are strong
predictors of work performance and can be very effective guideposts for selection, professional
development, promotion, outplacement and pay.
Page 3 of 35
1
Leithwood, K., Louis, K.S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning.
Minneapolis: University of Minnesota; Leithwood, K. & Riehl, C. (2003). What we know about successful school
leadership. Philadelphia, PA: Laboratory for Student Success, Temple University; Waters, J .T., Marzano, R.J ., &
McNulty, B.A. (2003) Balanced leadership: What 30 years of research tells us about the effect of leadership on
student achievement. Aurora, CO: Mid-continental Research for Education and Learning; Davis, S., Darling-
Hammond, L., LaPointe, M., & Meyerson, D. (2005). School leadership study: Developing successful principals.
Stanford, CA: Stanford Educational Leadership Institute.
2
See School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organization Improvement, by
Public Impact for the Center on Innovation and Improvement (2007) and Turnarounds with New Leaders and Staff
by Kowal and Hassel of Public Impact for the Center for Comprehensive School Reform and Improvement (2006).
Using Competencies and Actions for School Turnaround Leader Success
What is a “Competency”?
A competency is a pattern of thinking, feeling, acting or speaking that causes a person to be
successful in a job or role.
3
Competencies may be developed, but they are most powerful when
used to select people who are already a good fit for the job. The competencies included here stem
primarily from in-depth studies of highly successful leaders in analogous leadership roles (e.g.,
entrepreneurs, managers in complex organizations). These studies quantify the competency
differences between typical and highly successful people in these roles. The specific
competencies used here were selected to match the turnaround actions found in cross-sector
literature. When more failing schools have turned around, quantitative studies comparing
successful and less successful school turnaround leaders will be possible and will provide rich
examples and precisely targeted competence levels specific to school turnaround leader success.
How is a “Competency” Different from “Actions” that Lead to Success in a Job?
“Actions” included in this set of materials about turnaround leaders are those that appear
consistently in a large body of cross-sector literature about successful bad-to-great turnarounds.
4
Some competencies include patterns of action. Thus, there is some overlap between the
competencies and turnaround leader actions provided here. But other competencies are patterns
of thinking and feeling that lead to effective action.
What is the Benefit of Using Competencies for Selection?
Unlike in the stock market, the future performance of people can be predicted with some
accuracy based on past behaviors. Ideally, school districts and school management organizations
could choose people who have been successful previously in the same job: leaders who have
already led very successful school turnarounds. But the turnaround strategy has not been a
prevalent approach in education. Furthermore, the large number of schools nationally in which
too many students are failing to learn enough demands a large supply of turnaround leaders. The
competencies included here are phrased to be general enough that they can be used to select
leaders who have shown the right combination of competencies in other jobs, but who have not
yet turned around a school.
Why is the Combination of Actions and Competencies So Powerful?
The actions list will help people selected for turnaround leader jobs understand what others have
done to achieve turnarounds across sectors. The competencies will help with selecting leaders
who may not yet have turned around a school. The competencies also will help leaders
understand – and address – their personal strengths and weaknesses that may affect success as
they embark on the turnaround challenge.
Page 4 of 35
3
The competency-related definitions and major underlying competency research used here come from the ideas of
David McClelland and related research documented in Competence at Work, Models for Superior Performance,
Spencer and Spencer, 1993 (John Wiley and Sons).
4
See School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organization Improvement, by
Public Impact for the Center on Innovation and Improvement (2007) and Turnarounds with New Leaders and Staff
by Kowal and Hassel of Public Impact for the Center for Comprehensive School Reform and Improvement (2006).
Turnaround Leader Actions: Consistent Cross-Sector Findings
The actions listed in this section are those found consistently in cross-sector studies of
turnarounds, or successful bad-to-great transformations.
5
This research documented and
analyzed cases in which public and private organizations that were failing by many measures
made very rapid, dramatic performance improvements. (This stands in contrast both to slower,
incremental improvements in already strong organizations and to closure followed by starting
fresh entirely.)
In nearly all cases, these leaders identify and focus on a few early wins with big payoffs, and
they use that early success to gain momentum. These new tactics often break organization norms
or rules. The actions occur in a fast cycle of trying new tactics, discarding failed tactics and
doing more of what works. Most turnaround efforts fail, because they are tried in very
challenging situations. Repeated attempts – with a new leader, for example – may be critical to
turnaround success in a large portion of schools.
The Most Important Turnaround Actions
Fortunately, the steps toward turnaround success are very consistent across sectors. The
complete list of critical actions appears on the following page. But school leaders trying
turnarounds must stay focused on accomplishing the most critical, consistent success actions. In
nearly all cases, leaders of successful turnarounds:
Identify and focus on a few early wins with big payoffs, and use that early success
to gain momentum. While these “wins” are limited in scope, they are high-priority,
not peripheral, elements of organization performance.
Break organization norms or rules to deploy new tactics needed for early wins.
Failed rules and routines are discarded when they inhibit success.
Act quickly in a fast cycle of trying new tactics, measuring results, discarding failed
tactics and doing more of what works (see diagram). Time is the enemy when the
status quo is failure.
Fast Cycle of Actions in a Turnaround
Page 5 of 35
5
Figure and actions from School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organization
Improvement, Public Impact for the Center on Innovation and Improvement (2007) and Turnarounds with New
Leaders and Staff, Public Impact for the Center for Comprehensive School Reform and Improvement (2006).
Turnaround Actions: Consistent Cross-Sector Findings (continued)
6
The principal and lead teachers may use these in differing ways . . .
Initial Analysis and Problem Solving
Collect & Analyze Data: Initially, turnaround leaders personally analyze data about the
organization’s performance to identify high-priority problems that can be fixed quickly.
Make Action Plan Based on Data: Turnaround leaders make an action plan so that everyone
involved knows specifically what they need to do differently. This allows people to focus on
changing what they do, rather than worrying about impending change.
Driving for Results
Concentrate on Big, Fast Payoffs in Year 1: Turnaround leaders concentrate on a few changes
to achieve early, visible wins. They do this to achieve success in an important area, motivate others
for further change, and reduce resistance by those who oppose change.
Implement Practices Even if Require Deviation: Turnaround leaders deviate from organization
norms or rules when needed to achieve early wins. In a failing organization, existing practices often
contribute to failure. This shows that changes can lead to success.
Require All Staff to Change: When turnaround leaders implement an action plan, change is
mandatory, not optional.
Make Necessary Staff Replacements: Successful turnaround leaders typically do not replace all
or most staff but often replace some senior leaders. After initial turnaround success, staff who do not
make needed changes either leave or are removed by the leader.
Focus on Successful Tactics; Halt Others: Successful turnaround leaders quickly discard tactics
that do not work and spend more money and time on tactics that work. This pruning and growing
process focuses limited resources where they will best improve results.
Do Not Tout Progress as Ultimate Success: Turnaround leaders are not satisfied with partial
success. They report progress, but keep the organization focused on high goals. When a goal is met,
they are likely to raise the bar. Merely better is not good enough.
Influencing Inside and Outside the Organization
Communicate a Positive Vision: Turnaround leaders motivate others to contribute their
discretionary effort by communicating a clear picture of success and its benefits.
Help Staff Personally Feel Problems: Turnaround leaders use various tactics to help staff
empathize with – or “put themselves in the shoes of” – those whom they serve. This helps staff feel
the problems that the status quo is causing and feel motivated to change.
Gain Support of Key Influencers: Turnaround leaders gain support of trusted influencers among
staff and community and then work through these people to influence others.
Silence Critics with Speedy Success: Early, visible wins are used not just for success in their
own right, but to make it harder for others to oppose further change. This reduces leader time spent
addressing “politics” and increases time spent managing for results.
Measuring, Reporting (and Improving)
Measure and Report Progress Frequently: Turnaround leaders set up systems to measure and
report interim results often. This enables the rapid discard of failed tactics and increase of successful
tactics essential for fast results.
Require Decision Makers to Share Data and Problem Solve: Turnaround leaders share key
staff results visibly, to highlight those who do not change and reward those who do and succeed. This
shifts meetings from blaming and excuses to problem solving.
Page 6 of 35
6
School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organization Improvement, Public
Impact for the Center on Innovation and Improvement (2007) and Turnarounds with New Leaders and Staff, Public
Impact for the Center for Comprehensive School Reform and Improvement (2006).
Turnaround Leader Competencies with Competency Levels
What is a Competency Level?
A “level” of a competency is a behavior (or set of behaviors) that exemplifies the competency in
action. The behaviors are presented in increasingly competent levels that appear in studies to be
linked to higher levels of success in relevant leadership roles. These levels may be used for
selection, development and performance management and ideally would be validated in follow-
up research on more and less successful school turnaround leaders.
How May Levels Be Used for Selection?
The goal for selection is to determine what levels of critical competencies candidates already use
and then to choose people who best match the levels needed for the job. The right person for a
job is one who regularly – when needed and without prompt by others – uses the level of
competent behavior that leads to success in a particular job. People who are stronger in a
competency display that competency:
more often
at higher levels
at the right times to make them successful in work situations.
Individuals do not always use their highest levels of competence. For example, even the highest
achieving people do not set high-risk goals every time any task needs to be completed at work.
Instead, they do so more often than not when needed for success in meeting an important work
objective. That is why it is important when using competencies for selection to ensure that you
are assessing a person’s competence in the context of their efforts to be successful in work.
Behaviorally-oriented interviewing about work successes and failures is currently the most valid
way to assess a broad range of competencies for selection in complex leadership jobs.
What is a Critical Competency?
In this guide, a “critical” competency is one that should be used to screen candidates before
investing in assessment of other competencies. The primary critical competencies for
Turnaround Leader are Achievement and Impact and Influence. Without high level of
competence in these two areas, a candidate is very unlikely to be successful taking the actions of
successful turnaround leaders. Displaying high levels of these two competencies requires people
to have and use moderate to high levels of many of the other competencies. In a short-cut
version of selection, assessing for these two competencies alone may increase the odds of
choosing the best-fit leaders.
Page 7 of 35
Turnaround Leader Competencies: Four Clusters of Competence
These are the competencies – or consistent patterns of thinking, feeling, acting and
speaking – needed for school turnaround leader success. They were derived by
“mapping” the cross-sector research on turnaround leader actions to high-quality
competency studies of successful entrepreneurs and leaders in large organizations.
7
The competencies chosen fit the activities that turnaround leaders share with leaders in
these other contexts. Validation, refinement and further customization of these
competencies will be possible as the number of successful school turnarounds grows
and comparisons among more and less successful school turnaround leaders are
possible. These competencies are arranged into fours clusters of related capabilities.
Driving for Results Cluster – This cluster of competencies is concerned with the
turnaround leader’s strong desire to achieve outstanding results and the task-oriented
actions required for success. Competencies in this cluster include:
Achievement
Initiative and Persistence
Monitoring and Directiveness
Planning Ahead
Influencing for Results Cluster – This cluster of competencies is concerned with
motivating others and influencing their thinking and behavior to obtain results.
Turnaround leaders cannot accomplish change alone, but instead must rely on the work
of others. Competencies in this cluster include:
Impact and Influence
Team Leadership
Developing Others
Problem Solving Cluster – This cluster of competencies is concerned with leader’s
thinking applied to organization goals and challenges. It includes analysis of data to
inform decisions; making clear logical plans that people can follow; and ensuring a
strong connection between school learning goals and classroom activity.
Competencies in this cluster include:
Analytical Thinking
Conceptual Thinking
Showing Confidence to Lead – This competency, essentially the public display of
self-confidence, stands alone and is concerned with staying visibly focused, committed,
and self-assured despite the barrage of personal and professional attacks common
during turnarounds.
Self-Confidence
Page 8 of 35
7
Competencies selected from Competence at Work: Models for Superior Performance, Spencer and Spencer (1993). Leader
actions from School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organization Improvement, Public
Impact for the Center on Innovation and Improvement (2007) and Turnarounds with New Leaders and Staff, Public Impact for
the Center for Comprehensive School Reform and Improvement (2006).
Turnaround Leader Competency List and Definitions
Driving for Results Cluster – These enable a relentless focus on learning results.
Achievement: The drive and actions to set challenging goals and reach a
high standard of performance despite barriers.
Initiative and Persistence: The drive and actions to do more than is
expected or required in order to accomplish a challenging task.
Monitoring and Directiveness: The ability to set clear expectations and to
hold others accountable for performance.
Planning Ahead: A bias towards planning in order to derive future benefits
or to avoid problems.
Influencing for Results Cluster – These enable working through and with others.
Impact and Influence: Acting with the purpose of affecting the
perceptions, thinking and actions of others.
Team Leadership: Assuming authoritative leadership of a group for the
benefit of the organization.
Developing Others: Influence with the specific intent to increase the short
and long-term effectiveness of another person.
Problem Solving Cluster – These enable solving and simplifying complex problems.
Analytical Thinking: The ability to break things down in a logical way and
to recognize cause and effect.
Conceptual Thinking: The ability to see patterns and links among
seemingly unrelated things.
Showing Confidence to Lead – This competency is concerned with staying focused,
committed, and self-assured.
Self-Confidence: A personal belief in one’s ability to accomplish tasks and
the actions that reflect that belief.
Page 9 of 35
Turnaround Leader Competencies
Driving for Results Cluster
This cluster of competencies is concerned with the turnaround leader’s strong desire to
achieve outstanding results and the task-oriented actions required for success. Major
actions include setting high goals for the organization and making persistent, well-
planned efforts to achieve these goals despite barriers.
Why it matters
Without significant competence in this cluster, a turnaround leader is unlikely to
achieve a sharp increase in school performance results since former practices have not
worked and must be changed, and multiple, significant barriers must be tackled to
ensure improved student learning.
Driving for Results Cluster – These enable a relentless focus on learning results.
Achievement: Achievement is the drive and actions to set high goals and
reach a high standard of performance despite barriers. Achievement is often
expressed as an individual competency – the person craves being the best and
acts to achieve this. In a leader, achievement includes setting high
performance goals for the organization, prioritizing activities to achieve the
highest benefit relative to inputs, and working to meet goals using direct
action, staff, and other available resources.
Initiative and Persistence: Initiative and Persistence include taking personal
responsibility and doing more than is required for the purpose of
accomplishing a difficult task or reach a challenging goal. It includes both
direct action and enlisting the extra help of others, and may include bending
the rules, taking personal risks, and acting without authority when needed to
meet a goal.
Monitoring and Directiveness: Monitoring and Directiveness is a managerial
expression of achievement. It is used very selectively by the best managers
with staff. It includes such behaviors as assertively demanding high
performance, issuing specific directives and standards, publicly monitoring
work against standards, and exacting consequences for failure to perform. The
ability to set clear expectations and to hold others accountable for
performance.
Planning Ahead: Planning Ahead is a bias towards planning for future
benefit or to avoid problems. It includes both anticipating situations and
dealing with them in advance. This does not include mere routine or required
planning, but that done voluntarily to achieve more success and proactively
avoid problems.
Page 10 of 35
Achievement
The drive and actions to set challenging goals and reach a high standard of performance despite barriers.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Low Concern for
Work or Quality
Shows little concern for quality of work.
Or expresses concern but not able to describe specific actions taken to do
good work.
N
e
u
t
r
a
l
Z
o
n
e
2
Moderate Concern
for Work and
Quality
Works to meet explicit standards required by others.
Or sets own standard for work quality, but not a very difficult or clear
standard.
Or improves own work or work of team, but not in pursuit of a specific
goal.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
3
TH
Strong Concern for
Work Goals and
Quality Improvement
Sets challenging work goals for self (and/or team) and acts to meet them.
Or sets challenging goals for self (and/or team) and tracks and touts
progress.
4
Prioritizes Goals and
Tasks Based on Cost-
Benefit
Carefully chooses challenging goals and actions (for self and others)
based on cost-benefit analysis, such as time, money and other
resources needed versus likely speed and magnitude of results.
S
u
p
e
r
i
o
r
5
S Pursuit of High-Risk
Goals and
Improvement
Takes significant personal or career risk or commits significant resources
(time, money, etc.) to launch a new venture or attempt an unlikely
change/improvement, and
Takes multiple actions to minimize risk and ensure success (conduct
research, anticipate barriers, plan carefully ahead, etc.), and
Acts to engage the efforts of others for success.
6
Persistent Pursuit of
High-Risk Goals and
Improvement
Sustains pursuit of Level 6 over time to ensure complete meeting of high-
risk goals.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 11 of 35
Achievement: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
3
TH
Strong Concern for
Work Goals and
Quality
Improvement
Setting high student achievement and learning goals in
specific targeted areas; following through on actions that
have been selected to reach goals; and regularly tracking
progress on meeting goals by analyzing interim
assessments results.
4
Prioritizes Goals
and Tasks Based on
Cost-Benefit
Setting high, fast learning improvement goals in a core
subject (e.g., reading) where students are weakest and a
grade level with teachers who are amenable to change;
and reallocating time and money for more frequent
student assessment, an instructional coach to help
determine changes, and targeted instruction materials to
meet students’ needs.
S
u
p
e
r
i
o
r
5
S
Pursuit of High-
Risk Goals and
Improvement
Launching a new program to have a dramatic impact on
student learning (e.g., one-on-one tutoring before and
after school for all students who need or want it), by:
carefully researching programs and choosing one with
proven record; successfully negotiating new bus
schedules to accommodate the program; raising
substantial funds from nearby companies (and asking for
forgiveness rather than permission for not working
through normal district fundraising channels); and
mounting a highly selective recruiting campaign at the
local college to attract enough excellent tutors to meet
the need.
6
Persistent Pursuit of
High-Risk Goals
and Improvement
Repeated or multiple efforts under Level 6 over time to
meet goals, raise goals, expand success and/or and
sustain student achievement.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 12 of 35
Initiative and Persistence
The drive and actions to do more than is expected or required in order to accomplish a challenging task.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Avoids Required Work
Does not show up for work reliably or requires extra
supervision to get work done.
N
e
u
t
r
a
l
Z
o
n
e
2
Independent Effort
Completes assigned work as required and without
extra supervision,
Or does not give up without trying one or two steps
when a simple obstacle arises.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
3
TH
Extra Effort
.
Works extra hours to complete work even when not
required,
Or takes on voluntary work tasks,
Or routinely tackles moderate obstacles as they arise
in routine work.
4
Significant Extra Effort
Voluntarily initiates and follows through on new work
project (not just a discrete task) that is not assigned
by others, and tackles significant barriers as they
arise.
5
Extraordinary Effort
Acting without formal or explicit authority, takes
personal or career risks and bends organization
norms or rules to accomplish a work objective (not
a personal agenda) despite significant obstacles or
early failure.
S
u
p
e
r
i
o
r
6
S
Engages Others in
Extraordinary Effort
Involves others in Level 5 effort, including people
over whom the person has no formal authority.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 13 of 35
Initiative and Persistence: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
3
TH
Extra Effort
.
Working long hours; consistently staying late
in order to finish up work; conscientiously
returning phone calls and emails promptly
from parents and staff members. Also
volunteering regularly for district-wide
governance and planning committees.
4
Significant Extra
Effort
Voluntarily and consistently forging personal
relationships with community leaders
resulting in specific valuable partnerships
for the school, despite personal difficulty
scheduling around timing of community
events or skeptical initial responses to
efforts.
5
Extraordinary Effort
Systematically assessing current resources
and identifying the need to reallocate
resources in ways that better meet student
needs; when initial efforts to carry out the
reallocation fall flat due to district policies
or staff resistance, repeatedly trying new
strategies until finding one that works,
even if the new allocations do not comply
with existing regulations (e.g. reassigning
resource teachers to reduce class size in
targeted grades, procuring needed materials
by using funds in ways other than is the
norm in the district).
S
u
p
e
r
i
o
r
6
S
Engages Others in
Extraordinary Effort
Working over a period of months and despite
opposition to persuade a majority of parents
to support reallocating significant resources
to meet student’s learning needs, even
though it means giving up something else
they value (e.g. sports teams or after school
clubs).
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 14 of 35
Monitoring and Directiveness
The ability to set clear expectations and to hold others accountable for performance.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Avoiding Direction
Gives in to others, even if conflicts with work goals.
Or does not give directions or communicate expectations.
(May justify by expressing concern with others liking
them, hurting people’s feelings or making others feel bad.)
N
e
u
t
r
a
l
Z
o
n
e
2
Routine Directions
Gives directions about routine work,
Or provides direction that is not explicit or detailed.
3
Detailed Directions
Gives detailed direction needed to communicate to others
what needs to be done to accomplish work tasks or to free
own time for other work concerns.
4
Asserts Needs
Says “no” to requests that are obviously unreasonable or that
would harm work goals,
Or manipulates situation so that others must comply.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
5
TH
Asserts High Standard for
Compliance
Sets high standard explicitly up front,
Or gives clear initial orders,
Or repeats expectation of high performance,
Or insists in a demanding way that others comply.
6
Openly Monitors
Performance
Publicly monitors and posts or communicates performance
against standards.
S
u
p
e
r
i
o
r
7
S
Personally Confronts
Performance Problems
Confronts people with performance problems (to gain
compliance, not for developmental purposes),
Or threatens consequences for performance shortfalls.
8 Fires Low Performers
Without regret, rids organization of low performers
(following appropriate efforts to improve performance and
all legal procedures).
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 15 of 35
Monitoring and Directiveness: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
5
TH
Asserts High Standard for
Compliance
Establishing clear protocols to support school
policies (e.g. how teachers respond to
student misbehavior); requiring teachers to
use protocols; monitoring teachers
regularly to ensure that they are
implementing new protocols.
6
Openly Monitors
Performance
Creating a data display that includes
individual student performance on interim
assessments; holding regular mandatory
staff meetings or grade level team meetings
at which one teacher or team’s data is the
subject of group scrutiny and discussion;
and leading public brainstorming about
how each (and every) individual teacher
can better address student learning needs.
S
u
p
e
r
i
o
r
7
S
Personally Confronts
Performance Problems
Directly confronting teachers who refuse or
fail to implement new instructional
practices; being willing to evaluate low
performing teachers honestly by rating
them as unsatisfactory on district
evaluations; informing teachers that failure
to implement new instructional practices
will negatively affect future evaluations
and result in dismissal.
8 Fires Low Performers
Effectively persuading low performers to
resign; following appropriate legal
procedures to document unsatisfactory
performance with the intention of forcing
staff members to resign or be fired.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 16 of 35
Planning Ahead
A bias toward planning in order to derive future benefit or to avoid problems.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Does Not Think Ahead
Focuses thinking on the past,
Or fails to see current needs and opportunities,
Or focuses on immediate needs, tasks and problems
only.
N
e
u
t
r
a
l
Z
o
n
e
2
Fully Addresses
Current Needs
Acts quickly, decisively and completely to address
current problems and crises as they arise.
3
Plans up to Two Months in
Advance
Voluntarily identifies future needs, potential problems
or potential opportunities and plans in advance to
address these in this timeframe.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
4
TH
Plans 3 – 12 Months
in Advance
Voluntarily identifies future needs, potential problems
or potential opportunities and plans or acts in
advance to address these in this timeframe.
S
u
p
e
r
i
o
r
5
S
Plans 1 – 2 Years
in Advance
Voluntarily identifies future needs, potential problems
or potential opportunities and plans or acts in
advance to address these in this timeframe.
6
Plans 2 or More Years in
Advance
Voluntarily identifies future needs, potential problems
or potential opportunities and plans or acts in
advance to address these in this timeframe.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 17 of 35
Planning Ahead: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
4
TH
Plans 3 – 12 Months
in Advance
Learning that three veteran teachers are
planning to retire at year end, devising a
thorough plan to recruit new faculty to fill
the slots starting in late winter.
S
u
p
e
r
i
o
r
5
S
Plans 1 – 2 Years
in Advance
Anticipating that students will have difficulty
with a new state achievement test that is
planned for the following year (e.g. the
state is introducing a science test);
collaborating with grade level teams to
review and develop stronger curriculum
and instructional practices in the area that
will soon be tested.
-Or-
Analyzing how reallocating and reassigning
staff positions can help the school reach its
student learning goals; planning for these
staffing changes at least two years in
advance; and communicating with staff
about these changes the year before they
take effect.
6
Plans 2 or More Years
in Advance
Anticipating that staff members will be able
to assume more leadership responsibilities
once the school is no longer in
improvement status (3-5 years); identifying
potential teacher leaders; and grooming
them for future leadership roles by
providing them with additional professional
development.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 18 of 35
Turnaround Leader Competencies
Influencing for Results Cluster
This cluster of competencies is concerned with motivating others and influencing their
thinking and behavior to obtain results. Turnaround leaders cannot accomplish change
alone, but instead must rely on the work of others. They must use a wider variety of
influencing tactics than most leaders – acting directive with subordinates when urgent
action is essential, inspiring and visionary when discretionary effort of staff and others is
needed, and influencing entirely through others rather than directly – as the situation
requires. They also must address a complicated web of powerful stakeholders (staff,
parents, unions, community, etc.) and resource providers (district office staff, special
funders, management organization staff, etc.) to ensure support for – and reduce
resistance to – successful change.
Why it matters
Leaders in a turnaround school must induce behaviors from staff members (and others)
that are significantly different from those previously exhibited. Obtaining more and
different effort from others is critical to obtaining better student learning results. They
cannot obtain all of these new and enhanced behaviors by being directive (see Monitoring
and Directiveness), but instead must identify and tap the needs, wants and underlying
motives of others.
Influencing for Results Cluster – These enable working through and with others.
Impact and Influence: Impact and Influence is acting with the purpose of affecting
the perceptions, thinking and actions of others. It is the most frequent set of behaviors
used by successful managers in complex organizations. It includes empathizing with
others and anticipating likely responses to situations, tailoring actions and words to
create an intended impact, giving and withholding information to obtain specific
responses, assembling behind-the-scenes coalitions to create support, taking multiple
steps to obtain an intended response and using others to influence third parties. (It
differs from Directiveness/Monitoring, which does not consider the perspective of the
other party.)
Team Leadership: Team Leadership is assuming authoritative leadership of a group
for the benefit of the organization. It includes such behaviors as keeping people on
the team informed, promoting the morale and performance of a team, obtaining
resources that the team needs to perform, ensuring that the team produces as planned,
and motivating the team with a compelling vision and enthusiasm.
Developing Others: Developing Others is influence with the specific intent to
increase the short and long-term effectiveness of another person. It does not include
merely sending people to required training, but instead personally providing
instruction, expressing positive expectations, providing developmental feedback,
selecting training and work assignments to build others’ capabilities, and delegating
fully so that others may learn from their own successes and mistakes.
Page 19 of 35
Impact and Influence
Acting with the purpose of affecting the perceptions, thinking and actions of others.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Personal Gain Tactics,
Limited Persuasion
Uses negative behaviors for personal gain.
Or does not act to influence others.
2
No Adaptation to
Audience
Prepares and presents data and logical arguments, but does
not tailor to make them appealing or influential to the
specific audience.
N
e
u
t
r
a
l
Z
o
n
e
3
Tailors Single Action to
Influence Audience
Thinks ahead about the likely reaction of audience,
And adapts communication to obtain desired impact.
4
Tailors Single, Dramatic
Action to Influence
Takes one, dramatic action chosen to obtain a specific
reaction from audience. (Threats do not count; see
Directiveness.)
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
5
TH
Tailors Two Actions to
Influence Audience
Thinks ahead about the likely reaction of audience,
And adapts communication to obtain desired impact,
And shows “influence tenacity” by taking two (not
necessarily dramatic) steps to influence.
S
u
p
e
r
i
o
r
6
S
Tailors Three Actions or
Uses Indirect Influence
.
Takes three or more steps chosen to influence,
Or uses third party experts or trusted individuals to
influence others,
Or obtains individual support “behind the scenes,”
Or chooses timing and delivery/withholding of information
to influence.
7
Complex Influence
Engages in a complex set of maneuvers with many people –
personal communications, use of third parties, promotion
decisions, sharing of power or information, working
through chains of people for a “domino” influence effect
– to obtain desired impact.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 20 of 35
Impact and Influence: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
5
TH
Tailors Two Actions to
Influence Audience
Informing staff members about a new school-level
policy that they might perceive as being more
work but that will have a dramatic effect on
student learning (e.g. eliminating in-school
detention), and describing the change in a way
that gets their buy in (e.g., describing other ways
you will address student misbehavior); following
up personally with individual teachers who are
opposed to the change to ensure that they will
adhere to new policy.
S
u
p
e
r
i
o
r
6
S
Tailors Three Actions or
Uses Indirect Influence
.
Persuading a small group of trusted teachers to
become vigorous supporters of a new school
policy; asking a teacher from another school that
has implemented this policy to speak to the
faculty about the positive effects; and being
strategic about timing the announcement (e.g.
making the announcement of the change during a
meeting when there is general goodwill).
7
Complex Influence
Understanding that teachers primarily look for
leadership from two senior faculty members, one
who backs a proven new reading program you
want to implement and one who doesn’t;
empowering the supportive teacher by offering
her the highly sought after school literacy coach
position; in the teacher recruiting process for next
year, specifically seeking out excellent teachers
who back the new reading program; persuading a
local business to make a large grant to the school,
contingent on the adoption of the reading
program. All of this is done to motivate teachers
to eagerly adopt the program and encourage the
exit of those who do not.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 21 of 35
Team Leadership
Assuming authoritative leadership of a group for the benefit of the organization.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1 Does Not Lead
Provides no direction, goals, roles, or meeting clarity
when needed or asked,
Or has not engaged in any roles, in work or
volunteering, that require leadership of a team.
N
e
u
t
r
a
l
Z
o
n
e
2
Manages Logistics
Communicates agendas, time constraints and work
tasks.
3
Keeps People Informed
Tells people affected by decisions or events what is
happening, ensuring that people have information
they need.
4
Manages Team Fairly
Uses formal authority fairly, treats people on team
with respect and fairness.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
5
TH
Acts to Make Team Effective
Promotes team morale and enhances performance by
taking actions that affect how people feel about the
team and how well they perform on it. May include
how work is assigned, who is hired and fired on
team, and expressions of how these actions affect
remaining team members performance and morale.
6
Ensure Team’s Opportunity
to Perform
Obtains resources and people that the group needs to
perform,
And protects the group from outside influences that
might prevent performance.
7
Leads Team to Results
“Sells” the team mission, goals, and actions to its
members, and then follows up to ensure that the
team’s work is done well.
S
u
p
e
r
i
o
r
8
S
Communicates a Compelling
Vision to Motivate
Discretionary Effort
Motivates the team – and stakeholders who affect the
team’s work – with charismatic communications of
the vision for the organization, resulting in
excitement and large contribution of people’s
discretionary effort.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 22 of 35
Team Leadership: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
5
TH
Acts to Make Team
Effective
Setting aside time for grade level or departmental teams to meet
regularly to improve practices; hiring teachers with particular
expertise to a grade level or departmental team; reorganizing
teams that are not high functioning by firing or reassigning
teachers; being explicit about how these changes are designed
to improve teacher performance and student learning.
6
Ensure Team’s
Opportunity to Perform
Organizing professional development designed to meet the
identified needs of teacher and staff teams (e.g. ongoing work
with a literacy coach; regular peer observation and feedback);
working vigorously and publicly to obtain permission for
teachers to miss district-sponsored professional development
activities that do not meet their needs; standing up to parents
who are encouraging teachers to back off of high standards for
their students.
7
Leads Team to Results
Using multiple strategies and multiple opportunities to reinforce
school and team level goals for student achievement (e.g.
publicly identifying student achievement gaps and specific
goals for improvement, stating student achievement goals
constantly in public forums in written materials that are sent
home to families); following up with teams to evaluate
performance; reinforcing actions that lead to improvements
(and sharing them schoolwide); and responding to lack of
results as needed by insisting that the team diagnose
shortcomings and devise and implement new strategies.
S
u
p
e
r
i
o
r
8
S
Communicates a
Compelling Vision to
Motivate Discretionary
Effort
Motivating teams of teachers to commit additional, discretionary
time and energy to implementing new instructional approaches
(e.g. teachers agree to meet on weekends or before or after
school in grade level teams to develop higher level assignments,
teams of teachers attend professional development workshops
tailored to their needs over the summer) by making inspiring
speeches on the power of schools to transform lives; posting
examples of and leading visits to schools that “beat the odds”;
continually reinforcing with students, parents, and staff the
necessity of hitting high targets for growth; instantly and
decisively countering any excuse-making heard in school.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 23 of 35
Developing Others
Influence with the specific intent to increase the short and long-term effectiveness of another person.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Does Not Develop
Discourages others with negative statements of potential
and expectation,
Or takes no action to develop others (even if expresses
belief in others’ ability).
N
e
u
t
r
a
l
Z
o
n
e
2
Gives Explicit Instructions
Tells others how to do their work when needed, makes
helpful suggestions.
3
Explains Reasons for
Instructions and Ensures
Understanding
Tells others why they need to do work a certain way,
Or ensures that others understand the work to be done.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
4
TH
Gives Basic Feedback
Provides specific feedback, both positive and negative, to
help others improve.
S
u
p
e
r
i
o
r
5
S
Encourages and Helps after
Failures
Expresses positive expectation for future performance
after a setback, and either
Provides much more specific advice for tackling
challenging assignments
Or provides negative feedback in specific not global
terms.
6
Arranges Assignments and
Training
Ensures that others obtain the experiences and training
they need to develop new skills and levels of capability,
Or gets others to fix problems and figure out solutions
themselves.
(Does not include signing off on required training.)
7
Designs New Development
Creates a new program or materials to meet a
developmental need.
8
Fully Delegates
Gives full responsibility for very challenging work to
others as “stretch” experiences, with full latitude for
choosing work steps and making mistakes from which
to learn.
9
Promotes for Development
Promotes others as a reward for development or as a
developmental opportunity.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 24 of 35
Developing Others: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
4
TH
Gives Basic Feedback
Regularly giving positive and negative feedback to teachers on
specific instructional strategies that they are in the process of
implementing (e.g. new approach to literacy instruction, new
classroom management strategies).
S
u
p
e
r
i
o
r
5
S
Encourages and Helps
after Failures
Meeting with teachers after benchmark assessment results are
tallied to discuss students who are not on track to meet
proficiency goals; recommending specific instructional or
support strategies for meeting these student’s needs, offering
teachers negative feedback by referencing specific students and
specific questions about instructional strategies in use.
6
Arranges Assignments
and Training
Arranging for teachers and other staff members to have ongoing
professional development that reflects best available research
on effective professional development (e.g. ensuring that each
teacher engages in job-embedded attempts to improve practice
in specific ways and receives immediate feedback and modeling
from peers and leadership).
7
Designs New
Development
Having teachers research, implement and evaluate the results of a
new professional development approach (e.g. examining student
work as a team, implementing J apanese “lesson study”) in
response to a specific instructional problem in the school such
as widely varying results across classes within a given grade
level.
8
Fully Delegates
Delegating significant tasks to selected teachers with the intention
of fostering their emerging leadership ability (e.g. developing a
new homework policy, training other teachers in a new
instructional strategy, designing an after school program for
non-proficient students); providing them with ongoing feedback
and coaching as they carry out the tasks.
9
Promotes for
Development
Establishing advanced or “master” teaching roles that reward
teachers who have contributed measurably more to student
achievement by giving them an opportunity to mentor other
teachers. May also arrange for additional compensation.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 25 of 35
Turnaround Leader Competencies
Problem Solving Cluster
This cluster of competencies is concerned with thinking applied to organization goals and
challenges. It includes analysis of data to inform decisions; making clear, logical plans that
people can follow; and ensuring a strong connection between school learning goals and
classroom activity. The thinking competencies are needed for higher levels of Driving for
Results competencies and Influencing for Results competencies.
Why it matters
Leaders in a turnaround school use these competencies to identify organizational priorities,
understand which tactics are working, identify and consider alternative approaches, and clarify
steps to make organizational changes that will result in improved student learning.
Problem Solving Cluster – These enable solving and simplifying complex problems.
Analytical Thinking: Analytical Thinking is breaking a problem into smaller parts or
a logical order based on time sequence, cause-effect relationship, or
priorities/importance. It is important for school leaders who must grasp data
(qualitative and quantitative) about school performance for decision-making and
make plans to communicate the steps and roles in a change process. It includes
analyzing basic data to understand what is important and how it relates to school
goals, recognizing cause-effect relationships of school activities and results, and
making plans that logically and sequentially deploy significant resources and involve
large numbers of people.
Conceptual Thinking: Conceptual Thinking is understanding how seemingly
unrelated things are related, seeing the big picture, and seeing how steps in a process
connect to each other. It is important for school leaders, who must ensure that school
activities and resources support the school’s mission and student learning goals. It is
important for turnaround leaders, who must quickly grasp and clarify critical issues
from among too much data. It includes recognizing patterns and trends, simplifying
and clarifying complex information, identifying critical issue(s) among many, and
resolving conflicts among data.
Page 26 of 35
Analytical Thinking
The ability to break things down in a logical way and to recognize cause and effect.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Does Not Analyze or Plan
Responds to tasks as they arise, does not break work
into steps or create lists,
Or only follows steps created by someone else.
N
e
u
t
r
a
l
Z
o
n
e
2
Creates Lists
Creates simple lists of tasks or items.
3
Makes Limited Connections
Analyzes relationship among a few items,
Or understands that A causes B,
Or prioritizes a relatively simple list of tasks.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
4
TH
Makes Multiple Connections
Analyzes and notes the relationship among several
items,
Or organizes a complex activity into steps in a logical
way (based on time, importance or other factors),
Or understands several possible causes of events or
results of events,
Or anticipates multiple next steps and likely barriers.
S
u
p
e
r
i
o
r
5
S
Does Complicated Planning
and Analysis
Breaks apart a complex problem or process into
categories and subcategories down to basic steps or
parts,
Or analyzes a difficult problem from several different
perspectives or using different criteria before
arriving at a detailed solution.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 27 of 35
Analytical Thinking: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
4
TH
Makes Multiple
Connections
Analyzing data on student performance to
determine where significant learning gaps
exist; determining which changes are most
likely to lead to increased student
achievement in these areas; developing a
logical, step-by-step plan that outlines the
steps that the leader and other staff
members need to take to implement these
changes.
S
u
p
e
r
i
o
r
5
S
Does Complicated
Planning and Analysis
Breaking down overall school performance
problems into a few high-priority
categories using multiple measures of
student performance (e.g. growth scores,
teacher feedback on student learning,
examples of student work, direct
classroom observations); organizing a
planning process for each problem
category that includes goal setting,
research on possible solutions, and
decision-making about the best strategy to
follow; assigning teacher leaders and
support teams to each category; devising a
tracking process to monitor progress of
each group in order to intervene when
needed.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 28 of 35
Conceptual Thinking
The ability to see patterns and links among seemingly unrelated things.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Thinks Concretely or Using
Well-Worn Rules
Expresses thinking very literally,
Or uses others’ rules or similar personal experiences
to draw conclusions.
N
e
u
t
r
a
l
Z
o
n
e
2
Sees Patterns
Notes similarities, differences, gaps, and trends in
technical data or in a current situation versus past.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
3
TH
Applies Known Complex
Conceptual Tools
Using a known method of categorizing complex data,
identifies what is most important or how things are
related,
Or applies past knowledge of similarities, differences,
gaps, and trends to categorize new data or
situations,
Or make modifications to known categories to fit
current data.
S
u
p
e
r
i
o
r
4
S
Simplifies Complex Ideas
Crystallizes the meaning and importance of a lot of
complex data in a few, simple findings,
Or sees the most important issue in a complicated
situation.
5
Creates New Concepts
Identifies issues and problems not previously learned
or identified by others.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 29 of 35
Conceptual Thinking: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
3
TH
Applies Known
Complex
Conceptual Tools
Using the district’s data analysis tool to
recognize trends in student graduation
rates that suggest that particular
subgroups of students are not achieving
expected results; summarizing a recent
report to help teachers understand the
latest thinking about how to increase
graduation rates.
S
u
p
e
r
i
o
r
4
S
Simplifies Complex
Ideas
In place of multi-page reports previously
in use, creating a “performance
dashboard” system for the school that
allows parents, teachers, teacher teams,
and administrators to see critical
summary measures of performance in an
easy-to-understand format; crisply
articulating in a speech to staff the three
major problems that, if solved, would
lead to far higher student learning
progress.
5
Creates New Concepts
Using data to identify a new way of
categorizing the root causes of
performance challenges for individual
students; developing a new model
through which teachers and teacher
teams can analyze their own data in
order to categorize their students’ issues
and devise more tailored responses.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 30 of 35
Turnaround Leader Competencies
Showing Confidence to Lead
This competency, essentially the public display of self-confidence, stands alone and is concerned
with staying visibly focused, committed, and self-assured despite the barrage of personal and
professional attacks common during turnarounds. It includes both presenting oneself to the world
with statements of confidence, putting oneself in challenging situations, taking personal
responsibility for mistakes, and following up with analysis and corrective action.
Why it matters
It is important for turnaround leaders, who must both feel and appear strong and committed
during the challenging early turnaround phase.
Showing Confidence to Lead – This enables success in a highly challenging situation.
Self-Confidence: Self-Confidence is a personal belief in one’s own capability to
accomplish tasks and actions that reflect that belief.
Page 31 of 35
Self-Confidence
A personal belief in one’s ability to accomplish tasks and the actions that reflect that belief.
Zone Level General Description Specific behaviors
R
e
d
F
l
a
g
Z
o
n
e
1
Feels or Acts
Powerless
Publicly expresses lack of confidence in self,
Or defers to others inappropriately,
Or avoids challenges because of fear of failure.
N
e
u
t
r
a
l
Z
o
n
e
2
Conducts Tasks Without
Hesitation
Does work independently as needed.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
3
TH
Acts Decisively and
Forcefully
Makes decisions despite disagreements with peers or
subordinates,
Or acts outside explicitly granted authority (but
without breaking rules).
4
States Confidence
in Self
Openly states own expertise or compares self
positively with others,
Or views self a key actor or originator in important
situation,
Or expresses confidence in own thinking.
5
Justifies and Defends
Confident Statements
Stands up for self and positions in conflicts,
Or follows statements with actions that justify
confident claims.
S
u
p
e
r
i
o
r
6
S
Seeks Challenges
Expresses positive feelings about challenging
assignments,
Or seeks more challenge and responsibility,
Or makes decisions and confident statements despite
disagreement with those in power (boss, influential
people).
7
Seeks Extreme Challenge
Confronts other in power bluntly when needed,
Or seeks extremely challenging situations.
Red Flag Zone: Red flag behaviors indicate a severe mismatch for this role.
Neutral Zone: These levels do not indicate a match if they are the highest levels of behavior shown.
Potential Hire Zone: These behaviors enable some level of success in this role.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
Page 32 of 35
Page 33 of 35
Self-Confidence: School Examples
The table below presents hypothetical examples of what threshold and higher levels of this
competency could look like in a school context. These are only illustrations; individuals could
demonstrate these competencies in many other ways in schools and in other organizations. As a
result, these examples should in no way be regarded as specific requirements for being rated at a
given level. Hirers who screen for this competency may want to keep an ongoing record of how
interview story examples of candidates from varying backgrounds are scored to increase
consistency over time.
P
o
t
e
n
t
i
a
l
H
i
r
e
Z
o
n
e
T
h
r
e
s
h
o
l
d
3
TH
Acts Decisively and
Forcefully
Implementing a change that is not popular
with a significant number of staff members
(e.g. requiring teachers to submit written
lesson plans for review).
4
States Confidence
in Self
Taking credit for signs of school
improvement that are a direct result of
earlier actions; highlighting favorable
comparisons between school and other
similar schools; asking to attend district
meetings where district officials will be
making decisions that affect the school.
5
Justifies and Defends
Confident Statements
Defending and explaining the rationale
behind changes in school operations in
public forums when those changes are
controversial; following up on claims about
school improvement by taking the
necessary steps to achieve success in the
promised areas.
S
u
p
e
r
i
o
r
6
S
Seeks Challenges
Instead of griping about the district’s new
tougher accountability system, publicly
embracing the challenge posed by the new
student learning targets; publicly refusing
to sign on to an effort by the principal and
teacher associations to fight the new
accountability measures.
7
Seeks Extreme Challenge
Choosing to work in schools or with students
who have experienced years of failure;
organizing other school leaders in similar
schools to form a coalition fighting for
more school-level authority over school
budgets and schedules.
TH =Threshold behaviors are needed for moderate success.
S =Superior performers use these behaviors when the situation requires.
What Competencies Support Turnaround Leader Actions?
Driving for Results Cluster Influencing for Results Cluster Problem-Solving Cluster Showing
Confidence
To Lead
Achievement Initiative
and
Persistence
Planning
Ahead
Directiveness
and
Monitoring
Impact and
Influence
Team
Leadership
Developing
Others
Analytical
Thinking and
Planning
Conceptual
Thinking
Self
Confidence
Collect &
Analyze Data
Concentrate on
Big, Fast
Payoffs Yr 1
Make Data-
Based Action
Plan
Implement
Practices Even
if Require
Deviation
Require All
Staff to Change
Make Needed
Staff
Replacements
Focus on
Successful
Tactics; Halt
Others
© 2008 Public Impact for The Chicago Public Education Fund
All competencies derived fromCompetence at Work, Spencer and Spencer (1993). Page 34
Continues . . .
© 2008 Public Impact for The Chicago Public Education Fund
All competencies derived fromCompetence at Work, Spencer and Spencer (1993). Page 35
What Competencies Support Turnaround Leader Actions? (Continued)
Driving for Results Cluster Influencing for Results Cluster Problem-Solving Cluster Showing
Confidence
To Lead
Achievement Initiative
and
Persistence
Planning
Ahead
Directiveness
and
Monitoring
Impact and
Influence
Team
Leadership
Developing
Others
Analytical
Thinking and
Planning
Conceptual
Thinking
Self
Confidence
Progress is Not
Ultimate
Success
Communicate a
Positive Vision
Help Staff
Personally Feel
Problems
Gain Support
of Influencers
Silence Critics
with Speedy
Success
Measure and
Report
Progress
Frequently
Require all
Decision
Makers to
Share Data
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