Self-Differentiated Leadership Part B

Bringing It All Together:

Self-Differentiated Leadership

Change has become a constant in my context for the last couple of years. Although educators' experiences have not been initiated by factors outside of the organization, it has caused a quick adjustment for every educator. Some educators struggled while others became change agents in their schools. Courous (2021) states that catalysts of change have a clear vision, persistence, ask tough questions, lead by example, and build strong relationships based on trust. A self-differentiated leader shares the same characteristics previously mentioned.

My motivation is fueled by my WHY. Leading with heart will allow me to explain what I believe in and how it may positively impact student learning. As a passionate educator about learning, it is my duty to inspire others and promote change that will help create a learning environment where students are in the driver’s seat, which is what I described in my Why post. Sticking to my WHY and sharing it with other colleagues is one of the best ways to promote change that will positively impact student learning.

It is not enough to share what I believe in; change requires being strategic so that it does not cause stress to others. Identifying vital behaviors will lead to better results and naturally cause positive behaviors. In my influencing strategy post, I discussed the three high-leverage behaviors I identified as crucial to lead teachers to the desired results included in my innovation plan: Teachers will set up a blended learning environment.

Click here to see My Why

By focusing on measurable results that I want to improve and the vital behaviors previously mentioned, I can build capacity in teachers to ensure the desired results come to life. It is not as easy as it sounds, but small changes can lead to big changes in behavior. I explored the six sources of influence and asked myself questions such as: Are teachers encouraging the right behavior? Do teachers have the skills and strengths to use blended learning? Are rewards encouraging vital behaviors? Does the culture of the school enable the vital behaviors? Such questions will help me make bite-size adjustments that will continue motivating teachers to do blended learning.

The main goal I have is to influence others rather than persuade them. From my point of view, the innovation plan that I have will influence others by changing minds, hearts, and behaviors in the long term, installing 4DX in my organization will allow me to focus on the goal at hand so that the whirlwind does not distract me and other adopters from doing Blended Learning. As a teacher leader, I want to work and do things as best as possible. But I cannot do that alone. By identifying lead measures that are bite-size and achievable, I will be able to support and guide teachers through change. A visible scoreboard is key in this process so everyone is engaged and highly motivated. Throughout this process, I need to be prepared to have crucial conversations. Patterson, K (2002) states that what makes a conversation crucial rather than challenging, frustrating, or annoying is that the results could impact the desired results. I foresee having many conversations if I do not manage them effectively. It will affect the progress that has been made with teachers. What do I need to keep at the center of the process? My why. Every conversation will be led with my heart, which must be aligned with my moral compass. Every decision or dialogue with teachers will be through the students’ lens. By doing this, every teacher will implement the plan at their own pace. Such a differentiation will keep teachers engaged as agents of change and leaders at school.

Whats My Why?

Influencing Change

4DX in my Organization

Part A of Self-Differentiated Leadership