{"id":4760,"date":"2018-01-22T00:00:00","date_gmt":"2018-01-22T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/distributed-leadership-at-kettle-moraine\/"},"modified":"2020-02-05T13:04:03","modified_gmt":"2020-02-05T18:04:03","slug":"distributed-leadership-at-kettle-moraine","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/distributed-leadership-at-kettle-moraine\/","title":{"rendered":"Distributed Leadership at Kettle Moraine"},"content":{"rendered":"<p><i>This article is part of a series on personalized, proficiency-based education in Wisconsin and the ninth in a ten-part series on Kettle Moraine. Please read the\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16917\" target=\"_blank\" rel=\"noopener noreferrer\">first post<\/a>\u00a0on Kettle Moraine before continuing to read this post, as it will prepare you to fully take advantage of the ideas and resources shared in this series.<\/i><\/p>\n<p><span style=\"font-weight: 400;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-17046 size-medium\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screenshot-300x158-300x158.png\" alt=\"\" width=\"300\" height=\"158\" \/>Everyone is a learner at Kettle Moraine. And with the distributed leadership model, everyone can be a leader. Currently, 10 percent of the educators are recognized as leaders of teacher teams. There are several ways that KM is developing leadership. (You can listen directly to Superintendent Pat DeKlotz, Assist Superintendent Theresa Ewald, and teacher leaders talk about\u00a0<\/span><a href=\"https:\/\/www.kmsd.edu\/futureready\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">distributed leadership<\/span><\/a><span style=\"font-weight: 400;\"> on the second video in the left hand column.)<\/span><\/p>\n<p><b>Tools for Distributing Leadership<\/b><\/p>\n<p><span style=\"font-weight: 400;\">DeKlotz described a number of techniques that she and Ewald used to engage educators, to help build a shared understanding of the strategic vision for the district, and, listen for coaching opportunities when there were misconceptions or narrow understanding of what personalized learning means. These tools or techniques included: \u00a0<\/span><!--more--><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><i><span style=\"font-weight: 400;\">Rounding<\/span><\/i><span style=\"font-weight: 400;\">: Drawing from the hospital practice of rounds, the administrative team would visit schools and engage in conversation with the cook, new teachers, teacher leaders, principals, and students. DeKlotz emphasized, \u201cI want the communication. I want to know people\u2019s names and what they are thinking about. There are so many things to celebrate in a school, and by being in the school, we can recognize and lift up small and large achievements. Rounding is critical to our building and nurturing the culture that relationships matter.\u201d \u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><i><span style=\"font-weight: 400;\">Practice critical conversations<\/span><\/i><span style=\"font-weight: 400;\">: Conversations matter, as well. There are many crucial conversations during any transition process or learning process. The district team took time to model and engage principals and teacher leaders in how to have conversations with teachers who were having difficulties of one kind or another; conversations about beliefs, skills, and actions; and conversations about when expectations weren\u2019t being met. This capacity has helped to create the learning culture. Everyone knows there will be mistakes, that expectations need to be discussed so they are shared, and that feedback is valued. \u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><i><span style=\"font-weight: 400;\">Focus on high performers<\/span><\/i><span style=\"font-weight: 400;\">: Teachers matter. DeKlotz knew that high performers were driving the change to personalized learning. So DeKlotz worked closely with principals about how they thought about recruiting and nurturing high performers. Questions such as <\/span><i><span style=\"font-weight: 400;\">How are you re-recruiting your high performers? How do you know your high performers are satisfied with their jobs?<\/span><\/i><span style=\"font-weight: 400;\"> guided the conversations. <\/span><\/li>\n<li style=\"font-weight: 400;\"><i><span style=\"font-weight: 400;\">Invest in principals<\/span><\/i><span style=\"font-weight: 400;\">: \u00a0DeKlotz and\/or Ewald meet with principals individually every other week. This creates opportunity for dialogue, reflection, and problem-solving. It also gives them another way to discover trends or emerging problems early.<\/span><\/li>\n<li style=\"font-weight: 400;\"><i><span style=\"font-weight: 400;\">Power of modeling: <\/span><\/i><span style=\"font-weight: 400;\">DeKlotz and Ewald are very intentional about their modeling. They both have an open way of engaging and talking. But don\u2019t be fooled, they are constantly seeking out opportunities to engage in conversation and reflection that deepen the understanding and skills to implement personalized learning. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/li>\n<\/ul>\n<p><b>Building Career Pathways<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Kettle Moraine district team is beginning to re-think career pathways for teachers. They want to give people a chance to influence the direction of their organization. When educators own their work, they are going to put more effort in and care about the quality of the entire school. The district also wanted to create a pipeline of talent. Their approach for personalized learning depends on very small schools, some would call them micro-schools. Thus, they are going to need more teacher leaders to take over the director position and and the other distributed management roles of operating a school. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">Another need for career pathways is that they want to retain the great staff who are driving the changes. Laura Dahm, Diirector of KM Explore, explained, \u201cThe broken-down, antiquated model of either being a teacher or a principal doesn\u2019t work. There are lots of teachers who want to stay in classroom. They just want other ways to demonstrate leadership.&#8221;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In the micro-schools, new positions or ways of organizing staff are being developed. One is directors of learning. They continue to teach, and their classrooms become model classrooms. The rest of their time is spent coaching. Lead educators may take on other responsibilities such as organizing the common planning time, organizing PD or managing schedules, and logistics. If they have specialized expertise such as in the sciences or special education, teachers may become coaches when specific help is needed by other teachers.<\/span><\/p>\n<p><b>Directors of the Personalized Learning School<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Teacher leaders have taken on the role of director of the four charter schools, chartered by the district, to create innovative schools that use personalized learning (personalized learning in Wisconsin includes proficiency-based progress). To launch the four personalized learning schools, KM created a pilot process. Teacher leaders who were interested stepped into role of leader of the new charter schools. Instead of creating an administrative layer (which wouldn\u2019t make sense, as the schools are only about 100 students), teachers took on other roles such as supervision.<\/span><\/p>\n<p><b>Emerging Leadership<\/b><\/p>\n<p><span style=\"font-weight: 400;\">KM values their own workforce, as experts and leadership are able to emerge through professional learning. As teachers develop micro-credentials and create artifacts (such as videos explaining an instructional strategy and demonstrating it in the classroom or with student work), they can share these resources with other teachers.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Another example is that four teachers took on the leadership to develop an \u201cunconference approach\u201d to professional learning based on education camps. Developed with three other districts that emphasize personalized learning, ReCharge Ed uses the collaborative unconference approach in which the experts are the people who show up to a session to share their ideas in a way that is valuable to the participants. This provides teachers with voice while also building environments in which ideas can be enhanced, challenged, and expanded upon with their peers. (See<\/span><a href=\"https:\/\/www.kmsd.edu\/futureready\" target=\"_blank\" rel=\"noopener noreferrer\"> <span style=\"font-weight: 400;\">video on the unconference approach<\/span><\/a><span style=\"font-weight: 400;\"> in the first video in right-hand column.)<\/span><\/p>\n<p style=\"text-align: center;\"><span style=\"font-weight: 400;\">&#8212;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The small size of KM and the small size of the personalized learning schools means that it is easier for educators to collaborate, take leadership for bite-sized pieces of operations, and problem-solve in a daily process. Essentially, relationships and frequent communication can replace top-down bureaucratic processes. However, there are still challenges in distributing leadership to make sure everyone is working in the same direction with intention and a commitment to alignment. As leadership is distributed, it is easy for personal passions or concerns to dominate an activity. In many districts, establishing guiding principles to create a shared set of criteria to use in decision-making can help.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In the next article, the Quality Design Principles will be used to highlight and reflect upon \u00a0Kettle Moraine School District\u2019s approach to personalized learning. <\/span><\/p>\n<p><strong>Suggested Resources<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><a href=\"https:\/\/www.kmsd.edu\/cms\/lib010\/WI01919005\/Centricity\/Domain\/468\/KMSDPersonalizedLearningLookFors.pdf\"><span style=\"font-weight: 400;\">KM Personalized Learning Look Fors<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\"><a href=\"http:\/\/ccsso.org\/Resources\/Publications\/Leadership_Competencies_for_Learner-Centered_Personalized_Education.html\"><span style=\"font-weight: 400;\">Leadership for Learner-Centered Personalized Education<\/span><\/a><span style=\"font-weight: 400;\"> by CCSSO &amp; JFF <\/span><\/li>\n<li style=\"font-weight: 400;\"><a href=\"http:\/\/www.leadingwithlearning.org\/leadership\"><span style=\"font-weight: 400;\">Leadership for Learning: What is Leadership\u2019s Role in Supporting Success for Every Student?<\/span><\/a><span style=\"font-weight: 400;\">, CIE<\/span><\/li>\n<li style=\"font-weight: 400;\"><a href=\"https:\/\/www.competencyworks.org\/reflections\/leadership-in-a-competency-based-system\/\" rel=\"bookmark\">Leadership in a Competency-Based System<\/a> by Bill Zima<\/li>\n<li style=\"font-weight: 400;\"><a href=\"https:\/\/www.competencyworks.org\/insights-into-implementation\/navigators-of-learning\/\" rel=\"bookmark\">Navigators of Learning<\/a>\u00a0by Bill Zima<\/li>\n<li style=\"font-weight: 400;\"><a href=\"https:\/\/www.competencyworks.org\/case-study\/holacracy-organizing-for-change-at-d51\/\" rel=\"bookmark\">Holacracy: Organizing for Change at D51<\/a><\/li>\n<\/ul>\n<p><strong>Read the Entire Series:<\/strong><\/p>\n<ul>\n<li>Part 1 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/case-study\/buzzing-toward-personalized-learning-in-wisconsin\/\" rel=\"bookmark\">Buzzing Toward Personalized Learning in Wisconsin<\/a><\/li>\n<li>Part 2 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16679\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">FLIGHT Academy: Magic Happens When Kids Come Together<\/a><\/li>\n<li>Part 3 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16751\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Blair Elementary School<\/a><\/li>\n<li>Part 4 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16744\" rel=\"bookmark\">Creating a Learner-Driven System in Waukesha (Part 1)<\/a><\/li>\n<li>Part 5 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16874\" rel=\"bookmark\">Waukesha STEM Academy: Personalizing Instruction and Learning Experiences (Part 2)<\/a><\/li>\n<li>Part 6 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16885\" rel=\"bookmark\">Waukesha STEM Academy: Rethinking Space, Time, and Reporting (Part 3)<\/a><\/li>\n<li>Part 7 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16891\" rel=\"bookmark\">Waukesha STEM Academy\u2019s Journey from ABC to the Learner Continuum (Part 4)<\/a><\/li>\n<li>Part 8 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16917\" rel=\"bookmark\">Kettle Moraine: Where the Future of Education is Being Created Student by Student<\/a><\/li>\n<li>Part 9 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16918\" rel=\"bookmark\">Kettle Moraine: How They Got Here and Where They are Going<\/a><\/li>\n<li>Part 10 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16951\" rel=\"bookmark\">The Five Pillars of Teaching and Learning at KM Explore<\/a><\/li>\n<li>Part 11 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16952\" rel=\"bookmark\">The Sound of Learning at Create House at Kettle Moraine Middle School<\/a><\/li>\n<li>Part 12 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16965\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">KM Global: Pedagogy, Curriculum, and Learning Design<\/a><\/li>\n<li>Part 13 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=16985\" rel=\"bookmark\">Chasing Competencies at KM Perform<\/a><\/li>\n<li>Part 14 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=17000\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Reaching Out into the Community at High School of Health Sciences<\/a><\/li>\n<li>Part 15 &#8211;\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=17039\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Practicing What They Preach: Micro-Credentialing at Kettle Moraine<\/a><\/li>\n<\/ul>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","mapsvg_location":""},"legacy_category":[],"issue":[368,371],"location":[86],"class_list":["post-4760","cw_post","type-cw_post","status-publish","hentry","issue-issues-in-practice","issue-learn-lessons-from-the-field","location-wisconsin"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Distributed Leadership at Kettle Moraine - Aurora Institute<\/title>\n<meta name=\"robots\" content=\"index, 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