OSBA Bridges to Achievement Project

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Elements of Success: Technical & Adaptive Challenges

The work of leadership takes many different forms and is the subject of many models. In Heifetz and Linski, Leadership on the Line (Harvard Business School Press, 2002) the authors capture the difference between the technical work of management from the adaptive work of leadership. Most leadership problems come bundled with both components intermingled, but understanding the difference helps identify activities that influence leadership.

Technical Elements relate to areas where there exists a considerable body of research, practical knowledge and experience and/or inservice training programs. Boards (or some members of the Board) may have sufficient knowledge related to the Technical Elements but the Board may need assistance with systemic implementation and/or how to apply the research, experience, or training programs in new and better ways.

Adaptive Elements are complex, beyond what we know, and take time to implement. The Adaptive Elements relate to areas where there is a gap between aspiration and reality, where there is limited research or knowledge about how to implement, and often demand a response outside one’s current repertoire. Adaptive work may require some difficult new learning.

When shining the light of Heifetz and Linski’s work on each of the Elements of Success the characteristics of success become more reproducible when building healthy organizations. Each Element of Success has some components of technical problems that lend themselves training activities as well as adaptive challenges that may require some new learning.

For more information about the Bridges to Achievement Project, please review the project description.

Vision-Directed Planning

Boards engage communities and staff in the development of a shared vision of student achievement focused on student learning. The vision is the foundation of the mission and goals that direct board policy-making, planning, resource allocation and activities.

Community Engagement

All members of the community are stakeholders in the success of their schools. Community engagement is a reciprocal advocacy process that creates and sustains meaningful conversations, systems connections, and feedback loops with all groups in the community. Successful community engagement results in collaborative partnerships and new types and levels of community participation in schools.

Effective Leadership

Board leadership is proactive, integrated, and distributed. Boards establish focus, direction, and expectations that foster student achievement. Across education systems, boards develop and implement collaborative leadership models and practices that are guided by shared student achievement goals. Within organizations, boards align authority and responsibility so that decisions can be made at levels close to implementation.

Accountability

Boards have high expectations for the achievement of all students and hold themselves and their organizations accountable for reaching those results. Boards align policy, resource allocation, staffing, curriculum, professional development, and other activities with the vision and goals for student achievement. The accountability process includes recognition of successes and support where improvement is needed.

Using Data for Continuous Improvement

Continuous improvement is the antithesis of complacency. Boards use data and information, from multiple sources and in various formats, to identify areas for improvement, set priorities, and monitor improvement efforts. At the same time, they seek even better ways to do things the organization is already doing well.

Cultural Responsiveness

The cultural diversity of a community has many facets – social, economic, political, religious, geographical, generational, linguistic, ethnic, racial, and gender. Boards develop an understanding of this diversity and hold perspectives that reflect the cultures in their community. Effective community engagement and accountability strategies build on the strengths of a community’s cultural diversity.

Climate

Boards create a climate of expectations that all students can learn at high levels. Board policy-making and activities foster a positive and safe learning climate that supports the vision for student achievement. The board models professional relationships and a culture of mutual respect.

Learning Organizations

A learning organization is a self-renewing professional community that supports reflection, discovery, learning, improvement, and success by staff at all levels. Boards encourage professional development that empowers staff and nurtures leadership capabilities across the organization.

Systems Thinking

Systems thinking allows boards to break out of the box of single district thinking and act on an integrated view of education within and across systems and levels (e.g. K-12, ESD, community college, and university). Boards that practice systems thinking open the door for collaborative local, state, and national partnerships, coordinated programs, and shared resource models to improve student achievement.

Innovation and Creativity

Innovation and creativity are assets to the process of development and change, leading to new types of thinking and better ways of meeting student needs. Innovation and creativity are not predictable, but can flourish when boards align vision throughout the organization, engage in collaborative partnerships, and encourage dialogue, new ideas, and differing perspectives.

Indicators of Success

Indicators have been developed in order to evaluate a board's implementation of the Elements of Success. A summary of the indicators for each element listed above can be found in Elements of Success with Indicators (77k ).