The Influential School Leader: Inspiring Teachers, Students, and Families Through Social and Organizational Psychology

by Craig Murphy, John D'Auria

Overview

The Influential School Leader is a unique, accessible guide for any leader seeking to improve their vision and positively influence school communities in the face of adversity. A successful school today requires a nimble learning environment that is supportive, welcoming, and inspiring for teachers, students, and families. Based on numerous contributions from social and organizational psychology, this book provides a dynamic framework that prepares education stakeholders to examine problems from multiple perspectives and dimensions to create durable solutions. An ideal resource for principals, superintendents, department heads, school psychologists, and other educators in positions of leadership, this expansive toolkit is packed with pragmatic strategies and relatable vignettes. 

Product Details

ISBN-13:	9780367415112
Publisher:	Taylor & Francis
Publication date:	12/30/2020
Pages:	166
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Craig Murphy is an Associate Professor of School Psychology at William James College, USA. Dr. Murphy also serves as a consultant to numerous school districts in his roles as Clinical Director at Bi-County Collaborative in Walpole, MA, and Executive Director of the Family and Educational Wellness Center in Franklin, MA. He is a nationally certified school psychologist and licensed educational psychologist.

John D’Auria is a core faculty member of the Organizational and Leadership Psychology Department and Director of the Educational Leadership Concentration at William James College, USA. A former math teacher, principal, and superintendent, Dr. D’Auria currently works as a consultant at Teachers21, where he previously served as President.

Table of Contents

Meet the Authors x

Preface xiii

Acknowledgments xix

Introduction 1

Part I Improving Your Vision 15

1 Four Distinct Perspectives 17

Understanding the (School) System 20

Exiting the Gerbil Wheel 23

Social Psychology and the Four Perspectives 24

2 Seeing the System in 3D 28

Surface-Level Dimension 28

Below-the-Surface Dimension 31

System Dimension 35

Vignette-The Pizza Party 37

Seeing the Problem in 3D 39

Part II Conditions for Change 45

3 Balancing Psychological Safety with Accountability 47

Defining Psychological Safety 49

Assessing Psychological Safety 50

The Power of Disagreements 52

Psychological Safety and Cognitive Dissonance 53

Feedback Loops and Psychological Safety 55

Psychological Safety Is Not a Timid Space 57

Putting the Balance into Practice 58

4 Strengthening Belonging 60

Group Cohesiveness 61

Social Norms and Core Values 62

Normative Social Influence and Belonging 64

Informational Social Influence and Belonging 65

Culture of Nice 66

Five Dysfunctions of a Team-Lencioni 67

Belonging in Action-Solving the Cafeteria Problem 69

5 Engaging in Open and Honest Communication 72

Minimizing the Nondiscussables 74

Power Differentials 75

School Meetings and Assumptions 77

Accepting Multiple Perspectives 80

Avoiding Groupthink 81

6 Encouraging Experimentation 85

A Scientist of Learning-Math Instruction 85

Growth Mindset 88

Improvement Science 91

Experiments in Education 93

Part III Applying the Framework 97

7 A Leadership Guide-Moving from Theory to Practice 99

Step 1 Establish a Small, Diverse Committee 102

Step 2 Share Assumptions and Structures 103

Step 3 Develop a Shared Understanding 105

Step 4 Verify the Problem Statement 105

Step 5 Inquiry Conversation-Considering External Factors 106

Step 6 "How Might I Be Contributing to the Problem?" 106

Step 7 Map the Contribution System 107

Step 8 Brainstorm Possible "Small Experiments" 107

Step 9 Establish a Decision-Making Process 108

8 Preparing for Change 110

Where to Start-Introducing the Framework to Your School 110

Here Comes the Pendulum-Fostering and Maintaining Engagement 112

Passing Through the Portal-The Challenges of Open and Honest Communication 113

When Perspectives Collide-The Blame Game 114

Taking Selfies, and Responsibility 115

Really Dealing with Emotions and Feelings 117

Surviving Setbacks/Failures, and Thriving Because of Them 118

Racing the Clock-If We Only Had More Time 119

9 Case Study 1: Student Placement 121

Meeting 1 Identifying the Problem 121

Meeting 2 Anticipating the Four Perspectives 123

Meeting 3 Meeting with the Committee 126

Meeting 4 Verify the Problem Statement 130

Meeting 5 Mapping the Contribution System 131

Meeting 6 Creating a Plan for Action and Evaluation 133

10 Case Study 2: COVID-19, Returning to School 136

Meeting 1 Sharing Assumptions and Identifying the Problem 137

Meeting 2 Defining the Problem, Welcoming Emotions 139

Meeting 3 Self-Reflection, Leading by Example 141

Meeting 4 Belonging and Communication 142

Meeting 5 Narrowing the Focus, Inviting Feedback 144

The Faculty Meeting (Virtual) 145

Authors' Note 145

Editorial Reviews

This important book is a compelling guide to leading schools in our tumultuous times. The authors’ sophisticated use of psychological and organizational research gives rise to a practical and compelling framework for making progress on the enormous challenges that lie ahead in the educational sector. As a bonus, the book’s elegant, engaging prose makes it a pleasure to read.” 
—Amy C. Edmondson, Novartis Professor of Leadership and Management at Harvard Business School, USA, and author of The Fearless Organization 
 

“Drs. Murphy and D’Auria brilliantly make the invisible visible through this framework, using real examples of problems and an approach that leads to solutions. They address the hard work done in schools and how to transform the culture so that all stakeholders (leaders, teachers, students, and parents) can take risks and bring about much-needed change.” 

—Arlene Grubert, Executive Director of Bi-County Collaborative, USA 

“Leadership positions in school systems are among the most difficult. Powerful constituencies must be authentically engaged that typically have disparate desires and agendas. As change often comes without a plan for implementation, the leader’s sensitivity to the feelings, attitudes, and beliefs of stakeholders is key to success. Drs. Murphy and D’Auria combine their extensive experience in schools with their knowledge of social and organizational psychology to create a framework that will be an indispensable guide for educational leaders at all levels.” 

—Nicholas Covino, President of William James College, USA 

"As a superintendent, I found The Influential School Leader to be helpful and timely in this ever-changing, pandemic-driven atmosphere. The research and strategies provide not only support and guidance but also the opportunity to help you stop, think and reflect as you collaborate with teachers, principals, board of education members and parents when addressing difficult decisions."
—Justin B. Henry, School Administrator (April 2022), American Association of School Administrators

“This important book is a compelling guide to leading schools in our tumultuous times. The authors’ sophisticated use of psychological and organizational research gives rise to a practical and compelling framework for making progress on the enormous challenges that lie ahead in the educational sector. As a bonus, the book’s elegant, engaging prose makes it a pleasure to read.”
—Amy C. Edmondson, Novartis Professor of Leadership and Management at Harvard Business School, USA, and author of The Fearless Organization

“In The Influential School Leader, traditional ‘change theory’ meets social emotional leadership, and the result will inspire and empower leaders to understand their responsibilities and challenges through the human resource lens of people and their perspectives. Principals, superintendents, and other administrators will develop new skills that validate feelings, value communication, and enable constant improvement in sustaining conditions for change at a systems level. I strongly suggest that this book become a foundational resource for current school and district leaders and their teams, as well as required reading for aspiring leaders in education programs across our nation. I wish I had read it earlier in my career!”
—Dr. Mary M. Bourque, Director Government Affairs at the Massachusetts Association of School Superintendents, former Superintendent of Chelsea Public Schools in Chelsea, MA, and 2017 Massachusetts Superintendent of the Year

“Drs. Murphy and D’Auria brilliantly make the invisible visible through this framework, using real examples of problems and an approach that leads to solutions. They address the hard work done in schools and how to transform the culture so that all stakeholders (leaders, teachers, students, and parents) can take risks and bring about much-needed change.”
—Arlene Grubert, Executive Director of Bi-County Collaborative, USA

“In this book, the authors call upon evidence from social psychology and industrial-organizational psychology to help principals and superintendents become efficient, effective, and caring school leaders. In addition to their clear expositions of underlying psychological principles, the authors provide relatable examples and interesting case studies that bring the psychology to life. The Influential School Leader is a useful tool for school leaders in training as well as those who are already leading in the field.”
—Frank C. Worrell, Professor of School Psychology in the Graduate School of Education at the University of California, Berkeley, USA

“Leadership positions in school systems are among the most difficult. Powerful constituencies must be authentically engaged that typically have disparate desires and agendas. As change often comes without a plan for implementation, the leader’s sensitivity to the feelings, attitudes, and beliefs of stakeholders is key to success. Drs. Murphy and D’Auria combine their extensive experience in schools with their knowledge of social and organizational psychology to create a framework that will be an indispensable guide for educational leaders at all levels.”
—Nicholas Covino, President of William James College, USA

From the Publisher