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Chapter 7 – (Dr. Fenwick W. English)<br />The Art of Educational Leadership<br />Balancing Performance and Accountability<...
Chapter 7<br />Balancing Performance and Accountability<br />Loretta A. Terry<br />William Allan Kritsonis, PhD<br />
How can we fully comprehend what artful performers do?<br />    If we cannot permit ourselves to fully comprehend the natu...
Traditional Notions of Leadership<br /><ul><li>Social Sciences
Scientific Method
Total Quality Management
Management Theory
Business Management</li></li></ul><li>Business Management LiteratureWiens (2006)<br />Emphasis<br /><ul><li>Excellence
Effective
Effective habits
Total quality</li></ul>Counterintuitive<br /><ul><li>Too prescriptive
Too presumptive
Too generalizing</li></li></ul><li>PerformancePerformance is anchored in the essential core of every leader’s deeply held ...
Accountability<br />    Educational leaders are accountable for everything in the educational system from:<br /><ul><li>po...
Teaching
Defining goals to strategic planning
Measuring progress to improving performance
School finances & budgets to transportation
School safety to teacher retention</li></li></ul><li>Dewey’s Distinction<br />Leadership<br />John Dewey’s Distinction<br ...
To advance educational leadership as a field of professional studies intellectually and practically in the 21st century a ...
Humanities disciplines studyHuman Condition<br /><ul><li>Literature
History
Philosophy
Drama
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Loretta A. Terry Ppt Ch. 7

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PhD presentation, Dr. William Allan Kritsonis, PVAMU, The Texas A&M University System, Book by Dr. Fenwick W. English titled The Art of Educational Leadership: Balancing Performance and Accountability.

William Allan Kritsonis, PhD

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  • Anchored in: Social Studies…All based in a reality outside of the human experience. Bottom line of organization management by scientific management by science management = efficienty/school of thought focused on profitability-aim to work faster, harder and produce more.
  • Most of the business literature has the veneer of social science and remove the human interiority. The social scientist observes actions but not the beliefs that prompt the actions
  • Dewey’s distinction proposes leadership as knowledge and leadership as art. Performance is concerned with application, art is usually embedded in a variety of moral or value discourses.
  • Educational leadership Recentered in the humanities Reemerged as a guide for improvement
  • As humans we are known to ask questions such as What is the meaning of existence; Why was I born, Why am I here , Wher do I go when I die? We struggle to fine answers to these questions and the very fact that we can ask them defines human condition.
  • Michael studied the history of social power; he found that History does not repeat itself—World history develops, the most difficult problems of our times are novel- and this is why they are difficult to solve. The life writings approach is postmodern because the value of the life writing is what is revealed from the discontinuities, the ruptures and dissimilarities rather than the continuities.
  • Winston Churchill was blamed for the Gallipoli Campaign of WWI but praised for leading UK to victory in WWII. The difficult question in understanding how Churchill he was so wrong about the Gallipoli? Although he paid the political price for the failure and under estimating proficiency of the Turks at Gaallipoli, history and biography have combined to show his siens of strateyg was as good as ever. What we can learn from a leader who has made mistakes but still remains larger in death than in life is according Mann, understanding leadership involves more that a simpls calculus of behaviors or results or recurrent themes based on surveys; what must be restored to the field of educational leadership are lives, intentions, interactions, and contexts in which leaders labor and an understanding of the objectives they are pursuing. To complete Mann’s perspective on Churchill- a quote that will b=remind you of one we all heard after 911-
  • Samier in 2005 conducted a study to investigate Administration as a humanities discipline, in the study she submitted when considering whether literature or stories is science- that the best stories are those which stir people’s minds,, hearts, an souls and by so doing give them new insights into themselves, their problems and their human condition.
  • Interiorities of the character were revealed in his own thought processes
  • Greenleaf’s course of study included humanities disciplines including music, art, literature, philosophy and history. In addition his philosophy that there is too much of a tendency to deal with unresovled social issues with system approaches, his proposal was to turn hierarchical organization chart into a circle similar to a Quaker meeting. Greenleaf was motivated by quaker believe
  • Dr. English commented that Mandela Son of Africa is an inspiring film in which leadership, communication, context, and culture come together in real time sequences.
  • Transcript of "Loretta A. Terry Ppt Ch. 7"

    1. 1. Chapter 7 – (Dr. Fenwick W. English)<br />The Art of Educational Leadership<br />Balancing Performance and Accountability<br />Loretta A. Terry<br />William Allan Kritsonis, PhD<br />
    2. 2. Chapter 7<br />Balancing Performance and Accountability<br />Loretta A. Terry<br />William Allan Kritsonis, PhD<br />
    3. 3. How can we fully comprehend what artful performers do?<br /> If we cannot permit ourselves to fully comprehend the nature of leadership because of how we have chosen to define or view it, we should stop using methods and models that leave us perpetually ignorant and unable to adequately grasp what expert practitioners who are supremely artful performer really do<br /> (English 2008).<br />
    4. 4. Traditional Notions of Leadership<br /><ul><li>Social Sciences
    5. 5. Scientific Method
    6. 6. Total Quality Management
    7. 7. Management Theory
    8. 8. Business Management</li></li></ul><li>Business Management LiteratureWiens (2006)<br />Emphasis<br /><ul><li>Excellence
    9. 9. Effective
    10. 10. Effective habits
    11. 11. Total quality</li></ul>Counterintuitive<br /><ul><li>Too prescriptive
    12. 12. Too presumptive
    13. 13. Too generalizing</li></li></ul><li>PerformancePerformance is anchored in the essential core of every leader’s deeply held beliefs that not only guide him or her in a role of leadership, but actively shape the world and define the issues in it (English, 2008).<br />
    14. 14. Accountability<br /> Educational leaders are accountable for everything in the educational system from:<br /><ul><li>policy to practice
    15. 15. Teaching
    16. 16. Defining goals to strategic planning
    17. 17. Measuring progress to improving performance
    18. 18. School finances & budgets to transportation
    19. 19. School safety to teacher retention</li></li></ul><li>Dewey’s Distinction<br />Leadership<br />John Dewey’s Distinction<br />Art<br /> Values of Moral Discourse<br />Science Limitations on Empiricism<br />Applied Practice<br />Problem of Definition <br />Performance<br />
    20. 20. To advance educational leadership as a field of professional studies intellectually and practically in the 21st century a better balance between science and art of leading must emerge (English, 2008).<br />
    21. 21. Humanities disciplines studyHuman Condition<br /><ul><li>Literature
    22. 22. History
    23. 23. Philosophy
    24. 24. Drama
    25. 25. Theology
    26. 26. Sociology
    27. 27. Anthropology
    28. 28. Cultural Studies</li></li></ul><li> The case for the study of educational leadership through humanities<br />Michael Mann(2003)<br />Time to reinsert “life “ into school administration<br />by expanding the context of what constitutes<br />appropriate text for educational leadership<br />preparation. Examination of life writings<br />contains a full range of human actions.<br />
    29. 29. Winston Churchill<br />Voted Greatest ever Britton<br />Great Leader<br />Great Character<br />Great Vision<br />Great Ability to detect weaknesses<br />1940 PM/ UK <br />Paradoxical<br />
    30. 30. Strength of Humanities over Social Science<br /> Samier ( 2005)- Positivistic and instructional approaches are not equipped to deal with humanities questions such as: <br /><ul><li> Freedom
    31. 31. Authenticity
    32. 32. Responsibility
    33. 33. Individual action </li></ul> These approaches are obscured in current fad of “leadership training” (174). <br />
    34. 34. Biography<br />Prosopo-graphy<br />Psychobio-graphy<br />Portrayals<br />Portraits<br />Profiles<br />Letters and Journals<br />Memoirs<br />Life stories<br />Auto- biography<br />Auto-biographical extensions<br />Obituaries<br />First Person Writing <br />Third Person Writing<br />
    35. 35. Psychobiography<br />
    36. 36. The Argument for Life Writings to Study Educational Leadership<br /><ul><li>Allows leadership researcher to look at a greater number of variables
    37. 37. Promotes richness of context to differentiate forms of leadership
    38. 38. Promotes the study of the context of various arrays of decisions and subsequent actions and outcomes that follow
    39. 39. Evokes conclusions that arise from ground truth-to analyze how leaders get from here to there</li></li></ul><li>Robert Greenleaf- AT&T CEO<br />What leaders are not<br /><ul><li> Ordinary
    40. 40. Products of</li></ul> position<br /> education<br /> income<br /> religion<br /> ethnicity<br />Approach to Leadership<br /><ul><li>Noncoersive
    41. 41. Nonmanipulative
    42. 42. Quaker beliefs
    43. 43. Management ability to state a goal & reach it through others
    44. 44. Personal growth
    45. 45. Servant Leadership
    46. 46. Empowerment
    47. 47. Listening
    48. 48. Introspection</li></li></ul><li>Learning Extension<br /><ul><li>Elizabeth -1998</li></ul> Staring CateBlanchett<br /> Daughter of Henry VII becomes queen of England and shrewdly leads the country. The queen negotiates her way to consolidate her authority in a divided land between Catholics and Protestants.<br />
    49. 49. Learning Extension <br />Documentary of<br />LNelson Mandela ‘s life.<br />Contains footage of<br />Mandela’s sojourn back to<br />Robben Island where<br />spent two decades in<br />prison. Portrays Mandel’s<br />leadership style and work<br />ethics as president of South<br />Africa.<br />
    50. 50. Concluding Reflection Questions<br /><ul><li>What do you actually know about the leader (s) you most admire?
    51. 51. What are the characteristics that stand out in you mind about them?
    52. 52. What did the leaders actually do to merit being a leader?
    53. 53. What types of contexts did your leaders encounter?</li></li></ul><li>Leadership<br />The day soldiers stop bringing you their problems is the day you have stopped leading them. They have either lost confidence that you <br />can help them or <br />concluded that you do not care. <br />Either case is a failure of leadership”<br />Colin Powell<br />
    54. 54. Life is drawing without an eraser<br />
    55. 55. <ul><li>In life, you either follow paths or make trails.</li></li></ul><li>hhhhThe Art of Educational Leadership Balancing Performance and Accountability by Fenwick W. English hhhh <br />
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