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  • 1. Global Educational Leadership: Perceptions from International K-12 Educators Presenters: Diane D. Mason, Ph.D. Cynthia D. Cummings, Ed.D. Jason R. Mixon, Ph.D. Lamar University Beaumont, TX August 7, 2013
  • 2. Background • U.S. Department International Strategy • Global competencies • Education diplomacy • International benchmarking • Advance U.S. priorities • Strengthen K-12 education • No mention of leadership skills (U.S. Department of Education, 2012)
  • 3. Purpose To investigate global educational leadership from the perspectives of four administrators and ten teachers living and working in seven international education contexts.
  • 4. Research Questions • What is global educational leadership? • What are the characteristics or traits of a global educational leader?
  • 5. Literature Review Global Leadership Frameworks and Characteristics • Globalization necessitates leaders with global perspectives (or global mindset) and intercultural competencies • Commonalities • Interconnectedness • Cross-cultural leadership • Social responsibility – think globally, but implement locally (Beechler & Javidan, 2007; Bird & Osland, 2004; Drucker, 2012; Irving, 2010; Morrison, 2000; Story, 2011)
  • 6. Literature Review Global Leadership Frameworks and Characteristics • Demands facing global leaders • Heightened urgency for cultural awareness • Challenges with ethical issues relating to global markets • Wider and expanding world boundaries • Need to focus on global competencies and traits that reinforce success with global ambitions (Beechler & Javidan, 2007; Bird & Osland, 2004)
  • 7. Literature Review Global Mindset • Paramount to success in global markets • Comprised of leadership traits that assist in influencing stakeholders from various cultural backgrounds, political affiliations, and institutional underpinnings • Consists of personal dimensions that utilize intellectual capital, psychological capital, and social capital – cognitive, affective, and behavioral dimensions (Bouquet, 2005; Drucker, 2012; Gupta & Govindarajan, 2002; Irving, 2012; Javidan & Walker, 2012; Kefalas, 1998; Kedia & Mukherji, 1999; Perlmutter, 1969; & Story, 2011)
  • 8. Methodology • Phenomenological, qualitative study • Interviews and open-ended response items • Purposeful, convenient sample of participants • Four K-12 school administrators and ten classroom teachers representing the American Overseas Schools in Italy, Lebanon, Egypt, Saudi Arabia, Thailand, Kazakhstan, and the Middle Eastern Northern Africa (MENA) American schools • Two administrators and five teachers from one school • Two administrators and five teachers from other locations
  • 9. Methodology • Interview questions and open-ended items same content • Describe your perception of global leadership in education. • Describe the characteristics or traits of a global educational leader. • Data collection • One-on-one interviews • SurveyMonkey™
  • 10. Data Analysis Global Educational Leaders • Definition of global educational leadership continues to be a nebulous term • Identified characteristics and traits of global educational leaders which align with the three major areas of global mindset • intellectual capital (cognitive) • psychological capital (affective) • social capital (behavioral)
  • 11. Data Analysis Global Educational Leaders • Possess a world view or global mindset to be able to effectively implement change and work closely with diverse students, faculty, and community members • Examine issues through various lenses • Comprehend international issues at an in-depth level • Possess a sense of inter-connectedness between multiple nations and environments • Embrace diversity and understand the complexities of working with different cultures • Demonstrate attitudinal and ethical dispositions to interact peacefully, respectfully, and productively • Communicate, preferably in multiple languages
  • 12. Implications • Higher education scholarship and learning extends beyond national boundaries (American Council on Education, 2011) • Preparing K-12 students for success in a global environment • Be knowledgeable about world cultures, languages, and economic, environmental, and social systems • Be committed to preparing students to understand and act on matters of global importance • Be internationally focused to address needed changes in vision, mission, culture of a school, and developing curriculum, instruction, and assessment
  • 13. Implications • Professional development for teachers and PK- 12 leaders should be re-evaluated through the lens of global competence and revised as needed. • Standards for global educational leadership need to be developed, as well as, competencies and skills for all leaders.
  • 14. Future Research • Application of global leadership concepts in domestic school contexts • Development of standards and competencies for global educational leadership • Application of global leadership concepts for professional development • Study and teaching abroad opportunities for prospective teachers and leaders • Infusion of international content and perspectives into required education courses
  • 15. Contact Information Diane R, Mason, Ph.D. Assistant Professor Center for Doctoral Studies in Educational Leadership Lamar University diane.mason@lamar.edu Cynthia D. Cummings, Ed.D. Assistant Professor Educational Leadership Lamar University cdcummings@lamar.edu Dr. Jason Mixon Associate Professor Director of Doctoral Programs Center for Doctoral Studies in Educational Leadership Lamar University jason.mixon@lamar.edu
  • 16. Paper and Presentation Located at URLs Paper http://www.ncpeapublications.org/images/Mason2.pdf Presentation http://www.slideshare.net/cdcummings/ncpea-final-8713-24951667