Exploring Professional Leadership (Shareversion)


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This presentation attempts to explore educational leadership as distinct from management and share key findings in research that studies the various styles and approaches to leadership.

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  • Know thyself, know thy opponents, fight a hundred battles, win a hundred ones. How many of us have had experience leading school development and curriculum change as head teachers? The truth is we have observed different processes, analysed successful and unsuccessful experiences shared and observed in different contexts. The truth is as professionals, we equip ourselves with the latest knowledge base. The truth is we try putting ourselves in the shoes of those school leaders. The truth is we are playing the role of a critical friend. All these truths require us to constantly reflect on how well we can make use of our expertise, our tacit knowledge and analytical, synthesizing and evaluation skills in the process of school review and inspection. Today our forum is intended to provide such an incentive and venue for this reflection and shared learning.
  • Exploring Professional Leadership (Shareversion)

    1. 1. Exploring Professional Leadership Concepts and evidence of leadership
    2. 2. Objectives <ul><li>To provide an avenue for articulation of what we have learnt and experienced about educational leadership </li></ul><ul><li>To share empirical observations of how different types of leadership function in real school contexts </li></ul><ul><li>To enrich our understanding of the key concepts of leadership discussed in recent research </li></ul><ul><li>To enrich our vocabulary for discourse on leadership </li></ul>
    3. 3. Mean anything to U? <ul><li>The pessimist complains about the direction of the wind, the optimist expects the direction to change, but the leader simply adjusts the sails. </li></ul><ul><li>Anonymous </li></ul><ul><li>Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall. Stephen Covey </li></ul>
    4. 4. References <ul><li>School Leadership: Concepts and Evidence ( http://www.ncsl.org.uk/mediastore/image2/bush-school-leadership-full.pdf ) </li></ul><ul><li>Distributed Leadership </li></ul><ul><li>( http://newportal.ncsl.org.uk/media/F7A/87/bennett-distributed-leadership-full.pdf ) </li></ul><ul><li>Ten questions for school leaders </li></ul><ul><li>( http://www.ncsl.org.uk/mediastore/image2/kpool-evidence-green.pdf ) </li></ul>
    5. 5. Defining leadership <ul><li>30 words in 3 minutes </li></ul>Leadership is …
    6. 6. Defining leadership Leadership Influence values vision Working definition Leadership is a process of influence leading to the achievement of desired purposes. Successful leaders develop a vision for their schools based on their personal and professional values . They articulate this vision at every opportunity and influence their staff and other stakeholders to share the vision. The philosophy, structures and activities of the school are geared towards the achievement of this shared vision .
    7. 7. Word of caution <ul><li>The current emphasis on vision in leadership can be misleading. Vision can blind leaders in a number of ways… The high-powered, charismatic principal who “radically transforms the school” in four or five years can… be blinding and misleading as a role model… my hypothesis would be that most such schools would decline after the leader leaves… Principals are blinded by their own vision when they feel they must manipulate the teachers and the school culture to conform to it. </li></ul><ul><li>(Fullan, 1992, p. 19) </li></ul>
    8. 8. Leadership & Management Administration Management Leadership Maintenance Development <ul><li>Maintaining current organisational arrangement </li></ul><ul><li>Related to implementation and technical issues </li></ul><ul><li>linked with change </li></ul><ul><li>influencing others’ action in achieving desirable goals </li></ul>
    9. 9. What if? Over-managed Under-led Under-managed Over-led Which is more important? Management or Leadership?
    10. 10. Brainstorming about types of leadership Moral Participative Contingent Post- modern Transform- ational Managerial Inter- personal Instructional
    11. 11. Sharpening the focus Leadership in action Instructional Transforma- tional Participative Moral
    12. 12. Practicalising theories Instructional leadership Research findings Practice <ul><li>Effective instructional leadership comprises: </li></ul><ul><li>A sharp focus on learning and teaching </li></ul><ul><li>Talking with teachers </li></ul><ul><li>Promoting teachers’ professional growth </li></ul><ul><li>Fostering teacher reflection </li></ul><ul><li>Some effective strategies: </li></ul><ul><li>Modelling </li></ul><ul><li>Monitoring </li></ul><ul><li>Professional dialogue and discussion </li></ul>
    13. 13. Practicalising theories Transformational leadership Research findings Practice Higher level of commitment + Greater capacities = extra effort + greater productivity <ul><li>Transformational leadership occurs when one or more teachers engage with others in such a way that administrators and teachers raise one another to higher levels of commitment and dedication, motivation and morality. </li></ul><ul><li>Successful principals are both transactional and transformative </li></ul>
    14. 14. Practicalising theories Participative leadership Research findings Practice <ul><li>Collaborative decision making </li></ul><ul><li>People are more likely to implement decisions which they have participated in making </li></ul><ul><li>Evidence of successful implementation of participative leadership in schools is sparse </li></ul>
    15. 15. Practicalising theories Moral leadership Research findings Practice Outstanding heads demonstrate the following values and beliefs through their words and deeds: inclusivity, equal opportunities, equity or justice, high expectations, engagement with stakeholders, co-operation, teamwork, commitment and understanding <ul><li>Similar to transformational leadership but with a stronger emphasis on values and beliefs </li></ul><ul><li>Providing schools with a clear sense of purpose </li></ul><ul><li>The metaphors – the heart, the head and the hand of leadership </li></ul>
    16. 16. Making judgements Moral Instructional Participative Contingent Post- modern Transform- ational Managerial Inter- personal
    17. 17. Making judgements <ul><li>Most successful leaders are </li></ul><ul><ul><li>likely to embody most or all of these approaches in their work. </li></ul></ul><ul><ul><li>Able to carry out effective situational analysis and adapt their approaches to the specific context. </li></ul></ul>
    18. 18. Triangulation - DOD Document Study Observation Discussion Study of SHS results, SSA, KPM and other relevant school documents to inform drafting of enquiry points and to guide the review Daily meetings with Principal Principal's presentation Triangulation processes - meetings and interviews with different levels of school personnel (SMC, SIT, MM, LASW and basic rank Ts) and stakeholders (parents and students) Evaluation of the delivered curriculum school effectiveness is a key indicator of quality leadership
    19. 19. Exploring further … <ul><li>What questions would you ask to guide your onsite inquiry about school leadership? </li></ul><ul><li>Which type of school leadership is more likely to be successful at this stage of education reform? </li></ul><ul><li>How does a school leader strike a balance between his/her leadership and manager’s role in enhancing school development and performance? </li></ul>
    20. 20. To cope with a demanding reform agenda and avoid burn-out… <ul><li>Sustainable Leadership @ http://www2.bc.edu/~hargrean/docs/seven_principles.pdf </li></ul>
    21. 21. What have we learnt? <ul><li>Concepts and evidence of leadership </li></ul><ul><li>Evaluating leadership in the course of school review </li></ul>
    22. 22. In a nutshell, … <ul><li>Leadership and management are both important </li></ul><ul><li>No single leadership style can reign supreme  better adopt an eclectic approach to leading and managing educational change </li></ul><ul><li>Quality of leadership represents itself in the day-to-day running of the school </li></ul><ul><li>… </li></ul>Thank you!