1. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
1
We
witness
and
experience
leaders
and
leadership
on
a
daily
basis,
whether
it
appears
on
the
sporting
field,
within
the
political
landscape,
in
the
world
of
art
or
within
our
own
families
leaders
guide
our
every
move.
This
paper
will
present
a
critical
analysis
of
two
educational
leaders,
Gayle,
who
was
the
focus
of
assignment
1,
and
myself.
Part
One
of
this
paper
will
represent
a
continuation
of
my
analysis
of
Gayle
using
Bolman
and
Deal’s
Four-‐Frame
Model,
while
Part
Two
will
critically
examine
my
own
emerging
leadership
style.
Part
1
In
Assignment
one
I
wrote
a
profile
of
Gayle,
a
school
based
leader
who
has
guided
me
both
professionally
and
personally,
giving
me
a
model
of
what
educational
leadership
looks
like.
This
paper
will
provide
personal
and
professional
anecdotes
that
I
collected
during
two
interviews
that
took
place
in
October
and
November
2012.
This
paper
represents
further
analysis
of
Gayle’s
leadership
through
the
critical
application
of
Bolman
and
Deal’s
Four–Frame
model
across
my
experiences
under
her
leadership.
The
Four-‐Frame
model
recognises
that
individuals
view
experiences
and
situations
from
a
unique
perspective,
often
applying
a
lens
or
frame
that
creates
these
unique
vantage
points.
Bolman
and
Deal
have
categarised
four
frames
through
which
an
organization
can
be
viewed,
the
Structural
Frame,
the
Human
Resources
Frame,
the
Political
Frame
and
the
Symbolic
Frame.
(Bolman
and
Deal,
2006)
Bolmam
and
Deal
(2011)
suggest
that
to
be
effective
leaders,
one
must
be
flexible
in
their
use
of
all
four
frames
to
gain
a
balanced
view.
As
they
suggest
I
will
be
hoping
to
see
Gayle
providing
leadership
throughout
the
Four-‐Frame
Model
2. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
2
Before
we
can
apply
these
frames
to
Gayle’s
school
leadership
we
must
first
define
what
each
frame
encourages
the
viewer
to
focus
in
on.
After
a
brief
definition
of
each
frame,
I
will
provide
anecdotal
evidence
of
Gayle’s
leadership
or
reccomendations
for
improved
leadership
for
each
frame.
Structural
Frame
The
view
through
the
Structural
Frame
allows
a
close
look
at
the
formal
roles
and
structures
within
an
organization.
It
allows
an
analysis
of
how
an
organization
divides
and
coordinates
its
labour.
(Bolman
and
Deal,
2006)
Upon
her
appointment,
Gayle
undertook
an
audit
of
the
current
school
framework
and
set
about
developing
more
efficient
and
distributed
structures.
What
Gayle
was
able
to
do
highly
successfully
was
to
seek
out
young
individuals
with
raw
potential
and
entrusted
them
with
responsibility
and
exposing
them
to
leadership
very
early
in
their
careers.
This
was
a
concerted
effort
to
nurture
and
develop
their
potential,
an
approach
supported
by
John
Kotter
in
his
2001,
Harvard
Business
Review
article
“What
Leaders
Really
Do”.
Gayle
appointed
three
Acting
Leading
Teachers
where
previously
the
school
had
only
had
one
Leading
Teacher
Position.
These
three
individuals
would
take
responsibility
for
Professional
Learning
Action
Teams
and
the
implementation
of
curriculum
and
strategic
change
as
directed
by
the
school
Strategic
Plan.
The
timing
of
Gayle’s
appointment
also
coincided
with
the
expiry
of
the
four-‐year
strategic
plan.
After
a
period
of
transition,
Gayle
took
this
as
an
opportunity
to
embed
her
new
structures,
goals
and
aspirations
for
our
school.
3. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
3
Human
Resources
Frame
This
frame
allows
the
viewer
to
focus
on
the
management
of
individuals
within
an
organization.
(Bolman
and
Deal,
2006)
Many
critisisms
of
Gayle
surround
her
ability
to
connect
with
and
manage
individuals.
In
my
discussions
with
Gayle
she
acknowledged
that
it
would
take
time
for
her
to
get
to
know
individuals
within
the
school
and
to
support
developing
connections
between
herself
and
staff
she
introduced
circle
activities
to
staff
meetings.
These
activities
are
part
of
restorative
practices
and
provide
opportunities
and
environments
for
people
to
establish
trust
and
connections.
Activities
often
involve
sharing
information
about
ones
self,
in
a
safe
non-‐threatening
environment.
Gayle
is
also
becoming
a
more
regular
visitor
to
individual
classrooms.
Gayle
has
been
instrumental
is
bringing
formal
restorative
practices
into
our
school
and
using
these
to
support
delivery
of
the
International
Baccalaureate
Primary
Years
Programme
(PYP).
While
these
two
initiatives
often
come
across
as
examples
of
educational
bandwagon
and
sloganeering
(Leithwood,
2007),
they
provide
a
framework
that
supports
change
particularly
for
the
10-‐15%
who
are
reluctant.
The
key
words
and
scripts
provide
strong
hooks
for
teachers
to
metaphorically
hang
their
lessons
on,
supporting
fundamental
pedagogical
and
curriclum
change.
Political
Frame
The
Political
Frame
allows
closer
analysis
of
the
competition
for
power
and
resources
within
an
organization.
(Bolman
and
Deal,
2006)
Power
and
politics
loom
heavily
over
any
organization
where
resources
and
funding
are
limited.
This
is
very
true
at
Gayle’s
school.
She
was
appointed
Principal
in
July
2010,
taking
control
of
a
school
that
had
previously
been
led
for
15
years
by
a
very
strong
and
well-‐respected
male
principal.
Before
Gayle
there
was
also
an
interim
12
4. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
4
months
for
the
school
where
a
Department
appointed
principal
was
in
place
to
oversee
the
running
of
the
school.
These
periods
of
change
had
allowed
for
strong
political
factions
to
emerge,
attempting
to
fill
the
power
void
that
had
appeared.
While
interviewing
Gayle
she
noted
that
she
had,
“never
seen
a
school
like
it”
and
that
she
felt
it
was
currently
the
most
challenging
part
of
her
job.
While
dealing
with
parents,
staff
and
students,
all
of
whome
are
stakeholders
in
our
school,
Gayle
has
tried
to
listen
to
all
requests
and
please
all
parties.
I
believe
that
this
approach
has
actually
lead
to
stronger
ploitical
factions
forming
as
there
is
a
perception
now
that
if
you
push
hard
enough
you
will
get
the
resources
you
require.
Symbolic
Frame
This
frame
supports
the
development
of
an
organizational
culture
through
rituals
and
ceremonies.
(Bolman
and
Deal,
2006)
Gayle
has
been
able
to
recognize
a
lack
of
rituals
and
ceremonies
within
our
school
and
has
worked
tirelessly
to
support
the
growth
of
a
new
symbolic
culture
within
our
school.
This
was
done
in
a
number
of
ways,
firstly
Gayle
reinstated
a
traditional
motto,
“play
the
game”,
which
had
fallen
out
of
favour.
Secondly
she
sourced
a
traditional
logo
from
the
school
archives
and
sought
out
contributions
from
old
students
to
a
historical
school
collection.
These
two
moves
reflected
a
strong
statement
about
the
symbolic
presentation
of
the
school,
honouring
the
rich
history
and
establishing
an
important
community
connection
through
the
historical
collection
that
now
includes
photographs,
school
bags,
old
reports,
historical
curriculum
documents
and
school
uniform.
While
Gayle
has
been
supportive
of
developing
and
nurturing
historical
rituals
and
ceremonies
in
her
school,
she
has
found
it
hard
to
connect
and
share
her
passion
during
the
most
common
ritual,
school
assemblies
and
parent
forums.
5. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
5
Tim
Brighouse
(2008)
wrote
of
the
importance
of
these
opportunities
when
demonstrating
passionate
leadership.
He
sumised
that
Passionate
Leaders
need
to
be
outstanding
performers
at
assemblies
or
when
going
from
class
to
class
to
talk
about
relevant
experiences.
These
opportunities
allow
a
passionate
leader
to
assert
their
values
and
reinforce
the
schools
values.
While
It
is
evident
that
Gayle
is
attempting
to
provide
leadership
across
the
Four-‐
Frames,
I
see
Gayle
struggling
with
a
level
of
cognitive
dissonance
as
she
is
often
torn
between
personal
values
and
system
process
and
procedure.
(Drysdale,
Gurr
&
Goode,
2012)
6. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
6
Part
2
In
our
increasingly
busy
world,
finding
a
quiet
moment
to
sit
and
reflect
can
be
a
challenging
yet
essential
part
of
our
own
personal
development.
As
an
educator
and
a
leader,
having
the
ability
to
reflect
and
grow
is
essential.
Reflection
and
analysis
is
about
knowing
ones
self,
being
honest
and
open
to
our
best
and
worst
features.
Once
an
individual
can
recognize
these
they
are
able
to
use
this
knowledge
to
improve
on
weaknesses
or
to
recognize
and
alter
leadership
styles
that
will
compliment
any
given
organization.
Kaplan
writes
about
the
honesty
one
must
show
when
reviewing
their
career;
“Taking
responsibility
for
your
career
starts
with
an
accurate
assessment
of
your
current
skills
and
performance.“
(Kaplan
,2009)
With
that
in
mind,
I
have
to
ask
the
question,
who
am
I?
And
what
does
leadership
mean
to
me?
Leadership
can
often
be
construed
as
a
nebulous
concept,
however
I
view
it
in
its
simplest
terms
as
being
an
individual
of
integrity
and
knowledge
who
supports
others
through
change
and
encourages
growth
of
the
individual
and
school.
I
see
myself
as
a
quietly
ambitious
person
and
educator
who
is
always
looking
to
grow
through
experiencing
different
cultures
and
educational
systems.
I
have
initiated
visits
to
schools
in
Denmark
and
New
Zealand
and
in
2009
I
took
2
years
leave
without
pay
to
work
in
the
United
Kingdom.
This
was
an
experience
that
galvanized
my
educational
philosophies
and
proved
to
myself
that
my
pedagogical
approach
worked
within
a
different
context.
In
2011
I
was
welcomed
back
to
my
school
and
in
June
of
that
year
I
was
the
successful
applicant
to
become
an
Acting
Leading
Teacher.
In
this
role
I
have
assumed
the
position
of
English
co-‐ordinator,
Assessment
and
Reporting
co-‐
7. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
7
ordinator,
eLearning
co-‐ordinator
and
Ultranet
lead
user.
I
am
an
active
member
of
our
school
council
and
its
policy
sub-‐committee
as
well
as
holding
the
treasury
position
for
my
AEU
sub-‐branch.
My
colleagues
have
commended
me
on
my
subtle
leadership
style,
one
that
leads
by
example
and
draws
upon
the
Taoist
philosophy
of
leadership
that
encourages
clear
communication,
honesty
and
integrity
in
my
actions.
“The
truly
wise
lead
by
instilling
humility
and
open-‐mindedness,
by
providing
for
fair
livelihoods,
by
discouraging
personal
ambition,
and
by
helping
people
be
upright.”
(MacHovec,
1962).
When
reflecting
on
an
individual’s
personality
and
leadership
traits,
one
can
also
use
diagnostic
tools
to
help
analyse
their
own
strengths
and
weaknesses.
The
Myers-‐
Briggs
Type
Indicator
is
a
questionnaire
used
to
assess
preferences
on
how
individuals
view
situations
and
the
world.
This
tool
relies
on
the
participant
answering
situational
questions
that
lean
towards
a
preference
of
the
four
major
dichotomies
as
identified
by
Katharine
Cook
Briggs
and
her
daughter,
Isabel
Briggs
Myers
in
1962.
The
four
dichotomies
are;
Extroversion
(E)
–
Introversion
(I)
Sensing
(s)
-‐
Intuition
(N)
Thinking
(T)
-‐
Feeling
(F)
Judging
(J)
-‐
Perception
(P)
8. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
8
Upon
completing
the
Myers-‐Briggs
Type
Indicator
I
was
assessed
as
an
INFP
identity.
An
individual
with
this
personality
preference
could
be
described
as
prefering
to
seek solitude to recover energy. They are innovative and use their gut feeling
and values to guide decision-making. They prefer being spontaneous and
adaptive in problem solving. (Myers, 1962)
As I view myself this appears to be an accurate reflection of my preferred
personality
In
1992,
Quinn,
Lewis,
&
Fischer
wrote
of
the
correlations
between
The
Myers-‐Briggs
Type
Indicator
and
Fiedler’s
Theory
of
Situational
Leadership
which
recognises
that
leaders
have
preferred
styles,
either
Task
Motivated
Leaders
of
Relationship
Motivated
Leaders.
My
results
in
the
Myers-‐Briggs
Type
Indicator
correlate
to
that
of
a
Relationship
Motivated
Leader.
Quinn,
Lewis
and
Fischer
noted
traits
for
individuals
with
this
type
of
leadership
motivation,
which
I
have
rewritten
as
“I”
statements.
•
I
am
concerned
with
doing
a
good
job
BUT
my
primary
goal
is
towards
developing
strong
interpersonal
relations
with
others.
•
I
am
able
to
understand
different
viewpoints
and
am
good
at
dealing
with
complex
problems.
It
is
also
possible
to
assess
your
preferred
leadership
style
against
Bolman
and
Deal’s
Four-‐Frames
Model.
This
analysis
is
to
support
an
understanding
of
which
frame
I
have
a
natural
propensity
to
view
my
school
through
and
in
the
process
providing
an
understanding
of
which
frame
may
require
a
conscious
effort
to
peer
through.
Upon
completing
a
28-‐question
analysis,
the
results
are
as
follows.
9. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
9
Political
Fram
Symbolic
Frame
Structural
Frame
Human
Resources
Frame
19
29
24
30
In
this
analysis,
the
higher
the
score,
the
greater
the
preference
to
viewing
leadership
through
those
frames.
My
preferences
are
towards
the
Symbolic
and
Human
Resources
Frames.
In
their
book
Reframing
Organizations:
Artistry,
Choice
and
Leadership
(2011),
Bolman
and
Deal
present
an
“Image
of
Leadership”
for
each
frame.
They
describe
the
Symbolic
and
Human
Resources
Frames
as
Empowerment
and
Inspiration,
both
words
I
sincerely
hope
are
used
to
describe
my
leadership.
The
purpose
of
diagnostic
analysis
of
an
individual’s
personality
is
not
to
simply
discover,
but
to
recognize
and
adapt.
I
view
it
as
going
part
of
the
way
to
uncovering
our
blind
spots
as
recognized
in
The
Johari
Window
framework,
a
communication
model
that
is
used
to
improve
trust
and
understanding.
(Armstrong,
2006)
In
2008,
Davis
and
Brighouse
wrote
about
Passionate
Leadership,
a
concept
that
I
was
immediately
struck
by
and
I
hope
that
this
term
relates
to
how
my
colleagues
and
community
view
me
as
an
educator.
They
described
a
Passionate
Leadership
that,
“emphasizes
visions
that
listen
to
a
variety
of
voices;
articulation
that
builds
on
aesthetic
sensibilities;
enrolls
participants
who
can
enjoy
the
process.
This
view
is
highly
democratic
and
can
be
better
articulated
if
its
vision
is
explored.”
(Davies
&
Brighouse,
2008)
10. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
10
I
know
where
my
passion
comes
from
and
it
can
be
seen
through
recognising
where
I
have
been.
My
journey
through
education
and
my
pathway
into
education
as
a
profession
has
been
varied.
I
believe
it
is
important
to
share
this
as
it
draws
a
connection
between
the
analytical
assessment
and
my
intrinsic
view
of
myself.
My
Journey
into
education
began
with
inconsistent
experiences
as
a
student.
Since
leaving
school
I
had
studied
for
a
Bachelor
of
Earth
Science
for
two
years
as
well
as
completing
a
certificate
IV
in
sound
production.
None
of
these
experiences
really
captured
my
curiosity.
I
was
21
and
I
loved
wondering,
never
settling
still
constantly
chasing
experiences
through
art,
music
and
travel.
It
was
through
music
and
punk
rock
in
particular
that
sparked
my
journey
into
education.
Like
most
21
year
olds
I
was
engaged
in
politics
and
social
movements,
which
was
in
turn
connected
to
my
musical
choices.
I
was
constantly
listening
to
bands
such
as
The
Clash,
Rage
Against
the
Machine
and
Manic
Street
Preachers
all
of
whom
wrote
highly
articulate
lyrics
about
social
improvement,
and
in
particular
the
reinforcement
of
knowledge
and
power
as
an
agent
for
social
change.
It
was
these
bands
that
sowed
the
seed
for
my
journey
into
the
education
profession.
These
thoughts
prompted
a
lot
of
reflecting
on
my
own
personal
experiences
at
school
and
my
struggles
with
many
learning
difficulties.
I
was
remembering
the
frustration
at
my
lack
of
understanding,
and
the
lack
of
patience
I
was
shown
by
my
teachers.
I
remembered
the
joyous
times
I
had
playing
at
school
and
the
creativity
that
arose
from
these
experiences
and
how
they
had
encouraged
me
to
explore
the
world
around
me.
I
wanted
to
be
a
teacher
that
could
understand
and
encourage
the
students
who
were
often
marginalized
or
neglected.
11. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
11
In
March
2000
I
began
a
Bachelor
Teaching
(Primary)/Bachelor
of
Arts
(Contemporary
Imaging)
course
at
Deakin
University.
Enrolling
in
a
double
degree
was
important
as
it
allowed
me
to
continue
to
have
a
creative
outlet
and
the
nurturing
of
skills
that
I
would
use
throughout
my
teaching
career.
“Education
is
the
heart
of
the
passionate
leadership
described
here
because
it
answers
the
question:
‘Passionate
about
what?’
Quite
simply,
as
a
result
of
being
more
educated
a
person
should
be
able
to
appreciate
more
of
his
or
her
individual
or
collective
experiences.”
(Davies
&
Brighouse,
2008)
If
the
purpose
of
analysis
is
to
determine
the
areas
for
improvement,
I
must
acknowledge
where
I
believe
I
must
improve
to
be
a
better
leader.
As
a
passionate
leader
it
is
easy
to
forget
that
education
is
my
profession
and
that
that
requires
a
modicum
of
work/life
balance.
Often
the
life
experiences
and
passions
that
an
educator
has
outside
of
the
classroom
are
the
vital
ingredience
that
make
them
so
effective
as
educators.
I
am
guilty
of
ignoring
these
external
passions
that
feed
my
professional
practice
and
make
my
teaching
so
rich.
I
must
make
more
time
for
the
things
that
make
me
happy,
and
in
turn
support
rich
learning
for
my
students.
Using
the
Total
Role
Concept
that
was
introduced
as
part
of
a
presentation
to
the
Australian
Council
of
Educational
Leaders
in
2012,
Drysdale,
Gurr
and
Goode
recognized
that
there
were
four
distinct
dimensions.
They
classified
the
four
roles
as
the
Core,
Expected,
Augmented
and
Potential
roles.
The
Core
and
Expected
roles
represent
the
duties
that
are
fundamental
to
the
role
(2012),
while
the
Augmented
and
Potential
roles
represent
the
elements
that
the
individual
brings
to
the
role.
These
final
two
roles
are
where
an
individual’s
external
actions
can
influence
the
success
of
their
leadership.
In
my
case
it
can
be
seen
in
the
seeking
of
additional
12. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
12
opportunities
for
professional
development
such
as
enrolling
in
this
Masters
course
or
personally
arranging
a
visit
to
Danish
Primary
Schools
during
my
summer
holidays.
It
is
these
measures
that
augment
my
leadership
and
as
Drysdale,
Gurr
and
Goode
themselves
acknowledge,
“These
are
the
aspects,
that
can
make
a
difference”
(2012)
I
must
recognise
a
final
area
for
improvement
as
a
result
of
my
Myers-‐Briggs
Type
Indicator
results.
As
an
individual
who
has
a
preference
for
introverted
behaviours,
I
recognise
I
must
make
a
concerted
effort
to
lead
in
instances
where
an
extroverted
personality
can
be
a
situational
advantage.
This
will
be
evident
when
I
take
more
of
a
public
role,
leading
the
school
in
assemblies,
parent
forums
and
regional
meetings.
To
conclude
this
paper,
I
must
acknowledge
that
critical
analysis
can
be
confrontational
and
requires
an
openess
and
honesty
from
the
participants.
I
have
found
a
cognitive
dissonance
whilst
analysing
leadership
and
personality
traits
in
others
and
myself
as
I
find
the
language
and
reductionist
view
of
individual
personalities
often
leads
me
to
thoughts
of
pop
psychology
and
management
speak.
As
I
have
stated
previously,
I
view
leadership
from
a
humanisitic
frame
and
I
believe
leading
individuals
reuires
an
individual
approach.
However,
I
have
to
admit
that
formal
diagnostic
assessment
of
my
preferred
personality
types
and
frames
has
given
me
a
scaffold
upon
which
to
identify
areas
of
educational
leadership
that
I
may
blindly
ignore.
This
can
only
make
me
a
better
leader
and
a
better
person.
Thank
You.
13. Justin Cole
Student # 557426
Master of Literacy, Leadership and School Development.
Assignment Part 2&3
13
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T.
R.
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Revisiting
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and
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Development,
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Leadership
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Reframing
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