Compare the Historic Approach to the New Approach (ELM)
1. Ali Institute of Education, Lahore
Compare and Contrast the HistoricApproach to the NewApproach
Presented To: Miss Sarah Faizan Malik
Presented By: Suleman Yousaf
2. If a child can’t learn the way we
teach, maybe we should ‘teach the
way they learn’.
3. History of ELM:
• The term school leadership came into existence in the
late 20th century for several reasons. Demands were
made on schools for higher levels of student
achievement, and schools were expected to improve
and reform.
• In the United States, role of the chief school
administrator, has undergone many changes since the
creation of the position which is often attributed to
the Buffalo Common Council that approved a
superintendent on June 9, 1837. If history serves us
correctly, the superintendent is about 170 years old
with four major role changes from the early 19th
century through the first half of the 20th century and
into the early years of the 21st century.
4. Reform of Educational Leadership
1. Clerical in nature and focused on assisting the board of
education with day-to-day details of running the school.
2. Chief school administrator fulfilling the role of teacher-
scholar or master educator who had added an emphasis on
curricular and instructional matters to school operations.
3. Chief school administrator role by shifting the emphasis to
expert manager with efficiency in handling non-instructional
tasks such as budget, facility, and transportation.
4. Today with the Chief school administrator viewed as chief
executive officer, including the roles of professional adviser
to the board, leader of reforms, manager of resources and
communicator to the public.
5. Types of Leadership styles in Education:
1. Hierarchical: Administrative head, the principal, carries out
all duties of a:- planner, supervisor, analyst, resource
allocator, etc. A very straightforward, with major emphasis
on efficiency, control and routines. (top-down approach)
• Transformational style :Transformational leadership fosters a
sense of purpose and meaning to unite people for a better
cause. (Although, most decisions are taken individually or by a
small group of people)
1. Facilitative: Empowering the entire education system is the
primary goal.
6. Kaizen 改善
• It is a Japanese word that means ‘Continues
Improvement’ by involving people from Top to
Bottom.
Everyone
Everyday
Everywhere
“Without learning the wise become foolish; by
learning, the foolish becomes wise”.
10. Compare and Contrast the HistoricApproach to the
NewApproach
Historic Approach
• Reactive Approach (Response)
• Task Oriented
• Information provider
• Time Bounded
• Paper work
New Approach
• Proactive Approach (Responsibility)
• Skilled Oriented
• Facilitator
• Task Oriented
• People Work
11. References:
Anderson, J. D. (2006). A tale of two Browns: Constitutional equality
and unequal education. In Ball, A. F. (ed.) With More Deliberate
Speed. 105th Yearbook of the NSSE, pp 14–35. Malden, MA:
Blackwell.
Bamford, T. W. (1957). The public school town in the nineteenth
century. British Journal of Educational Studies 6, 25–36.
Baron, G. (1969). The study of educational administration in
England. In Baron, G. and Taylor, W. (eds.) Educational
Administration and the Social Sciences, pp 3–17. London: Athlone.
• YouTube - Learning to Change-Changing to Learn. (2008, May 15).
YouTube - Broadcast Yourself. Retrieved April 8, 2010, from
http://www.youtube.com/watch?v=tahTKdEUAPk
Session 3 (Class Lecture)
