SlideShare a Scribd company logo
1 of 60
IN-SERVICE TEACHER TRAINING PROGRAM 
Key to School Effectiveness 
21st Century School Leadership 
Samar Bouzeineddine 
Nov. 8, 2014
Objectives 
1. Contrast leadership and management 
2. Contrast 20th school leadership and 21st leadership 
3. Interpret 21st school leadership target 
4. Analyze leadership pillars 
5. Comprehend and apply leadership approaches and types 
6. Reflect on leadership challenges and leader role
Managers 
• Managers know how to 
plan, budget, organize, staff, 
control, and problem solve 
• Managers deal mostly with 
the status quo 
• Management is a bottom 
line focus: How can I best 
accomplish certain things? 
• Management is doing things 
Managers Vs. Leaders 
right 
Leaders 
• Leaders create and 
communicate visions and 
strategies 
• Leaders deal mostly with 
change 
• Leadership deals with the 
top line: What are the things 
I want to accomplish? 
• Leadership is doing the 
right things
Learning 
Leadership for…. 
Collaborative 
Cultures 
Vision-Driven 
Leadership 
Continuous 
Change
Learning in the Past Learning in the Future 
School Leadership
20th Century Leadership 
• Studied best teaching 
practices…looked at teacher 
behavior 
• Assumed learner needs 
were known…work skills 
for business and industry 
and skills for college and 
careers 
21st Century Leadership 
• Study learning…look at 
student engagement in 
problem solving, critical 
thinking, and creativity 
• Understand future skills are 
not known…must build 
basic knowledge and the 
capacity and desire to learn 
Leadership for Learning
20th Century Leadership 
• Focused on school 
climate and 
collegiality…create 
congenial work 
environment and social 
relationships 
21st Century Leadership 
• Focus on a learner-centered 
culture…create 
professional collaboration 
and professional learning 
Leadership for Collaborative Cultures
20th Century Leadership 
• Change was sporadic and 
first-order…usually 
mandated from the 
government and seldom 
lasted or valued 
• Change was made and 
expected it to be long 
term or even permanent 
21st Century Leadership 
• Change is constant and 
second-order…urgency to 
change is ever-present 
and always will be 
• Change is a continuous 
progression of reflection 
and collaboration… 
collective problem 
solving that builds 
commitment and efficacy 
among staff 
Leadership for Continuous Change
20th Century Leadership 
• Schools seldom 
developed change 
plans…when they did 
they were strategic 
• The strategic plan 
required a vision…which 
the principal wrote, 
printed, and posted in all 
classrooms 
21st Century Leadership 
• Comprehensive, systemic 
plans are the basis for 
continuous change…broad 
in scope and engaging all 
staff in the development, 
implementation, assessment, 
and refinement 
• Change is vision driven 
…describing where we want 
to be in five years and 
grounded in best practices 
Vision-Driven Leadership
21st School Leadership Target
• As principals, how do we determine the current state of 
our school’s culture? 
• How do we measure the health of our school’s culture? 
School Culture Triage Survey 
The real questions are ….
• Professional collaboration: Do teachers and staff 
members meet and work together to solve professional 
issues – instructional, organizational, or curricular issues? 
• Affiliative and collegial relationships: Do people enjoy 
working together, support one another, and feel valued 
and included? 
• Efficacy or self-determination: Are people in the school 
because they want be? Do they work to improve their 
skills as true professionals? 
Administering the Survey
21st Century Learner/Teacher 
A Vision of K-12 Students Today
Global 
Awareness 
Economic & 
Business 
Literacy 
Environmental 
Literacy 
Civic 
Literacy 
Health 
Literacy 
21st Century Themes
 Learning and 
Innovation 
1. Creativity and innovation 
2. Critical thinking and 
problem solving 
3. Communication and 
collaboration 
21st Century Skills
 Information & Technology 
1. Information Literacy 
2. Media Literacy 
3. ICT Literacy (Information 
Communication Technology) 
21st Century Skills
 Life & Career 
1. Flexibility & Adaptability 
2. Initiative & Self-direction 
3. Social & Cross-cultural Skills 
4. Productivity & Accountability 
5. Leadership & Responsibility 
21st Century Skills
• It’s important to scaffold teachers in teaching 21C skills explicitly 
• Teachers can’t assume kids know how to do be collaborative or be 
What does this mean for the classroom 
teacher? 
problem solvers, etc. 
• This is the huge challenge for teachers currently---to step back from 
content knowledge exclusively and take more responsibility for the 
direct teaching of these more “soft” or cross-disciplinary skills that 
relate to any content discipline. 
• In thoughtful classrooms, talk about thinking is part of every subject 
and every lesson. There is no, “Okay, now we’ll do our thinking 
lesson.” Instead there is, “Now we’re going to think scientifically,” and 
“Now we’re going to think like authors.” 
• Conversations about thinking should happen at every grade level.
• Project-based learning offers rich opportunities for providing 
instruction in specific thinking skills and strategies while 
emphasizing subject area learning in authentic contexts. 
• By teaching 10-15 minute mini-lessons on skills while students are 
working on projects, teachers can organize instruction so students can 
immediately apply what they have learned in meaningful contexts. 
• Effective explicit instruction generally consists of six components: 
1. Selection of an appropriate skill or strategy for instruction 
2. Labeling and categorizing of the skill 
3. Modeling of the skill through a think-aloud 
4. Guided practice of the skill with a partner or small group 
5. Explanation of how and when to use the skill or strategy 
6. Ongoing coaching on how to use the skill effectively 
Teaching Specific Skills
Nature’s Heart Beats
Leaders in Religion, Media, Technology
Competencies Do’s Characteristics 
Behaviour Attitudes 
Leadership’s Pillars
 Strategic vision and the 
ability to share that 
 Clear communication 
and messages 
 Success beyond narrow 
professional boundaries 
 Leading by influence, 
Competencies 
not control 
 Creating alliances and 
devolved management 
 Flexibility and versatility
Do’s 
 Put performance at the 
top of the agenda 
 Translate vision into 
action 
 Influence behaviours 
through diversity and 
mutual respect 
 Rouse the workforce 
from indifference to 
enthusiasm 
 Develop a workforce 
with focus and relentless 
desire to improve
 Bold 
 Firm or bloody-minded 
 Charismatic 
 Visionary - Macro view 
 Assured/Confident 
 Self-aware 
 Inspiring 
 Focused 
 Energetic & Passionate 
 Persuasive/Influential 
Characteristics
Behaviour 
 Decision-making 
 Risk taking 
 Crossing the 
line/Pushing the 
boundaries 
 Joined-up thinking/acting 
 Team-building 
 Communicating 
 Encouraging and 
motivating 
 Leading by example 
 Saying ‘thank you
Attitude 
 ‘Can Do’ 
 Challenging 
 Establishing high 
standards for self and 
others 
 Trusting 
 Delegating 
 Promoting learning 
 Empowering! 
 Welcoming diversity
‘Leaders are born, not made. 
Who would want to be led by 
you?’
Leadership 
Strategies/Approaches
• Has its roots in leadership theory 
• Suggests that certain people are born with special traits 
that made them great leaders 
• Identifies the major traits – intelligence, self-confidence, 
determination, integrity, sociability 
• Used by organizations to identify how individuals will fit 
within their organizations 
• Used for personal awareness and development (analyze 
strengths and weaknesses) 
Trait Approach
Positives 
• Fits into the popular idea 
(leaders are special people) 
• Is validated by research studies 
• Provides an in-depth 
understanding of the leader 
component 
• Provides some benchmarks 
against which individuals can 
evaluate their own personal 
leadership attributes 
Negatives 
• Has failed to provide a 
definitive list of leadership 
traits 
• Has failed to take into account 
the impact of situations 
• Has no adequately linked the 
traits of leaders with other 
outcomes such as group and 
team performance 
• Is not useful for training and 
development 
Trait Approach
• is a leader-centered perspective (Depth) 
• Emphasizes the competencies of leaders 
• Depends on three basic personal skills: technical, 
human, and conceptual 
• Was developed in 1990s to explain the capabilities 
(knowledge and skills) 
• Defines five components of effective leader 
performance: competencies, individual attributes, 
leadership outcomes, career experiences, and 
environmental influences 
Skills Approach
• Problem solving skills 
• Social judgment skills 
• Knowledge 
Competencies 
• General cognitive ability 
• Motivation 
• Personality 
Individual 
Attributes 
Affected by career experiences and 
environment 
Skills Approach
Positives 
• Is a leader-centered model 
• Places learned kills at the 
center of effective leadership 
performance 
• Is available to everyone 
• Provides a map that explains 
how effective leadership can 
be achieved 
• Provides a structure for 
leadership education and 
development programs 
Negatives 
• Is weak in predictive value and 
does not explain a person’s 
competencies lead to effective 
leadership performance 
• Claims not to be a trait 
approach but individual traits 
play a large role 
Skills Approach
• Focuses on what leaders do rather than who leaders are 
• Suggests that leaders engage in two types of behaviours: 
task behaviours and relationship behaviours 
Task Behaviour 
The degree to which you help 
others by defining their roles and 
letting them know what is expected 
of them 
Relationship Behaviour 
The degree to which you try to 
make subordinates feel 
comfortable with themselves, each 
other, and the group itself. 
Style Approach
• To find a universal set of leadership behaviours capable 
of explaining leadership effectiveness in every situation 
• Originated from three different lines of research: Ohio 
State University studies, University of Michigan studies, 
Blake and Mouton Managerial Grid to find the best way 
for leaders to combine task and relationship behaviors. 
Style Approach
Positives 
• Has broadened the scope of 
leadership research to include 
the leaders’ behaviours rather 
than only their personal traits 
• Is a reliable approach 
• Underscores the importance of 
the two core dimensions of 
leadership behaviour: task and 
relationship 
• Provides us with a broad 
conceptual map useful in gaining 
understanding of our own 
leadership behaviours 
• Reminds leaders that their 
impact on others occurs along 
both dimensions 
Negatives 
• Does not show association 
between leaders behaviours and 
outcomes: morale, job 
satisfaction, and productivity 
• Does not define a universal set 
of leadership behaviours that 
result in effective leadership 
• Implies but fails to support fully 
the idea that most effective 
leadership style is a high-high 
style 
Style Approach
• Situational leadership is a prescriptive approach to 
leadership that suggests how leaders can become 
effective in many different types of organizational 
settings involving a wide variety of organizational tasks. 
• This approach provides a model that suggests to leaders 
how they should behave based on demands of a particular 
situation. 
Situational Leadership
Leadership 
Style 
Directive Supportive 
1 High Low 
2 High High 
3 Low High 
4 Low Low 
Development 
Level 
Competence Commitment 
1 Low High 
2 Moderate Low 
3 Moderate Lack 
4 High High 
Situational Leadership Styles 
Development Levels
Positives 
• Is a standard for training 
leaders 
• Is a practical approach and 
easily understood and applied 
• Sets clear prescriptions to 
enhance leadership 
effectiveness 
• Stresses that there is no best 
Situational Approach 
style 
Negatives 
• Does not have a strong body of 
research findings 
• Is not clear in explaining how 
subordinates development 
levels improve of their 
commitment changes over time 
• Does not provide guidelines 
for how this approach can be 
used in group settings
• Is the newest approach to leadership 
• Is the process of how leaders inspire followers to 
accomplish their great goals 
• Requires understanding and adaptation to the needs and 
motives of followers 
Transformational Leadership
• Transformational leadership can be assessed trough the 
use of the Multifactor Leadership Questionnaire (MLQ) 
which measures a leader’s behavior in the following 
areas: 
1. Idealized influence 
2. Inspirational motivation 
3. Intellectual stimulation 
4. Individualized consideration 
Transformational Leadership 
Styles
Knowledge is his positive power. Wisdom 
is his wide mission. Passion is his golden 
key. Arabian culture is his bold pride. 
Creativity is the trait of his techniques, and 
originality is the spirit of his profession. 
Equipped with faith, ethics, and values, he 
has been determined to develop and spread 
Arabian Martial Arts locally, regionally, 
and internationally. 
He is Dr. Walid Kassas, the open-minded 
leader who successfully founded a new 
identity, created a professional image of 
Arabian Sports, and reached universal 
standards worldwide. 
Transformational Leadership 
Model
Transformational Leadership 
Model 
How does the quality of Dr. Walid’ 
leadership influence his athletic 
profession? 
Efficiency, adaptation, and human 
resources are the main skills which have 
been evident in his specific leadership 
behaviors and his management of sport 
programs and activities. 
He appreciates the need to understand and 
adapt to the needs and motives of 
followers. 
He is the change agent, the role model, 
who can create and articulate a clear vision 
for an organization, who empowers 
followers and plant trustworthiness in them 
to meet higher standards..
Transformational Leadership 
Model 
In Lebanon, 13 clubs are founded 
not only in Tripoli but in Beirut , 
South, North , and Mountain of 
Lebanon. 
In Arab Federation, 16 Arab 
countries are members and each one 
has many clubs. 
Internationally, there are more then 70 
countries too.
Positives 
• Is a current model 
• Has strong intuitive appeal 
• Emphasizes the importance of 
followers in the leadership 
process and their growth 
• Places strong emphasis on 
morals and values 
Negatives 
• Lacks clarity 
• Is based on MLQ which has 
been challenged by some 
research 
• Creates a framework that 
implies that transformational 
leadership has a trait-like 
quality 
• Suffers from a heroic 
leadership bias 
• Has the potential to be used in 
negative ways by leaders 
Transformational Approach
• Provides a framework in which to study the systematic 
factors that contribute to a group’s outcomes or general 
effectiveness. 
• Aims to help the group accomplish its goals by 
monitoring and diagnosing the group and taking the 
requisite action. 
Team Leadership
• Larson and LaFasto have developed questionnaires to be filled by team 
members and the team leader which can aid in diagnosing specific areas 
of team problems and suggest action steps to be taken by the team. They 
assess team’s health in terms of goal, structure, team members, 
commitment, climate standards, and eternal support; in addition to the 
leader effectiveness in terms of goal focusing, ensuring a collaborative 
climate, building confidence, setting priorities, and managing 
performance. Then, strategic decisions must be made: 
1. What type of intervention should be used (monitoring or action 
taking)? 
2. At what level should the intervention be targeted? (internal or 
external)? 
3. What leadership function should be implemented to improve group 
functioning? 
Team Leadership
• Though the model needs testing, it has strengths: 
a) Focuses on real-life organizational teams and their 
effectiveness 
b) Emphasizes the functions of leadership that can be 
shared and distributed within the work group 
c) Offers guidance in selecting leaders and team members 
with the appropriate diagnostic and action-taking skills 
d) Provides a cognitive model for understanding and 
researching organizational teams 
Team Leadership 
Strengths
Leadership Challenges & 
Leader’s Role
5 Dysfunctions Leaders 
Face 
Taken from “The Five Dysfunctions of a Team “ 
and “ Overcoming The Five Dysfunctions Of A 
Team” 
by Patrick Lencioni
INATTENTION 
TO RESULTS 
Avoidance of 
ACCOUNTABILITY 
Lack of 
COMMITMENT 
Fear of CONFLICT 
Absence of TRUST 
The Five dysfunctions Leaders 
Face
Team with Absence of trust, fear of conflict, lack 
of commitment, avoidance of accountability, 
inattention of results make teams 
• Conceal their weaknesses and mistakes 
from one another 
• Hesitate to ask for help or provide 
constructive feedback 
• Fail to recognize and tap into one another’s 
skills and experiences 
• Waste time and energy managing their 
behaviors for effect 
• Ignore controversial topics that are critical 
to team success 
• Breeds lack of confidence and fear of 
failure 
• Create resentment among team members 
who have different standards of 
performance 
• Fail to grow 
• Encourage team members to focus on their 
own careers and individual goals 
Teams that trust, engage in conflict, commit, 
hold accountability, and focus on collective 
results 
• Admit weakness and mistakes and ask 
for help 
• Take risks in offering feedback and 
assistance 
• Appreciate and tap into one another’s 
skills and experiences 
• Look forward to meetings and other 
opportunities to work as a group 
• Develop an ability to learn from 
mistakes 
• Identify potential problems quickly by 
questioning one another’s approaches 
without hesitation 
• Minimize individualistic behavior 
• Enjoy success and suffers failure 
acutely 
• Benefit from individuals who 
subjugate their own goals/interests for 
the good of the team
Demonstrate vulnerability 
Leader Role
Demonstrate restraint when team 
members engage in conflict 
Leader Role
 Be comfortable with the prospect of 
making a decision that ultimately turns 
out to be wrong 
 Constantly push the group for closure 
around issues and adherence to 
schedules the team has set 
Leader Role
• Regularly provide team Rewards 
• Explicitly communicate goals and standards of 
behavior 
• Regularly discuss performance versus goals and 
standards 
Leader Role
Focus on 
Results 
Accountability 
Commitment 
Conflict 
Trust 
Where we would like to 
be!
“Authentic leadership starts 
with knowing what your most 
deeply held beliefs, values, 
and principles are. What do 
you really believe about 
people? What has motivated 
you? What is your true 
north—the internal compass 
that guides you through all 
your decisions?” 
BILL GEORGE, 
BESTSELLING AUTHOR 
OF TRUE NORTH

More Related Content

What's hot

Educational leadership
Educational leadershipEducational leadership
Educational leadershipCheryl Asia
 
Instructional leadership
Instructional leadershipInstructional leadership
Instructional leadershipmilaazofeifa
 
Principal School Head Teacher the Secrets of a Good Principal
Principal School Head Teacher the Secrets of a Good PrincipalPrincipal School Head Teacher the Secrets of a Good Principal
Principal School Head Teacher the Secrets of a Good PrincipalRajeev Ranjan
 
Educational Administration and supervision (Reflection Notes)
Educational Administration and supervision (Reflection Notes)Educational Administration and supervision (Reflection Notes)
Educational Administration and supervision (Reflection Notes)Ghulam Mujtaba
 
Educational Leadership - The Importance of Leadership and Management to Educa...
Educational Leadership - The Importance of Leadership and Management to Educa...Educational Leadership - The Importance of Leadership and Management to Educa...
Educational Leadership - The Importance of Leadership and Management to Educa...polchan
 
Educational Supervision and its types
Educational Supervision and its typesEducational Supervision and its types
Educational Supervision and its typesNeena Khala
 
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISION
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISIONFUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISION
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISIONJulie Anne Casa
 
The Instructional leader: TOwards School Improvement
The Instructional leader: TOwards School ImprovementThe Instructional leader: TOwards School Improvement
The Instructional leader: TOwards School ImprovementCarlo Magno
 
Educational leadership
Educational leadershipEducational leadership
Educational leadershipAnjali Sharma
 
Classroom management-presentation
Classroom management-presentationClassroom management-presentation
Classroom management-presentationambie36k
 
Instructional leadership model
Instructional leadership modelInstructional leadership model
Instructional leadership modelDr. Ernie Walker
 
Educational-leadership
Educational-leadershipEducational-leadership
Educational-leadershipAbdul Majid
 

What's hot (20)

Educational leadership
Educational leadershipEducational leadership
Educational leadership
 
Instructional leadership
Instructional leadershipInstructional leadership
Instructional leadership
 
Indicators of instructional leadership
Indicators of instructional leadershipIndicators of instructional leadership
Indicators of instructional leadership
 
Rethinking School Leadership
Rethinking School LeadershipRethinking School Leadership
Rethinking School Leadership
 
Principal School Head Teacher the Secrets of a Good Principal
Principal School Head Teacher the Secrets of a Good PrincipalPrincipal School Head Teacher the Secrets of a Good Principal
Principal School Head Teacher the Secrets of a Good Principal
 
Educational Administration and supervision (Reflection Notes)
Educational Administration and supervision (Reflection Notes)Educational Administration and supervision (Reflection Notes)
Educational Administration and supervision (Reflection Notes)
 
Educational Leadership - The Importance of Leadership and Management to Educa...
Educational Leadership - The Importance of Leadership and Management to Educa...Educational Leadership - The Importance of Leadership and Management to Educa...
Educational Leadership - The Importance of Leadership and Management to Educa...
 
Educational Supervision and its types
Educational Supervision and its typesEducational Supervision and its types
Educational Supervision and its types
 
School Performance Management
School Performance ManagementSchool Performance Management
School Performance Management
 
Instructional leadership 05.26.12
Instructional leadership 05.26.12Instructional leadership 05.26.12
Instructional leadership 05.26.12
 
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISION
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISIONFUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISION
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISION
 
Educational Leadership
Educational LeadershipEducational Leadership
Educational Leadership
 
Educational administration
Educational administration Educational administration
Educational administration
 
The Instructional leader: TOwards School Improvement
The Instructional leader: TOwards School ImprovementThe Instructional leader: TOwards School Improvement
The Instructional leader: TOwards School Improvement
 
Instructional leadership 05.26.12
Instructional leadership 05.26.12Instructional leadership 05.26.12
Instructional leadership 05.26.12
 
Educational leadership
Educational leadershipEducational leadership
Educational leadership
 
Educational leadership
Educational leadershipEducational leadership
Educational leadership
 
Classroom management-presentation
Classroom management-presentationClassroom management-presentation
Classroom management-presentation
 
Instructional leadership model
Instructional leadership modelInstructional leadership model
Instructional leadership model
 
Educational-leadership
Educational-leadershipEducational-leadership
Educational-leadership
 

Viewers also liked

A 21st Century School
A 21st Century SchoolA 21st Century School
A 21st Century SchoolPaul Samuel
 
21st Century Education. Is how more important than what?
21st Century Education. Is how more important than what?21st Century Education. Is how more important than what?
21st Century Education. Is how more important than what?Teemu Leinonen
 
2015 final booklet
2015 final booklet2015 final booklet
2015 final bookletteacherspet2
 
Education in the 21st century
Education in the 21st centuryEducation in the 21st century
Education in the 21st centuryMatthijs Roumen
 
Education of 21st century (BY:Anum Mushtaq)
Education of 21st century (BY:Anum Mushtaq)Education of 21st century (BY:Anum Mushtaq)
Education of 21st century (BY:Anum Mushtaq)QAU ISLAMABAD,PAKISTAN
 
Save the blue penguins
Save the blue penguinsSave the blue penguins
Save the blue penguinsEmmaWinder25
 
Critical competencies for 21st century leaders
Critical competencies for 21st century leadersCritical competencies for 21st century leaders
Critical competencies for 21st century leadersLou Russell
 
Strategic Innovation in Education for the 21st Century
Strategic Innovation in Education for the 21st CenturyStrategic Innovation in Education for the 21st Century
Strategic Innovation in Education for the 21st CenturySamer Chidiac
 
Reinventing Education for the 21st Century (Designing School 2.0)
Reinventing Education for the 21st Century (Designing School 2.0)Reinventing Education for the 21st Century (Designing School 2.0)
Reinventing Education for the 21st Century (Designing School 2.0)Wesley Fryer
 
Creating a 21st Century Classroom
Creating a 21st Century ClassroomCreating a 21st Century Classroom
Creating a 21st Century ClassroomSamantha Morra
 
Teaching fractions with manipulatives
Teaching fractions with manipulativesTeaching fractions with manipulatives
Teaching fractions with manipulativesAlison Goss
 
manipulatives
 manipulatives manipulatives
manipulativeskellzz
 
21st century education
21st century education21st century education
21st century educationJulia Janz
 
Ed Tech 101 THW Grp 6 - Manipulatives
Ed Tech 101 THW Grp 6 - ManipulativesEd Tech 101 THW Grp 6 - Manipulatives
Ed Tech 101 THW Grp 6 - ManipulativesEric Sendon
 
Challenges for 21st century education and blended learning
Challenges for 21st century education and blended learningChallenges for 21st century education and blended learning
Challenges for 21st century education and blended learningFrederik Questier
 
Principal reviewer (sample only)
Principal reviewer (sample only)Principal reviewer (sample only)
Principal reviewer (sample only)Noel Dauran
 
Nqesh 2014 (final mock test) with answers
Nqesh 2014 (final mock test) with answersNqesh 2014 (final mock test) with answers
Nqesh 2014 (final mock test) with answerstitserchriz Gaid
 

Viewers also liked (20)

A 21st Century School
A 21st Century SchoolA 21st Century School
A 21st Century School
 
21st Century Education. Is how more important than what?
21st Century Education. Is how more important than what?21st Century Education. Is how more important than what?
21st Century Education. Is how more important than what?
 
2015 final booklet
2015 final booklet2015 final booklet
2015 final booklet
 
Education in the 21st century
Education in the 21st centuryEducation in the 21st century
Education in the 21st century
 
Education of 21st century (BY:Anum Mushtaq)
Education of 21st century (BY:Anum Mushtaq)Education of 21st century (BY:Anum Mushtaq)
Education of 21st century (BY:Anum Mushtaq)
 
Save the blue penguins
Save the blue penguinsSave the blue penguins
Save the blue penguins
 
Critical competencies for 21st century leaders
Critical competencies for 21st century leadersCritical competencies for 21st century leaders
Critical competencies for 21st century leaders
 
Strategic Innovation in Education for the 21st Century
Strategic Innovation in Education for the 21st CenturyStrategic Innovation in Education for the 21st Century
Strategic Innovation in Education for the 21st Century
 
Reinventing Education for the 21st Century (Designing School 2.0)
Reinventing Education for the 21st Century (Designing School 2.0)Reinventing Education for the 21st Century (Designing School 2.0)
Reinventing Education for the 21st Century (Designing School 2.0)
 
Creating a 21st Century Classroom
Creating a 21st Century ClassroomCreating a 21st Century Classroom
Creating a 21st Century Classroom
 
Teaching fractions with manipulatives
Teaching fractions with manipulativesTeaching fractions with manipulatives
Teaching fractions with manipulatives
 
manipulatives
 manipulatives manipulatives
manipulatives
 
21st century education
21st century education21st century education
21st century education
 
Ed Tech 101 THW Grp 6 - Manipulatives
Ed Tech 101 THW Grp 6 - ManipulativesEd Tech 101 THW Grp 6 - Manipulatives
Ed Tech 101 THW Grp 6 - Manipulatives
 
21st Century Classroom
21st Century Classroom21st Century Classroom
21st Century Classroom
 
Math Manipulatives
Math ManipulativesMath Manipulatives
Math Manipulatives
 
Challenges for 21st century education and blended learning
Challenges for 21st century education and blended learningChallenges for 21st century education and blended learning
Challenges for 21st century education and blended learning
 
Principal reviewer (sample only)
Principal reviewer (sample only)Principal reviewer (sample only)
Principal reviewer (sample only)
 
Media Manipulation
Media ManipulationMedia Manipulation
Media Manipulation
 
Nqesh 2014 (final mock test) with answers
Nqesh 2014 (final mock test) with answersNqesh 2014 (final mock test) with answers
Nqesh 2014 (final mock test) with answers
 

Similar to Key to School Effectiveness: 21st Century Learning Leadership

Perspective-Leadership-Report-of-Rimelvin-Dungca-1.pptx
Perspective-Leadership-Report-of-Rimelvin-Dungca-1.pptxPerspective-Leadership-Report-of-Rimelvin-Dungca-1.pptx
Perspective-Leadership-Report-of-Rimelvin-Dungca-1.pptxJennelynMaltizo1
 
CH 3_Theories and Approaches to School Leadership.pdf
CH 3_Theories and Approaches to School Leadership.pdfCH 3_Theories and Approaches to School Leadership.pdf
CH 3_Theories and Approaches to School Leadership.pdfVATHVARY
 
SCHOOL CULTURE, School Culture Influences:
SCHOOL CULTURE, School Culture Influences:SCHOOL CULTURE, School Culture Influences:
SCHOOL CULTURE, School Culture Influences:zachharveyneil
 
Management_in__Education_notes[1].pptx
Management_in__Education_notes[1].pptxManagement_in__Education_notes[1].pptx
Management_in__Education_notes[1].pptxrosalia263302
 
Adaptive Leadership - immaculate.pptx
Adaptive Leadership - immaculate.pptxAdaptive Leadership - immaculate.pptx
Adaptive Leadership - immaculate.pptxmichelepinnock
 
Teaching as Leadership (July 17)
Teaching as Leadership (July 17)Teaching as Leadership (July 17)
Teaching as Leadership (July 17)Mann Rentoy
 
Pedagogical leadership handbook
Pedagogical leadership handbookPedagogical leadership handbook
Pedagogical leadership handbookTeachconnect
 
178969283-Leadership-in-Education-1-ppt.ppt
178969283-Leadership-in-Education-1-ppt.ppt178969283-Leadership-in-Education-1-ppt.ppt
178969283-Leadership-in-Education-1-ppt.pptsharlynpedro123987
 
Adaptive Leadership - immaculate.pptx
Adaptive Leadership - immaculate.pptxAdaptive Leadership - immaculate.pptx
Adaptive Leadership - immaculate.pptxmichelepinnock
 
Day 5 (01.5.2020) Skills and Values
Day 5 (01.5.2020)   Skills and ValuesDay 5 (01.5.2020)   Skills and Values
Day 5 (01.5.2020) Skills and ValuesVISHNUPRIYAN T
 
EDF 301 NOTES (1) Education and Leadership.pptx
EDF 301 NOTES (1) Education and Leadership.pptxEDF 301 NOTES (1) Education and Leadership.pptx
EDF 301 NOTES (1) Education and Leadership.pptxJacquesTwubahimana1
 
Principal as a Leader in Professional Learning Communites
Principal as a Leader in Professional Learning CommunitesPrincipal as a Leader in Professional Learning Communites
Principal as a Leader in Professional Learning Communitessmartinson
 
L5 Award in L&M
L5 Award in L&ML5 Award in L&M
L5 Award in L&Mamandajune
 
Instructional leadership2021.pptx
Instructional leadership2021.pptxInstructional leadership2021.pptx
Instructional leadership2021.pptx101643
 

Similar to Key to School Effectiveness: 21st Century Learning Leadership (20)

Perspective-Leadership-Report-of-Rimelvin-Dungca-1.pptx
Perspective-Leadership-Report-of-Rimelvin-Dungca-1.pptxPerspective-Leadership-Report-of-Rimelvin-Dungca-1.pptx
Perspective-Leadership-Report-of-Rimelvin-Dungca-1.pptx
 
CH 3_Theories and Approaches to School Leadership.pdf
CH 3_Theories and Approaches to School Leadership.pdfCH 3_Theories and Approaches to School Leadership.pdf
CH 3_Theories and Approaches to School Leadership.pdf
 
SCHOOL CULTURE, School Culture Influences:
SCHOOL CULTURE, School Culture Influences:SCHOOL CULTURE, School Culture Influences:
SCHOOL CULTURE, School Culture Influences:
 
Management_in__Education_notes[1].pptx
Management_in__Education_notes[1].pptxManagement_in__Education_notes[1].pptx
Management_in__Education_notes[1].pptx
 
Adaptive Leadership - immaculate.pptx
Adaptive Leadership - immaculate.pptxAdaptive Leadership - immaculate.pptx
Adaptive Leadership - immaculate.pptx
 
Leadership Skills.pptx
Leadership Skills.pptxLeadership Skills.pptx
Leadership Skills.pptx
 
Teaching as Leadership (July 17)
Teaching as Leadership (July 17)Teaching as Leadership (July 17)
Teaching as Leadership (July 17)
 
Pedagogical leadership handbook
Pedagogical leadership handbookPedagogical leadership handbook
Pedagogical leadership handbook
 
178969283-Leadership-in-Education-1-ppt.ppt
178969283-Leadership-in-Education-1-ppt.ppt178969283-Leadership-in-Education-1-ppt.ppt
178969283-Leadership-in-Education-1-ppt.ppt
 
Adaptive Leadership - immaculate.pptx
Adaptive Leadership - immaculate.pptxAdaptive Leadership - immaculate.pptx
Adaptive Leadership - immaculate.pptx
 
Day 5 (01.5.2020) Skills and Values
Day 5 (01.5.2020)   Skills and ValuesDay 5 (01.5.2020)   Skills and Values
Day 5 (01.5.2020) Skills and Values
 
Leadership
LeadershipLeadership
Leadership
 
EDF 301 NOTES (1) Education and Leadership.pptx
EDF 301 NOTES (1) Education and Leadership.pptxEDF 301 NOTES (1) Education and Leadership.pptx
EDF 301 NOTES (1) Education and Leadership.pptx
 
Principal as a Leader in Professional Learning Communites
Principal as a Leader in Professional Learning CommunitesPrincipal as a Leader in Professional Learning Communites
Principal as a Leader in Professional Learning Communites
 
Pl Cs And Principals
Pl Cs And PrincipalsPl Cs And Principals
Pl Cs And Principals
 
L5 Award in L&M
L5 Award in L&ML5 Award in L&M
L5 Award in L&M
 
QAAET Conference- Teaching & Learning - Carole McBride
QAAET Conference- Teaching & Learning - Carole McBrideQAAET Conference- Teaching & Learning - Carole McBride
QAAET Conference- Teaching & Learning - Carole McBride
 
QAAET Conference- Teaching & Learning - Carole McBride
QAAET Conference- Teaching & Learning - Carole McBrideQAAET Conference- Teaching & Learning - Carole McBride
QAAET Conference- Teaching & Learning - Carole McBride
 
Instructional leadership2021.pptx
Instructional leadership2021.pptxInstructional leadership2021.pptx
Instructional leadership2021.pptx
 
Mem 602
Mem 602Mem 602
Mem 602
 

Recently uploaded

Poster_density_driven_with_fracture_MLMC.pdf
Poster_density_driven_with_fracture_MLMC.pdfPoster_density_driven_with_fracture_MLMC.pdf
Poster_density_driven_with_fracture_MLMC.pdfAlexander Litvinenko
 
How to Analyse Profit of a Sales Order in Odoo 17
How to Analyse Profit of a Sales Order in Odoo 17How to Analyse Profit of a Sales Order in Odoo 17
How to Analyse Profit of a Sales Order in Odoo 17Celine George
 
Implanted Devices - VP Shunts: EMGuidewire's Radiology Reading Room
Implanted Devices - VP Shunts: EMGuidewire's Radiology Reading RoomImplanted Devices - VP Shunts: EMGuidewire's Radiology Reading Room
Implanted Devices - VP Shunts: EMGuidewire's Radiology Reading RoomSean M. Fox
 
An overview of the various scriptures in Hinduism
An overview of the various scriptures in HinduismAn overview of the various scriptures in Hinduism
An overview of the various scriptures in HinduismDabee Kamal
 
philosophy and it's principles based on the life
philosophy and it's principles based on the lifephilosophy and it's principles based on the life
philosophy and it's principles based on the lifeNitinDeodare
 
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...Gary Wood
 
Chapter 7 Pharmacosy Traditional System of Medicine & Ayurvedic Preparations ...
Chapter 7 Pharmacosy Traditional System of Medicine & Ayurvedic Preparations ...Chapter 7 Pharmacosy Traditional System of Medicine & Ayurvedic Preparations ...
Chapter 7 Pharmacosy Traditional System of Medicine & Ayurvedic Preparations ...Sumit Tiwari
 
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjStl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjMohammed Sikander
 
An Overview of the Odoo 17 Knowledge App
An Overview of the Odoo 17 Knowledge AppAn Overview of the Odoo 17 Knowledge App
An Overview of the Odoo 17 Knowledge AppCeline George
 
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...Nguyen Thanh Tu Collection
 
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...Nguyen Thanh Tu Collection
 
Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).Mohamed Rizk Khodair
 
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45MysoreMuleSoftMeetup
 
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading RoomSternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading RoomSean M. Fox
 
How To Create Editable Tree View in Odoo 17
How To Create Editable Tree View in Odoo 17How To Create Editable Tree View in Odoo 17
How To Create Editable Tree View in Odoo 17Celine George
 
Benefits and Challenges of OER by Shweta Babel.pptx
Benefits and Challenges of OER by Shweta Babel.pptxBenefits and Challenges of OER by Shweta Babel.pptx
Benefits and Challenges of OER by Shweta Babel.pptxsbabel
 
MOOD STABLIZERS DRUGS.pptx
MOOD     STABLIZERS           DRUGS.pptxMOOD     STABLIZERS           DRUGS.pptx
MOOD STABLIZERS DRUGS.pptxPoojaSen20
 
Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment
 Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment
Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatmentsaipooja36
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽中 央社
 

Recently uploaded (20)

Poster_density_driven_with_fracture_MLMC.pdf
Poster_density_driven_with_fracture_MLMC.pdfPoster_density_driven_with_fracture_MLMC.pdf
Poster_density_driven_with_fracture_MLMC.pdf
 
How to Analyse Profit of a Sales Order in Odoo 17
How to Analyse Profit of a Sales Order in Odoo 17How to Analyse Profit of a Sales Order in Odoo 17
How to Analyse Profit of a Sales Order in Odoo 17
 
Implanted Devices - VP Shunts: EMGuidewire's Radiology Reading Room
Implanted Devices - VP Shunts: EMGuidewire's Radiology Reading RoomImplanted Devices - VP Shunts: EMGuidewire's Radiology Reading Room
Implanted Devices - VP Shunts: EMGuidewire's Radiology Reading Room
 
An overview of the various scriptures in Hinduism
An overview of the various scriptures in HinduismAn overview of the various scriptures in Hinduism
An overview of the various scriptures in Hinduism
 
philosophy and it's principles based on the life
philosophy and it's principles based on the lifephilosophy and it's principles based on the life
philosophy and it's principles based on the life
 
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
 
Chapter 7 Pharmacosy Traditional System of Medicine & Ayurvedic Preparations ...
Chapter 7 Pharmacosy Traditional System of Medicine & Ayurvedic Preparations ...Chapter 7 Pharmacosy Traditional System of Medicine & Ayurvedic Preparations ...
Chapter 7 Pharmacosy Traditional System of Medicine & Ayurvedic Preparations ...
 
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjStl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
 
An Overview of the Odoo 17 Knowledge App
An Overview of the Odoo 17 Knowledge AppAn Overview of the Odoo 17 Knowledge App
An Overview of the Odoo 17 Knowledge App
 
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
 
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
 
Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).
 
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
 
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading RoomSternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
 
How To Create Editable Tree View in Odoo 17
How To Create Editable Tree View in Odoo 17How To Create Editable Tree View in Odoo 17
How To Create Editable Tree View in Odoo 17
 
Mattingly "AI and Prompt Design: LLMs with Text Classification and Open Source"
Mattingly "AI and Prompt Design: LLMs with Text Classification and Open Source"Mattingly "AI and Prompt Design: LLMs with Text Classification and Open Source"
Mattingly "AI and Prompt Design: LLMs with Text Classification and Open Source"
 
Benefits and Challenges of OER by Shweta Babel.pptx
Benefits and Challenges of OER by Shweta Babel.pptxBenefits and Challenges of OER by Shweta Babel.pptx
Benefits and Challenges of OER by Shweta Babel.pptx
 
MOOD STABLIZERS DRUGS.pptx
MOOD     STABLIZERS           DRUGS.pptxMOOD     STABLIZERS           DRUGS.pptx
MOOD STABLIZERS DRUGS.pptx
 
Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment
 Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment
Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
 

Key to School Effectiveness: 21st Century Learning Leadership

  • 1. IN-SERVICE TEACHER TRAINING PROGRAM Key to School Effectiveness 21st Century School Leadership Samar Bouzeineddine Nov. 8, 2014
  • 2. Objectives 1. Contrast leadership and management 2. Contrast 20th school leadership and 21st leadership 3. Interpret 21st school leadership target 4. Analyze leadership pillars 5. Comprehend and apply leadership approaches and types 6. Reflect on leadership challenges and leader role
  • 3. Managers • Managers know how to plan, budget, organize, staff, control, and problem solve • Managers deal mostly with the status quo • Management is a bottom line focus: How can I best accomplish certain things? • Management is doing things Managers Vs. Leaders right Leaders • Leaders create and communicate visions and strategies • Leaders deal mostly with change • Leadership deals with the top line: What are the things I want to accomplish? • Leadership is doing the right things
  • 4. Learning Leadership for…. Collaborative Cultures Vision-Driven Leadership Continuous Change
  • 5. Learning in the Past Learning in the Future School Leadership
  • 6. 20th Century Leadership • Studied best teaching practices…looked at teacher behavior • Assumed learner needs were known…work skills for business and industry and skills for college and careers 21st Century Leadership • Study learning…look at student engagement in problem solving, critical thinking, and creativity • Understand future skills are not known…must build basic knowledge and the capacity and desire to learn Leadership for Learning
  • 7. 20th Century Leadership • Focused on school climate and collegiality…create congenial work environment and social relationships 21st Century Leadership • Focus on a learner-centered culture…create professional collaboration and professional learning Leadership for Collaborative Cultures
  • 8. 20th Century Leadership • Change was sporadic and first-order…usually mandated from the government and seldom lasted or valued • Change was made and expected it to be long term or even permanent 21st Century Leadership • Change is constant and second-order…urgency to change is ever-present and always will be • Change is a continuous progression of reflection and collaboration… collective problem solving that builds commitment and efficacy among staff Leadership for Continuous Change
  • 9. 20th Century Leadership • Schools seldom developed change plans…when they did they were strategic • The strategic plan required a vision…which the principal wrote, printed, and posted in all classrooms 21st Century Leadership • Comprehensive, systemic plans are the basis for continuous change…broad in scope and engaging all staff in the development, implementation, assessment, and refinement • Change is vision driven …describing where we want to be in five years and grounded in best practices Vision-Driven Leadership
  • 11. • As principals, how do we determine the current state of our school’s culture? • How do we measure the health of our school’s culture? School Culture Triage Survey The real questions are ….
  • 12. • Professional collaboration: Do teachers and staff members meet and work together to solve professional issues – instructional, organizational, or curricular issues? • Affiliative and collegial relationships: Do people enjoy working together, support one another, and feel valued and included? • Efficacy or self-determination: Are people in the school because they want be? Do they work to improve their skills as true professionals? Administering the Survey
  • 13. 21st Century Learner/Teacher A Vision of K-12 Students Today
  • 14. Global Awareness Economic & Business Literacy Environmental Literacy Civic Literacy Health Literacy 21st Century Themes
  • 15.  Learning and Innovation 1. Creativity and innovation 2. Critical thinking and problem solving 3. Communication and collaboration 21st Century Skills
  • 16.  Information & Technology 1. Information Literacy 2. Media Literacy 3. ICT Literacy (Information Communication Technology) 21st Century Skills
  • 17.  Life & Career 1. Flexibility & Adaptability 2. Initiative & Self-direction 3. Social & Cross-cultural Skills 4. Productivity & Accountability 5. Leadership & Responsibility 21st Century Skills
  • 18. • It’s important to scaffold teachers in teaching 21C skills explicitly • Teachers can’t assume kids know how to do be collaborative or be What does this mean for the classroom teacher? problem solvers, etc. • This is the huge challenge for teachers currently---to step back from content knowledge exclusively and take more responsibility for the direct teaching of these more “soft” or cross-disciplinary skills that relate to any content discipline. • In thoughtful classrooms, talk about thinking is part of every subject and every lesson. There is no, “Okay, now we’ll do our thinking lesson.” Instead there is, “Now we’re going to think scientifically,” and “Now we’re going to think like authors.” • Conversations about thinking should happen at every grade level.
  • 19. • Project-based learning offers rich opportunities for providing instruction in specific thinking skills and strategies while emphasizing subject area learning in authentic contexts. • By teaching 10-15 minute mini-lessons on skills while students are working on projects, teachers can organize instruction so students can immediately apply what they have learned in meaningful contexts. • Effective explicit instruction generally consists of six components: 1. Selection of an appropriate skill or strategy for instruction 2. Labeling and categorizing of the skill 3. Modeling of the skill through a think-aloud 4. Guided practice of the skill with a partner or small group 5. Explanation of how and when to use the skill or strategy 6. Ongoing coaching on how to use the skill effectively Teaching Specific Skills
  • 21.
  • 22. Leaders in Religion, Media, Technology
  • 23. Competencies Do’s Characteristics Behaviour Attitudes Leadership’s Pillars
  • 24.  Strategic vision and the ability to share that  Clear communication and messages  Success beyond narrow professional boundaries  Leading by influence, Competencies not control  Creating alliances and devolved management  Flexibility and versatility
  • 25. Do’s  Put performance at the top of the agenda  Translate vision into action  Influence behaviours through diversity and mutual respect  Rouse the workforce from indifference to enthusiasm  Develop a workforce with focus and relentless desire to improve
  • 26.  Bold  Firm or bloody-minded  Charismatic  Visionary - Macro view  Assured/Confident  Self-aware  Inspiring  Focused  Energetic & Passionate  Persuasive/Influential Characteristics
  • 27. Behaviour  Decision-making  Risk taking  Crossing the line/Pushing the boundaries  Joined-up thinking/acting  Team-building  Communicating  Encouraging and motivating  Leading by example  Saying ‘thank you
  • 28. Attitude  ‘Can Do’  Challenging  Establishing high standards for self and others  Trusting  Delegating  Promoting learning  Empowering!  Welcoming diversity
  • 29. ‘Leaders are born, not made. Who would want to be led by you?’
  • 31. • Has its roots in leadership theory • Suggests that certain people are born with special traits that made them great leaders • Identifies the major traits – intelligence, self-confidence, determination, integrity, sociability • Used by organizations to identify how individuals will fit within their organizations • Used for personal awareness and development (analyze strengths and weaknesses) Trait Approach
  • 32. Positives • Fits into the popular idea (leaders are special people) • Is validated by research studies • Provides an in-depth understanding of the leader component • Provides some benchmarks against which individuals can evaluate their own personal leadership attributes Negatives • Has failed to provide a definitive list of leadership traits • Has failed to take into account the impact of situations • Has no adequately linked the traits of leaders with other outcomes such as group and team performance • Is not useful for training and development Trait Approach
  • 33. • is a leader-centered perspective (Depth) • Emphasizes the competencies of leaders • Depends on three basic personal skills: technical, human, and conceptual • Was developed in 1990s to explain the capabilities (knowledge and skills) • Defines five components of effective leader performance: competencies, individual attributes, leadership outcomes, career experiences, and environmental influences Skills Approach
  • 34. • Problem solving skills • Social judgment skills • Knowledge Competencies • General cognitive ability • Motivation • Personality Individual Attributes Affected by career experiences and environment Skills Approach
  • 35. Positives • Is a leader-centered model • Places learned kills at the center of effective leadership performance • Is available to everyone • Provides a map that explains how effective leadership can be achieved • Provides a structure for leadership education and development programs Negatives • Is weak in predictive value and does not explain a person’s competencies lead to effective leadership performance • Claims not to be a trait approach but individual traits play a large role Skills Approach
  • 36. • Focuses on what leaders do rather than who leaders are • Suggests that leaders engage in two types of behaviours: task behaviours and relationship behaviours Task Behaviour The degree to which you help others by defining their roles and letting them know what is expected of them Relationship Behaviour The degree to which you try to make subordinates feel comfortable with themselves, each other, and the group itself. Style Approach
  • 37. • To find a universal set of leadership behaviours capable of explaining leadership effectiveness in every situation • Originated from three different lines of research: Ohio State University studies, University of Michigan studies, Blake and Mouton Managerial Grid to find the best way for leaders to combine task and relationship behaviors. Style Approach
  • 38. Positives • Has broadened the scope of leadership research to include the leaders’ behaviours rather than only their personal traits • Is a reliable approach • Underscores the importance of the two core dimensions of leadership behaviour: task and relationship • Provides us with a broad conceptual map useful in gaining understanding of our own leadership behaviours • Reminds leaders that their impact on others occurs along both dimensions Negatives • Does not show association between leaders behaviours and outcomes: morale, job satisfaction, and productivity • Does not define a universal set of leadership behaviours that result in effective leadership • Implies but fails to support fully the idea that most effective leadership style is a high-high style Style Approach
  • 39. • Situational leadership is a prescriptive approach to leadership that suggests how leaders can become effective in many different types of organizational settings involving a wide variety of organizational tasks. • This approach provides a model that suggests to leaders how they should behave based on demands of a particular situation. Situational Leadership
  • 40. Leadership Style Directive Supportive 1 High Low 2 High High 3 Low High 4 Low Low Development Level Competence Commitment 1 Low High 2 Moderate Low 3 Moderate Lack 4 High High Situational Leadership Styles Development Levels
  • 41. Positives • Is a standard for training leaders • Is a practical approach and easily understood and applied • Sets clear prescriptions to enhance leadership effectiveness • Stresses that there is no best Situational Approach style Negatives • Does not have a strong body of research findings • Is not clear in explaining how subordinates development levels improve of their commitment changes over time • Does not provide guidelines for how this approach can be used in group settings
  • 42. • Is the newest approach to leadership • Is the process of how leaders inspire followers to accomplish their great goals • Requires understanding and adaptation to the needs and motives of followers Transformational Leadership
  • 43. • Transformational leadership can be assessed trough the use of the Multifactor Leadership Questionnaire (MLQ) which measures a leader’s behavior in the following areas: 1. Idealized influence 2. Inspirational motivation 3. Intellectual stimulation 4. Individualized consideration Transformational Leadership Styles
  • 44. Knowledge is his positive power. Wisdom is his wide mission. Passion is his golden key. Arabian culture is his bold pride. Creativity is the trait of his techniques, and originality is the spirit of his profession. Equipped with faith, ethics, and values, he has been determined to develop and spread Arabian Martial Arts locally, regionally, and internationally. He is Dr. Walid Kassas, the open-minded leader who successfully founded a new identity, created a professional image of Arabian Sports, and reached universal standards worldwide. Transformational Leadership Model
  • 45. Transformational Leadership Model How does the quality of Dr. Walid’ leadership influence his athletic profession? Efficiency, adaptation, and human resources are the main skills which have been evident in his specific leadership behaviors and his management of sport programs and activities. He appreciates the need to understand and adapt to the needs and motives of followers. He is the change agent, the role model, who can create and articulate a clear vision for an organization, who empowers followers and plant trustworthiness in them to meet higher standards..
  • 46. Transformational Leadership Model In Lebanon, 13 clubs are founded not only in Tripoli but in Beirut , South, North , and Mountain of Lebanon. In Arab Federation, 16 Arab countries are members and each one has many clubs. Internationally, there are more then 70 countries too.
  • 47. Positives • Is a current model • Has strong intuitive appeal • Emphasizes the importance of followers in the leadership process and their growth • Places strong emphasis on morals and values Negatives • Lacks clarity • Is based on MLQ which has been challenged by some research • Creates a framework that implies that transformational leadership has a trait-like quality • Suffers from a heroic leadership bias • Has the potential to be used in negative ways by leaders Transformational Approach
  • 48. • Provides a framework in which to study the systematic factors that contribute to a group’s outcomes or general effectiveness. • Aims to help the group accomplish its goals by monitoring and diagnosing the group and taking the requisite action. Team Leadership
  • 49. • Larson and LaFasto have developed questionnaires to be filled by team members and the team leader which can aid in diagnosing specific areas of team problems and suggest action steps to be taken by the team. They assess team’s health in terms of goal, structure, team members, commitment, climate standards, and eternal support; in addition to the leader effectiveness in terms of goal focusing, ensuring a collaborative climate, building confidence, setting priorities, and managing performance. Then, strategic decisions must be made: 1. What type of intervention should be used (monitoring or action taking)? 2. At what level should the intervention be targeted? (internal or external)? 3. What leadership function should be implemented to improve group functioning? Team Leadership
  • 50. • Though the model needs testing, it has strengths: a) Focuses on real-life organizational teams and their effectiveness b) Emphasizes the functions of leadership that can be shared and distributed within the work group c) Offers guidance in selecting leaders and team members with the appropriate diagnostic and action-taking skills d) Provides a cognitive model for understanding and researching organizational teams Team Leadership Strengths
  • 51. Leadership Challenges & Leader’s Role
  • 52. 5 Dysfunctions Leaders Face Taken from “The Five Dysfunctions of a Team “ and “ Overcoming The Five Dysfunctions Of A Team” by Patrick Lencioni
  • 53. INATTENTION TO RESULTS Avoidance of ACCOUNTABILITY Lack of COMMITMENT Fear of CONFLICT Absence of TRUST The Five dysfunctions Leaders Face
  • 54. Team with Absence of trust, fear of conflict, lack of commitment, avoidance of accountability, inattention of results make teams • Conceal their weaknesses and mistakes from one another • Hesitate to ask for help or provide constructive feedback • Fail to recognize and tap into one another’s skills and experiences • Waste time and energy managing their behaviors for effect • Ignore controversial topics that are critical to team success • Breeds lack of confidence and fear of failure • Create resentment among team members who have different standards of performance • Fail to grow • Encourage team members to focus on their own careers and individual goals Teams that trust, engage in conflict, commit, hold accountability, and focus on collective results • Admit weakness and mistakes and ask for help • Take risks in offering feedback and assistance • Appreciate and tap into one another’s skills and experiences • Look forward to meetings and other opportunities to work as a group • Develop an ability to learn from mistakes • Identify potential problems quickly by questioning one another’s approaches without hesitation • Minimize individualistic behavior • Enjoy success and suffers failure acutely • Benefit from individuals who subjugate their own goals/interests for the good of the team
  • 56. Demonstrate restraint when team members engage in conflict Leader Role
  • 57.  Be comfortable with the prospect of making a decision that ultimately turns out to be wrong  Constantly push the group for closure around issues and adherence to schedules the team has set Leader Role
  • 58. • Regularly provide team Rewards • Explicitly communicate goals and standards of behavior • Regularly discuss performance versus goals and standards Leader Role
  • 59. Focus on Results Accountability Commitment Conflict Trust Where we would like to be!
  • 60. “Authentic leadership starts with knowing what your most deeply held beliefs, values, and principles are. What do you really believe about people? What has motivated you? What is your true north—the internal compass that guides you through all your decisions?” BILL GEORGE, BESTSELLING AUTHOR OF TRUE NORTH