0001-1-educational-leadership-.pdf to all students and teachers

0001-1-educational-leadership-.pdf to all students and teachers

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  UNIVERSITY OF CAMBODIA COLLEGEOF EDUCATION UNDRTGRADUATE PROGRAM WELCOME TO EDUCATIONAL LEADERSHIP (EAD: 620) SEAM Chanthoul Phone: 096 8910808/0973003442 Email: seamchanthoul1@gmail.com Term III -2022-2023
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  Educational Leadership Introduction & Definition LeadershipStyles in Education Hierarchical, Transformational and Facilitative Developing effective School Leaders Teacher’s role as Leaders 21st Century Leadership in Education Innovation Leadership and 21st Century Teaching & Learning
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  Explores organizational theories, modelsof theories, models of leadership & management, and personal & organizational change. Bridges the theories to practical applications in education settings.
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  To provide participantswith an insight of Educational Leadership styles and opportunity to explore role of Teacher as leaders in school change management and restructuring in the 21st Century teaching and learning. To assist participants to choose and situate best leadership styles within organization function, and to develop a vision of their leadership practice within a perspective of how school organization works.
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  Education & Leadership Introduction &Definition
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  EDUCATION Education in generalsense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. • A process of acquiring knowledge and delivering to others • Knowledge is an awareness of self and surroundings • Self awareness is a process of knowing about personal potentials, faculties, dreams and desires. • knowing surroundings with its realities, structures, requirements, usages and its relationship to self is knowledge.
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  LEADERSHIP Definition: described as“a process of social influence which one person can enlist the aid and support of others in the accomplishment of a common task’’. For example, some understand a leader simply as somebody whom people follow, or as somebody who guides or directs others, while others define leadership as "organizing a group of people to achieve a common goal’’. ’Studies of leadership have produced theories involving traits, situational interaction, function, behavior, power, vision and values, charisma, and intelligence, among others.
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  School leadership-often used synonymouslyin USA and has replaced educational management in the United Kingdom and school management in Pakistan. Several institutions through out the world offer graduate degrees in educational leadership. School leadership- a process of enlisting and guiding the talents and energies of teachers, pupils, and Parents toward achieving common educational aims.
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  Introduction: School Leadership Cameinto currency in the late 20th century. Demands were made on schools for higher levels of pupil achievement, and schools were expected to improve and reform. These expectations accompanied by calls for accountability at the school level. Administration and management are terms that suggest stability through the exercise of control and supervision.
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  The concept ofleadership was favored because it conveys dynamism and pro-activity. The principal or school head is commonly thought to be the school leader; however, school leadership may include other persons, such as members of a formal leadership team and other persons who contribute toward the aims of the school.
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  Good leaders aremade not born. Effective leader- desire and will power through a never ending process of self-study, education, training, and experience. To inspire your workers into higher levels of teamwork, you must:- be, know and, do. These do not come naturally, but are acquired through continual work and study. Good leaders continually improve their leadership skills; they are NOT resting on their achievements. Leaders, Born or made?
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  -a leader's wayof providing direction, implementing plans, and motivating people. Different situations however, call for different leadership styles. Autocratic leadership style- may be most effective in an emergency, with little time on an agreement & where designated authority has more experience or expertise:- However, in a highly motivated and aligned team with a homogeneous level of expertise, a more democratic or laissez- faire style may be more effective. The style adopted should be the one most effectively achieves the objectives balancing the interests of its members.
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  When it comes toEducational Leadership, which Style?
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  Types of Leadership Stylesin Education
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  Education is animportant aspect of human life. How we receive and translate it into our daily way of life is quite largely dependent upon the way it gets passed on. Educational leadership has been studied over years to address long- standing concern of students, educators, and society as a whole.
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  Leadership styles wereintroduced to address the needs of students from diverse backgrounds. Three different types of styles commonly practiced are. 1.Hierarchical 2.Transformational 3.Facilitative
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  Types of LeadershipStyles in Education 1.Hierarchical Style Based on the traditional method of education, emphasis in a top-down approach with formal authority and little scope for participatory analysis. 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.
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  Types of LeadershipStyles in Education 2. Transformational style Based on working together to put in place a mechanism that will win immediate benefits and future ones. This leadership style opens the door wide for intellectual excitement, motivation through values and a shared vision by participation in leadership activities. (Although, most decisions are taken individually or by a small group of people) Transformational leadership fosters a sense of purpose and meaning to unite people for a better cause.
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  Types of LeadershipStyles in Education 3. Facilitative style Similar strategies used in transformational styles, but more democratic as well as interactive in practice. Works with the entire management, offering partnership in preparing for the future, promoting collective ideas by being a part of the crowd, rather than being at the center. Empowering the entire education system is the primary goal.
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  What works best? Whatworks best for which institution and how it needs to be, is based on careful strategic planning and consideration of its vision. Ideally, a leader should use strategies and options flexibly to balance both; short-term and long- term goals, and must serve the institutional values. State-of-the art programs for leadership courses are now available and provided by policy makers and educational leaders for best delivery designed for teachers to students.
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  Developing Effective SchoolLeaders. Role of school leader has grown beyond that of administrator as more countries require better achievement and grant greater autonomy to schools in designing curricula and managing resources. Responsibilities need to be clearly defined, providing access to appropriate professional development, and acknowledging their pivotal role in improving school and student performance. Knowledge of the different roles and responsibilities of 21st Century school leaders and how countries succeeded in developing effective school leaders at scale is now a necessity.
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  Teacher’s role asLeaders Ten Teacher’s Role
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  The ways teacherscan lead are as varied as teachers themselves. Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers. So what are some of the leadership options available to teachers? The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success.
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  1. Resource Provider Teachershelp their colleagues by sharing instructional resources. These might include Web sites, instructional materials, readings, or other resources to use with students. They might also share such professional resources as articles, books, lesson or unit plans, and assessment tools.
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  2. Instructional Specialist Aninstructional specialist helps colleagues implement effective teaching strategies. This help might include ideas for differentiating instruction or planning lessons in partnership with fellow teachers. Instructional specialists study and explore instructional methodologies that are appropriate for the school; and share findings with colleagues.
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  3. Curriculum Specialist Understandingcontent standards, how various components of the curriculum link together, and how to use the curriculum in planning instruction and assessment is essential to ensuring consistent curriculum implementation throughout a school. Curriculum specialists lead teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments.
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  4. Classroom Supporter Classroomsupporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, co teaching, or observing and giving feedback. Consultation with peers enhanced teachers' self-efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) as they reflected on practice and grew together, and it also encouraged a bias for action (improvement through collaboration) on the part of teachers.
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  5. Learning Facilitator Facilitatingprofessional learning opportunities among staff members is another role for teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools.
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  6. Mentor Serving asa mentor for novice teachers is a common role for teacher leaders. Mentors serve as role models; acclimate new teachers to a new school; and advise new teachers about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and expertise and makes a significant contribution to the development of a new professional.
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  7. School Leader Beinga school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole.
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  8. Data Coach Althoughteachers have access to a great deal of data, they do not often use that data to drive classroom instruction. Teacher leaders can lead conversations that engage their peers in analyzing and using this information to strengthen instruction.
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  9. Catalyst forChange Teacher leaders can also be catalysts for change, visionaries who are “never content with the status quo but rather always looking for a better way” (Larner, 2004, p. 32). Teachers who take on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning.
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  10. Learner Among themost important roles teacher leaders assume is that of learner. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve.
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  Roles for All Teachersexhibit leadership in multiple, sometimes overlapping, ways. Some leadership roles are formal with designated responsibilities. Other more informal roles emerge as teachers interact with their peers. The variety of roles ensures that teachers can find ways to lead that fit their talents and interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers.
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  Preparing Teachers: Deliveryof 21st Century Skills. Nations around the world have undertaken wide-ranging reforms of curriculum, instruction, and assessments with the intention of better preparing all children for the higher educational demands of life and work in the 21st century. These are skills that young people need to know to be successful in this rapidly changing world. Q: Are teachers competent to effectively teach those skills? This leads to, what teacher preparation programs are needed to prepare graduates who are ready to teach well in a 21st century classroom.
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  Innovation Leadership As anapproach to organization development, innovation leadership can be used to support the achievement of the mission or vision of an organization or school. In an ever changing world with new technologies and processes, it is becoming necessary to think innovatively in order to ensure their continued success and stay competitive.
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  The 21st centuryshift, Innovative Thinking This new call for innovation, a shift from 20th century traditional view of organizational practices, which discouraged innovative behaviors, to the 21st century view of valuing innovative thinking as a “potentially powerful influence on organizational performance”.
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  Innovation Leadership As anapproach to organization development, innovation leadership can be used to support the achievement of the mission or vision of an organization or school. In an ever changing world with new technologies and processes, it is becoming necessary to think innovatively in order to ensure their continued success and stay competitive.
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  The key rolein the practice of innovation leadership is the… Innovation Leader. Innovation Leadership is………. synthesizing different leadership styles in organizations to influence to produce creative ideas, products, services and solutions.
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  Adapting to newchanges in Leadership “the need for innovation in organizations has resulted in a new focus on the role of leaders in shaping the nature and success of creative efforts” in order to adapt to new changes. Without innovation leadership, organizations are likely to struggle.
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  •21st Century Careers •Thenew “3 C’s” of Education •21stCentury Skills •21st Century Skills & Literacy •Upgrade your Lessons 21st Century Teaching & Learning
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  21st Century Teaching& Learning Our students are waiting for 21st century learning, and our world is awaiting graduates who can succeed and flourish in fast-changing times. None of this is to say that everything must change, hardly. There are many, oh- so- many thing we do that should never change.
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  ‘If a Childcan’t learn the way we teach, maybe we should ‘teach the way they learn’.
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  21st Century Careers 21stcentury careers is all about CHANGE in our thinking, strategies and behaviors to those that work in the new ever- changing and challenging environment to meet the challenges of the times. A need to keep yourself current, resilient through continuous learning, as well as connected to your values is the career of the 21st century.
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  To live andsucceed in the present world, students will need for an increased focus on communication, collaboration, and creativity and an emphasis on teaching them to use technology in order to learn how to learn, solve problems, and think creatively. The new “3C’s” of Education 21st Century Teaching & Learning Create Collaborate Communic ate
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  21st Century Skills Studentsmust be taught how to use technology efficiently and effectively, ethically and appropriately, safely and respectfully to learn how to learn, solve problems, and think creatively.
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  Once affirmed, itneeds to be able to be articulated by all. - when achieved, all can then align their efforts behind the vision and through self- reference and development the school will reach. Translated into reality by means of a Teaching Framework or belief system. Successful schools have a clear sense of direction through Vision Statement. – shared & derived through a visioning process involving all members of the school.
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  To be thecenter of excellence, renown internationally for Educational Leadership exceeding expectation of 21st Century National Standards put forward By the Teacher Training Agency Example:
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  Instructional Leadership Defining School Mission Managing Instructional Program Promoting SchoolClimate (Hallinger, 2003) Commu- nicating school goals Supervising & evaluating instruction Providing incentives for teachers Widely used Instructional Leadership model Framing school goals Coordinating curriculum Monitoring student progress Protecting instructional time Promoting professional development Maintaining high visibility Providing incentives for learning
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  What You CanDo to become Stronger Innovation Leaders in Your School, and… ...What are we doing to do more of and become better at…
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  Associating, Questioning, Observing, Networking, Experimenting. Five Core Skillsof Innovators Framework
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  “Nearly two-thirds (63 percent)of school administrators who responded to a recent survey said 1:1 computing classrooms where teachers act as a coach for students are the future of education.” (T.H.E Journal) Heidi Hayes Jacobs: ”If you’re not updating your curriculum, you are saying that nothing is changing.”
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  “Innovative teaching supportsstudents’ development of the skills that will help them thrive in future life and work.” (IT Research)
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  What worked beforedoesn’t work today. To make effective sense of unfamiliar situations and complex challenges, we must have a grasp of the whole situation, its variables, unknowns and mysterious forces. This requires skills beyond everyday analysis. It requires Innovation Leadership.
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  Innovative learning -inside or outside of school walls? Sitting in a classroom learning information is rapidly disappearing. Innovative ways to become engaged in the learning process and to increase content knowledge , - occurs in the community, working on projects or to sustain the school itself.
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  Field-Based Learning ◦ Practiceskills in a realistic setting, more likely to see the big picture behind what they are learning. Field- based learning provides that opportunity. An innovative program gives student a chance to perform work in a real-life setting. For example, students who are learning about ancient history might spend time working on an archeological dig in the area.
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  Mentoring - an innovativepractice being implemented in schools across the nation. Often, mentoring consists of experienced teachers assisting teachers who are new to the field. ◦ Mentoring programs train students to mentor other students are on the rise - helping new students to integrate into the school, assist in conflict resolution and do peer tutoring. Mentoring provides opportunity to be leaders and can help unify a student body.
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  Project-Based Learning Projects canshow students how disciplines as diverse as English, science and math are interrelated - can be developed to accommodate almost any curriculum. For example, A science teacher builds an Electrolyzer with the students to demonstrate Electrolysis of water with soda to its gases form , who learned all of the skills that accompany the built and implementation and were engaged in the process. The students enjoyed the recognition the project and gained confidence in their abilities.