0001-1-educational-leadership-.pdf to all students and teachers
1. UNIVERSITY OF CAMBODIA
COLLEGE OF EDUCATION
UNDRTGRADUATE PROGRAM
WELCOME TO
EDUCATIONAL LEADERSHIP
(EAD: 620)
SEAM Chanthoul
Phone: 096 8910808/0973003442
Email: seamchanthoul1@gmail.com
Term III -2022-2023
2.
3. Educational
Leadership
Introduction & Definition
Leadership Styles 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
4. Explores organizational
theories, models of theories,
models of leadership &
management, and personal &
organizational change.
Bridges the theories to
practical applications in
education settings.
5. To provide participants with 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.
7. EDUCATION
Education in general sense 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.
8. 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.
9. School leadership-often used
synonymously in 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.
10. Introduction: School Leadership
Came into 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.
11. The concept of leadership 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.
12. Good leaders are made 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?
13. -a leader's way of 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.
16. Education is an important 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.
17. Leadership styles were introduced to address
the needs of students from diverse
backgrounds. Three different types of styles
commonly practiced are.
1.Hierarchical
2.Transformational
3.Facilitative
18. Types of Leadership Styles 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.
19. Types of Leadership Styles 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.
20. Types of Leadership Styles 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.
21. What works best?
What works 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.
22. Developing Effective School Leaders.
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.
24. The ways teachers can 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.
25. 1. Resource Provider
Teachers help 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.
26. 2. Instructional Specialist
An instructional 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.
27. 3. Curriculum Specialist
Understanding content 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.
28. 4. Classroom Supporter
Classroom supporters 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.
29. 5. Learning Facilitator
Facilitating professional 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.
30. 6. Mentor
Serving as a 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.
31. 7. School Leader
Being a 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.
32. 8. Data Coach
Although teachers 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.
33. 9. Catalyst for Change
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.
34. 10. Learner
Among the most 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.
35. Roles for All
Teachers exhibit 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.
36.
37. Preparing Teachers: Delivery of 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.
38. Innovation Leadership
As an approach 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.
39. The 21st century shift, 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”.
40. Innovation Leadership
As an approach 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.
41. The key role in 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.
42. Adapting to new changes 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.
43. •21st Century Careers
•The new “3 C’s” of
Education
•21stCentury Skills
•21st Century Skills &
Literacy
•Upgrade your Lessons
21st Century Teaching & Learning
44. 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.
45. ‘If a Child can’t learn the way we
teach, maybe we should ‘teach the
way they learn’.
46. 21st Century Careers
21st century 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.
47.
48. To live and succeed 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
49. 21st Century Skills
Students must 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.
50.
51. Once affirmed, it needs 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.
52. To be the center of
excellence, renown
internationally for
Educational Leadership
exceeding expectation of
21st Century National
Standards put forward
By the Teacher Training
Agency
Example:
53. Instructional Leadership
Defining School
Mission
Managing
Instructional
Program
Promoting
School Climate
(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
54. What You Can Do to
become Stronger
Innovation Leaders in
Your School, and…
...What are we doing
to do more of and
become better at…
56. “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.”
57. “Innovative teaching supports students’
development of the skills that will help
them thrive in future life and work.” (IT
Research)
58. What worked before doesn’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.
59. 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.
60. Field-Based Learning
◦ Practice skills 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.
61. Mentoring
- an innovative practice 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.
62. Project-Based Learning
Projects can show 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.
