The document describes an acrobatic leadership paradigm presented by four individuals. It discusses their backgrounds in leadership roles and experiences using different leadership styles such as democratic, autocratic, and laissez-faire. The paradigm is defined as combining these three major leadership styles. It also outlines the roles of teachers, management teams, and the principal in the school's administration based on an acrobatic diagram of layers working together. Professional development is important for continual growth, and an acrobatic leadership workshop could help promote teaching quality.

1. ACROBATIC
LEADERSHIP
Presented by :
Anita Md Saman (814932)
Chen Sei Fei (811354)
Norhayati Abdul Mutalib (812730)
Wang Liang (Vivian) (815002)
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2. 2
Part 1
LEADERSHIP BACKGROUND AND
EXPERIENCE

3. LEADERSHIP BACKGROUND AND
EXPERIENCEChen Sei Fei (Coordinator for SPBT)
Involved with SPBT since 2010
The first year, I was facing with difficulties to lead other
members to work as a team. Then i discovered that i had to
take different approaches to lead and manage the SPBT.
I used .....
Democratic - We shared decision-making together.
I divided the SPBT duties according the
members abilities (after decision-making).
I found that members/teachers likely enjoy
because they can say in many decisions.
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4. Autocratic
Sometimes, i had to used the autocratic power
(in quick decision- making).
It provides strong motivation to me (in controlling
people)
Not successful in maintaining members/teachers
satisfaction
Laissez-faire-Most of the SPBT members are
seniors and their experiences are more than mine.
So, they are given a free hand in deciding their
own menthods in handling SPBT duties.
4

5. During the 3 years, I found that
leadership is a process of influencing
people to perform assigned tasks
willingly, efficiently and effectively.
Enabling people to feel they have a say
in how they do something results in
higher levels of job satisfaction and
productivity
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6. 6
LEADERSHIP BACKGROUND AND
EXPERIENCEAnita Md Saman
Teacher Advisor of School Prefect - since 2008
Science club advisory teacher - since 2005
Head of Panel (Chemistry) - since 2002
I used democratic style because …..
 Invites discussion, opinions and views
 Builds a consensus
 Encourages the ideas and creativity of others
 Recognizes that the other than the leader may well
have ideas about a better way forward
 creates a shared vision and goals
 Builds commitment as individuals agree together
what needs to be done.

7. 7
So,
It builds a sense of commitment and
demonstrates that skills and expertise
are valued
 It makes time to think about important
decisions that need everybody to be on- board

8. 8
Vivian-involved two organization
The teachers organization center- since 2010
Association for the advancement of teaching-2012
I often use democratic leadership style because
* make team members have a common goals
* discuss and make-decision together
* two-way to communicate
* Reduce conflict
* increase work efficiency
LEADERSHIP BACKGROUND AND
EXPERIENCE

9. 9
Norhayati Abdul Mutalib
involved with SPBT since 2007 until 2011
Teacher Advisor Police Cadet since 2008
Teacher Advisor of Prefect since 2012
Advisor of the school hockey team.
I used democratic style because….
 give and take, sharing and learning from other
experiences,
 promotes creativity and innovation leading to high
productivity.
 It is decentralised, flexible and people oriented.
So motivation come from within.
LEADERSHIP BACKGROUND AND
EXPERIENCE

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Part 2
THE NAME OF OUR LEADERSHIP
PARADIGM
“ACROBATIC PARADIGM”

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Part 3
DEFINE WHAT IS
LEADERSHIP GENERALLY

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DEFINE WHAT IS LEADERSHIP
GENERALLYMaureen Metcalf & Mark Palmer
- Leadership is a process of influencing people directionally and
tactically, affecting change in intentions, actions, culture and
systems.
Oxford Dictionary
- The action of influencing people directionally and tactically, affecting
change in intentations, actions, culture & system
Avery ( 2004: 3)
- Leadership ‘remains elusive and enigmatic, despite years of effort at
developing an intellectually and emotionally satisfying
understanding’.
Western (2008)
- highlights the diverse and subjective nature of leadership when he says
it can have multiple forms and meanings and can be found in many
different places, so it may be considered individual, collective, or a
process depending on where we are looking. What is common is that
leader-ship operates in the realism of human relations.

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Part 4
DEFINE OUR OWN LEADERSHIP
PARADIGM

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A paradigm is a useful construct for framing our thinking
about a topic – in this case, leadership
It provides a mental frame or lens through which we can
examine ideas and create an approach to researching the
experience of leadership
A paradigm is an academic device which provides :
a) a value position or perspective giving a world-view ;
b) stance or lens through which to examine the topic;
c) characteristics ;
d) features or concepts which make the paradigm
distinctive;
e) boundaries and scope to examine the topic in
different
situations and contexts;
f) using the paradigm features to develop understand;
g) models which can be derived from the above
ideology to use in practice.

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The test of a paradigm is its usefulness when applied in the
real world.
One of the most important sets of skills required in a
changing world are the skills of leadership.
So, we could use acrobatic paradigm .
Basically acrobatic paradigm is the combination of three
major leadership styles (Democratic, Autocratic and
Shared leadership).
Balance (formerly known as Static) – A balance routine
requires that certain poses or ‘balances’ and must be held
static for a specific duration. These moves require strength,
poise, elegance and flexibility.
Acrobatic will combine into towers, or pyramids with the
tops holding a particular position balanced on their bases.

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Part 5
ROLE OF THE LEADER IN
ORGANIZATION

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“Pull together, comes together, work together”
Pull together (as a team) - to cooperate or to work well together
Come together (on something) - to discuss and agree on
something
Work together (for people or things) - to cooperate or function
together.

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Part 6
QUALITY OF AN EFFECTIVE
LEADER (according to our
paradigm)

19. The History of Acrobatics
Acrobatic traditions are found in
many cultures, and there is evidence
that the earliest such traditions
occurred thousands of years ago. For
example, Minoan art from circa 2000
BC contains depictions of acrobatic
feats on the backs of bulls, which may
have been a religious ritual. Ancient
Greeks and Romans practiced
acrobatics, and the noble court
displays of the European Middle Ages
would often include acrobatic
performances that included juggling.
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20. In China, acrobatics have been a
part of the culture since the
Western Han Dynasty (206 BC-AD
220). Acrobatics were part of village
harvest festivals. During the Tang
Dynasty, acrobatics saw much the
same sort of development as
European acrobatics saw during the
Middle Ages, with court displays
during the 7th through 10th century
dominating the practice. Acrobatics
continues to be an important part
of modern Chinese variety art.
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21. Though the term initially
applied to tightrope walking,
in the 19th century, a form of
performance art including
circus acts began to use the
term as well. In the late 19th
century, tumbling and other
acrobatic and gymnastic
activities became competitive
sport in Europe.
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22. Some Leadership Theories
related Balanced Leadership
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23. Shared leadership theory
Individual members of a team engaging in
activities that influence the team and other
team members
by Yukl (1989)
Leadership that emanates from members of
teams, and not simply from the appointed
leader
by Pearce and Sims (2001)
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24. Distributed leadership theory
It incorporates the activities and efforts of
multiple groups in a school who work at
guiding staff in the instructional change
process
by Spillane(2001)
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25. Servant leadership theory
Servant leaders are those who view
themselves first as servants, putting the
needs of others before their own, making a
deliberate choice to serve others
Sendjaya & Sarros(2002)
25

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Part 7
EFFECTIVE PRINCIPAL
ATTRIBUTES
AND
CHARACTERISTICS

27. The Effective Principal Attributes
in Balanced Leadership
• Balanced leadership requires a new definition of good
leadership. This definition values both heart and head. It
present in every individual which needed to achieve
sustainable success.
• Under the balance leadership thoughts, principals are not
only "control", more important is to "guide and inspire". If
the principals can do a good job in the balance of control
and incentive, they can create enterprise in a new
situation, lead to higher management efficiency and
benefits.
27

28. The Characteristics about
Principal Use
Balanced Leadership
• Interdependent And Indispensable
Many interdependence factors of management mode in
the school, the principals should use the balance
management in order to achieve the effectiveness of
school development.
• Relative Balance And Moderation
The principal should balance the autocratic leadership
and democratic leadership.
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29. • Balance Roles And Responsibilities
It can divide two parts that the principal should to
balance.
1. the school human resource development
The school can not live without mobility, but also can not
to maintain stability. People don't flow and less work
pressure are easy to form a gang lead bureaucratic
climate in school. Turnover speed too fast, especially loss
personnel in the important positions will strengthen the
human resource cost, affects the quality of the morale
and overall investment, also can cause the overall quality
is low.
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30. 2. school culture construction
In the process of construction of school
culture, the principal should advocate the
positive school culture to praise and
encouragement, supplemented by criticism
and modification, in order to eliminate the
unhealthy culture.
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31. The Effective Principal Attributes
in
Shared Leadership
The days of the principal as the lone instructional
leader are over. We no longer believe that one
administrator can serve as the instructional
leader for an entire school without the
substantial participation of other educators
(Elmore, 2000; Lambert, 1998; Lambert et al.,
1995; Lambert, Collay, Dietz, Kent, & Richert,
1997; Olson, 2000; Poplin, 1994; Spillane,
Halverson, & Diamond, 2001).
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32. Principals have understood that we are all
responsible for student learning. More
recently, principals have come to realize
that we are responsible for our own learning
as well. But we usually do not move our
eyes around the room—across the table—
and say to ourselves, “I am also responsible
for the learning of my colleagues.”
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33. The Characteristics about
Principal Use
Shared Leadership• Shared vision results in program coherence.
Principal and teachers, as well as many parents and
students, participate together as mutual learners and
leaders in study groups, action research teams, vertical
learning communities, and learning-focused staff
meetings.
• Inquiry-based use of information guides decisions
and practice.
Generating shared knowledge becomes the energy force
of the school. Principal, teachers, students, and parents
examine data to find answers and to pose new questions.
They get together to reflect, discuss, analyze, plan, and
act. 33

34. • Roles and actions reflect broad involvement,
collaboration, and collective responsibility.
Principals engage in collaborative work across grade
levels through reflection, dialogue, and inquiry. This work
creates the sense that “principal share responsibly for the
learning of all students and adults in the school.”
• Reflective practice consistently leads to
innovation.
Reflection enables principals to consider and reconsider
how they do things, which leads to new and better ways.
Principals reflect through journaling, coaching, dialogue,
networking, and their own thought processes.
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Part 8 & 9
ACROBATIC PARADIGM DISTRIBUTION
&
THE KEY PLAYERS

36. ACROBATIC Paradigm in
Education
Flyer - moves into a series of dynamic
positions, and generally lets gravity do the
work for them. A Flyer needs balance,
confidence, and core strength.
Spotter - this is the individual who has an
objective view of the partners, and whose
entire focus is on making sure that the Flyer
lands safely & also make recommendations to
the Base and Flyer to improve their form.
Base - this is the individual who has the most points of contact
with the ground. This enables both the arms and legs to be
"bone-stacked" for maximum stability and support of the
spotter & flyer.

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THE ACROBATIC - TECHNIQUE

38. cont….
The Principal (Leader)
Management Team
Senior Assistance, Senior Assistance
Students Affair, Senior Assistance
(Co-Curriculum), Senior Teachers &
Head of Panel
The Teachers
The School’s
Goals

39. 1st layer (Base) – The Teachers
(a) conducting of classes and presentation of lessons;
(b) the preparation of lessons;
(c)requisitioning of audio-visual and other materials
and equipment;
(d) evaluation and reporting of student progress;
(e)maintenance of such classroom order as is necessary
to promote a healthy learning climates ;
(f)Others (extra curricular activities, administrative &
interactions with stakeholders)

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2nd layers (Spotter) – Management Team
Senior Asst, Senior Asst Students Affair
and Senior Asst. (Co Curriculum)
(a)has overall responsibility for the school;
(b)play a major role in managing the school;
(c)responsible for a curriculum area and/or specific areas
of school management;
(d)supports the principal with the management of the
school
Senior Teachers & Head of Panel
responsible for the leadership and management of a
particular curriculum subject

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(a)to apply laws and regulations governing education;
(b)be responsible for staff performance & discipline ;
(c)propose and implement strategies for motivating staff
and students;
(d)motivate and counsel staff to achieve the school’s goals;
(e)serve as a link between school and different
stakeholders;
(f)promote socio cultural activities and income generating;‐
(g)attend health and hygiene matters in the school;
(h)carry out pedagogic inspections
(i) assign tasks and delegate duties.
3rd layers (Flyer) – The Principal

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The Collaboration In School

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Part 10
PROFESIONAL
DEVELOPMENT

44. PROFESIONAL DEVELOPMENT
Mission, vision
and values
Quality/
Balance
leadership
Purposeful
Culture of
Trust
Team
effectivenessTeachers /
staffs
Results
Students
Goals

45. • Professional development refers to the development of a person in his
or her professional role
• Glattenhorn (1987),
# by gaining increased experience in one’s teaching role they
systematically gain increased experience in their professional
growth through examination of their teaching ability.
• Ganzer (2000)
# Professional workshops and other formally related meetings are a
part of the professional development experience .
• Crowther et al (2000).
# professional development and other organized in-service programs
are deigned to foster the growth of teachers that can be used for
their further development .
• Champion (2003)
# posited that regular opportunities and experiences for professional
development over the past few years had yielded systematic
growth and development in the teaching profession.

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Darling-Hammond (1998) described Professional
Development Schools (PDS) as spaces where prospective
teacher and mentor teacher learning becomes :
1) experimental,
2) grounded in teacher questions,
3) collaborative,
4) connected to and derived from teachers' work with
their students, and
5) sustained, intensive, and connected to other aspects
of school change.
Based on by definition that it obviously show that very
important development professionalism in education.
One of the courses that should be given to teachers and
school staff is Acrobatic Leadership Workshop.

48.  Acrobatic Leadership Workshop can helps teachers, staffs
and administrators learn about ways to use it to advance
professional practice and promote teaching quality in
schools.
 They also provide first-hand experiences of different
approaches to teaching, leadership and learning in other
countries.
 Conclusion, educators usually return to their own schools
with increased motivation, renewed enthusiasm, and a
willingness to try different approaches and new ideas that
lead to higher standards in teaching, leadership and
learning.

49. conclusion
We gain leadership experiences based on our position
in the school. one’s must choose or recognize the right
leadership to follow when working with others.
Acrobatic - paradigm is the combination of three
major leadership styles such as Democratic,
Autocratic and Shared leadership.
According to the acrobatic diagram, there are three
layers of school administration. Based (teachers),
spotter (management team) and Flyer (the principal)

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Collaborative in school require a great deal of
planning, organization, and dedication. The success
of a program requires that administrators, teachers,
parents, school support staffs and students to fulfill
specific responsibilities
Finally,
Acrobatic Leadership Workshop is a strategy to ensure
that educators continue to strengthen their practice
throughout their career.
This professional development engages teams of teachers
to focus on the needs of their students, involving the
management team in executing organizational plans and
the responsible of a principal in controlling and
overseeing the entire school. All levels of management
should work as a team to accomplish shared goals.

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Thank you