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Educational leadership

The document discusses educational leadership and the roles of leaders. It defines educational leadership as leading educational processes or organizations. It outlines several theories of leadership, including great man theory, situational theory, and transformational theory. It also describes 10 roles that teacher leaders can take on, such as being a resource provider, instructional specialist, mentor, and catalyst for change. Overall, the document provides an overview of concepts and theories related to educational leadership.

Leadership & Management◦
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Under Supervision Dr. Anjali Sharma BY Education management Students: AKANKHYA GOSWAMI GUTIMALI GOSWAMI RASHMI DAS MAMI MANDAL SANDEEPAAGASTHI EDUCATIONAL LEADERSHIP
Leaders are people who do right things. Manager are people who do things Right. Peter Drucker Leadership is an act of influencing others to perform and engage them in achieving a goal. A leader steps up in the time of crisis and is able to think and act creatively in different situations.
Let’s start with what leadership is not……  Leadership has nothing to do with seniority or one’s position in the hierarchy.  Leadership has nothing to do with titles.  Leadership has nothing to do with personal attributes.  Leadership is not Management.
 As we look in to next century, leaders will be those who empower others. Bill Gates • Leadership is influence- nothing more, nothing less. John Maxwell • Leadership is an extra push. Koontz Definitions_________________
EDUCATIONAL LEADERSHIP WHAT’S EDUCATION? THE PROCESS OF GIVING OR RECEIVING SYSTEMATIC EDUCATION, ESPECIALLY AT A SCHOOL OR UNIVERSITY.
EDUCATIONAL LEADERSHIP THE ACTION OF LEADING A GROUP INVOLE IN EDUCTIONAL PROCESS OR EDUCATIONAL ORGANISATION, OR THE ABILITY TO DO THIS.
EDUCATIONAL LEADERSHIP Is a term applied to school administration that strive to create positive change in educational policies and processes. .
EDUCATIONAL LEADERS Educational leaders usually are employed As school principles or administrators. Additional, such as department chair or academic dean.
Is a leadership quality existing in any individual of an educational institute? who have the quality to influence his/her fellow mates? The Person has a clear Educational vision and mission. Worries…….
Are really trained to advance and improve educational systems or institutions
WHO IS A LEADER?  A person who leads or commands or guides a group or a organisation or a country to achieve predefined objectives.  A leader by its meaning is one who goes first and leads by example, so that others are motivated to follow him.  A person must have a deep-rooted commitment to the goal, will strive to achieve it even if nobody follows him.
LEADER IS  EFFECTIVE COMMUNICATOR: A leader should be able to communicate his ideas, objectives to others. If he fails in effective communication, their leadership will fail. Effective communication helps a leader to reach out to his people.  SELF CONFIDENT: Whatever he/she says he should be confident about it. Self confidence helps a leader to become assertive. It also instills confidence in others and draws out the trust and best efforts of the team to complete the task well.
Contd.  POSITIVE THINKER: A leader should have positive attitude. He should be hopeful even if there is doubt. In adverse situations he should be able to work hard and get the results.  CONFLICT MANAGER: Leaders should have the ability to resolve conflicts among team members. He should be able to handle any kind of conflicts efficiently without losing team-spirit.
Contd.  EMPATHIC: Empathy is based on stepping into others’ shoes show that he can understand their problems and be able to solve it.  INTEGRITY / HONESTY: A leader should be honest and moral. He should have the ability to keep his promises. It helps him to gain trust and confidence of others. Honesty also allows for better assessment and growth.  OBJECTIVE: A leader should be impartial. He should give equal respect to everyone without being biased or subjective.
Contd.  GOAL ORIENTED: He should work towards the accomplishment of goals without deviating from his target. A goal oriented leader can break down his objectives into manageable steps and make progress towards it.  PERSONALITY: Leaders should have such a personality that the moment he or she arrives, the whole environment changes. Personality is not only about outer appearance. It also includes intelligence, creativity, strictness, ability to think differently, impressiveness etc.
Contd.  FLEXIBLE: An effective leader will adapt to new surroundings and situations, doing his/her best to adjust. Not every problem demands the same solution. By being flexible to new ideas and open-minded enough to consider them, a leader increases the likelihood to find the best possible solution.  VISION OR FORESIGHT: He should have the ability to foresee what will happen in the future. Foresight means identifying relevant opportunities that are emerging and strategizing how to make the most of them.
The concept of educational leadership has undergone changes across the time- with the concept of Jug & Mug Earlier teachers were considered as jugs full of knowledge and the students as empty mugs i.e. having no knowledge This concept has changed in the recent years. now the students are not regarded completely empty. They have some prior knowledge which gets enhanced when the teacher acts as the facilitator. CONCEPT OF EDUCATIONAL LEADERSHIP: THEN & NOW
1. VISION-must have a vision to bring changes in the prevalent practices, act as a catalyst for change, need to be qualified and experienced. 2. INFLUENCE-must have a strong influence- better communication skills, balanced personality, proper attitude towards knowledge CHARACTERISTICS OF EDUCATIONAL LEADERSHIP
LEADERSHIP THEORIES
Great Man Theory  This theory believes that Leaders are in born, not made. Qualities are inherent in a leader. They do not require any training.
• TRAIT THEORY: It is in some ways to Great Man theories, trait theories assume that people inherit certain qualities and traits that make them better suited to leadership. Trait theories often identify particular personality or behavioral characteristics shared by leaders.
Situational Theory  Leadership is the product of situational demand: situational factors determine who will emerge as a leader rather than a person’s heritage. The emergence of a great leader is the result of time, place and circumstances.
Personal Situational Theory  Personal Situational theory represents the combination of great man, trait and situational theories.  Leadership includes intellectual, affective and action traits as well as the specific conditions under which the individual operates.
Humanistic Theory  This theory believes that the human being are by nature motivational things and organization are by nature structured and controlled.  Leadership is to modify organizational constraints to provide freedom for individual in order to realized their full potential and contribute to the organization.
Path Goal Theory  Leaders enforce change in the followers by showing path, also clarify the goal to the followers and encourage them to perform well.
Participative Leadership theory  Participative theory deals with power sharing and empowerment of the followers.
Transformational Theory  This is a process where leaders and followers raise one another to higher level of morality and motivation.
TRANSACTIONAL THEORY  It is also known as managerial leadership. It focuses on the role of supervision, organization and group performances. Leaders who implement this theory focus on specific tasks such as building rapport with team mates and use rewards and punishments to motivate followers
Contingency theories of leadership focus on particular variables related to the environment that might determine which particular style of leadership is best suited for the situation. According to this theory, no leadership style is best in all situations. Success depends upon a number of variables, including the leadership style, qualities of the followers and aspects of the situation. CONTIGENCY LEADERSHIP THEORY
Transformational Theory The theory believes that leaders would be able to influence and transform others. The leaders inspire a positive change in people who follow them and the leader’s influence make them ready in achieving targets.
Behaviorist Leadership Theory Learning is the modification of behavior. Leaders need to be trained to make them effective
Aspirational Leadership theory  Leaders ignites subordinates’ passion and serve as a compass by which to guide followers. As an art of mobilizing others to want to struggle for shared aspiration.  The emphasis lies in the followers desire to contribute and leader’s ability to motivate others to action.
Servant Leadership Theory  This implies that leaders primarily leads by serving others- customers, employees and community.  This includes listening , empathy, healing, awareness, foresight, commitment to others growth and development and community building.
Ten Roles for Teacher Leaders 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.
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.  Tinisha becomes a resource provider when she offers to help Carissa, a new staff member in her second career, set up her classroom. Tinisha gives Carissa extra copies of a number line for her students to use, signs to post on the wall that explain to students how to get help when the teacher is busy, and the grade- level language arts pacing guide.
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 might study research- based classroom strategies; explore which instructional methodologies are appropriate for the school and share findings with colleagues.
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.
4. 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.
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.
6. 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. BLASÉ& BLASE found that 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.
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.
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.
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). 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.
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.
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