Educational leadership

EDUCATIONAL
LEADERSHIP
Under Supervision
Dr. Anjali Sharma
Created by Education Management Students: Spring2017
SUPRATIM DASGUPTA
UPASANA MADHUKALYA,
RONJINI KONWAR

LEADERSHIP???
The art or process of influencing people so that they will strive willingly and enthusiastically towards the
achievement of group goals.
FEATURES
 Existence of followers
 Involves community of interest between the leader & his followers
 Influencing followers/ subordinates
FUNCTIONS OF A LEADER
• Goal setter
• Planner
• Executive
8/16/2017Tezpur University Anjali Sharma2

Great Man Theory
Trait Theory
Behaviorist Theory
Situational Theory
Humanistic Theory
Path Goal Theory
Participative Leadership Theory
Contingency Theory
Transactional Theory
Transformational Theory
Aspiration Leadership Theory
Servant Leadership Theory
LEADERSHIP THEORIES
8/16/2017 Tezpur University Anjali Sharma 3

Great Man Theory
• The Great Man theory is a 19th-century idea according to
which history can be largely explained by the impact of "great men",
or heroes; highly influential individuals who, due to either their
personal charisma, intelligence, wisdom, or political skill used
their power in a way that had a decisive historical impact. The theory
was popularized in the 1840s by Scottish writer Thomas Carlyle.
• Carlyle stated that "The history of the world is but the biography of
great men", reflecting his belief that heroes shape history through both
their personal attributes and divine inspiration.
• Leaders are born not made

Trait theory
• The trait theory states that leaders have certain innate traits that
enable them to lead, such traits as assertiveness, dependability,
persistence and adaptability it is convenient to list the elements that
Ralph Stodgill (1974), the originator of the trait theory, determined.

Situational Theory
• The Situational Leadership Model is a model developed by Paul
Hersey and Ken Blanchard
• The fundamental underpinning of the Situational Leadership Model is
that there is no single "best" style of leadership. Effective leadership
is task-relevant, and the most successful leaders are those who adapt
their leadership style to the Performance Readiness (ability and
willingness) of the individual or group they are attempting to lead or
influence.
• Effective leadership varies, not only with the person or group that is
being influenced, but it also depends on the task, job or function that
needs to be accomplished

Behaviorist Theory
• Skinner argued that we respond to every kind of reinforcement, and
that our behavior and personality traits can be shaped and controlled
by the society.
• Leaders are trained to make them efective

Humanistic theory
• Humanistic Leadership is an ethical philosophic approach that is at once:
compassionate, reasonable and strategic
• Humanistic Leaders are compassionate. They never forget that the people they
are working with and for are real people with real strengths, real weaknesses
and, most importantly, real emotions.
• Humanistic Leaders are ethical. They don’t just give lip service to their values.
They actually live them and lead by example. No one wants to follow a hypocrite.
• Humanistic Leaders are reasonable. They are willing to listen to dissenting views
because they want to base their decisions on reality and not on assumption.
• Humanistic Leaders are strategic. They review all their options, consider the pros
and cons of each solution and choose the one that will give them and their team
the best chance of success.

Participative Theory
• Involvement in decision-making improves the understanding of the issues
involved by those who must carry out the decisions.
• People are more committed to actions where they have involved in the
relevant decision-making.
• People are less competitive and more collaborative when they are working on
joint goals.
• When people make decisions together, the social commitment to one
another is greater and thus increases their commitment to the decision.
• Several people deciding together make better decisions than one person
alone

Contingency theory
• Fiedler's contingency theory is one of the contingency theories that
states that effective leadership depends not only on the style of
leading but on the control over a situation.
• There needs to be good leader-member relations, task with clear
goals and procedures, and the ability for the leader to give out
rewards and punishments.
• Lacking these three in the right combination and context will result in
leadership failure.

Path Goal Theory
• The path-goal theory can best be thought of as a process in
which leaders select specific behaviors that are best suited to
the employees' needs and the working environment so that they
may best guide the employees through their path in the
obtainment of their daily work activities (goals)
• While Path-Goal Theory is not a detailed process, it generally
follows these basic steps as shown in the graphic below:
1.Determine the employee and environmental characteristics
2.Select a leadership style
3.Focus on motivational factors that will help the employee succeed

Transformational Theory
• Transformational leadership is a style of leadership where a leader works
with subordinates to identify needed change, creating a vision to guide the
change through inspiration, and executing the change in tandem with
committed members of a group.
• Transformational leadership serves to enhance the motivation, morale,
and job performance of followers through a variety of mechanisms; these
include connecting the follower's sense of identity and self to a project and
to the collective identity of the organization; being a role model for
followers in order to inspire them and to raise their interest in the project;
challenging followers to take greater ownership for their work, and
understanding the strengths and weaknesses of followers, allowing the
leader to align followers with tasks that enhance their performance.

Transactional Theory
• Transactional leadership, also known as managerial leadership,
focuses on supervision, organization, and performance; transactional
leadership is a style of leadership in which leaders promote
compliance by followers through both rewards and punishments.
• Unlike transformational leaders, those using the transactional
approach are not looking to change the future, they look to keep
things the same.
• Leaders using transactional leadership as a model pay attention to
followers' work in order to find faults and deviations.

Aspirational theory
• Leaders (and their teams) who find meaning and purpose in their role are
more likely to flourish in life, and to be in a better position to positively
influence the lives of others.
• This is the fundamental mindset of an aspirational leader. They see their
leadership as a privilege and not just a position, and they develop a sense
of meaning and purpose in being a leader.
• An aspirational leader is someone who intentionally focuses on positively
influencing the capacity of their people to flourish in their professional and
personal lives and to strive to perform at their best.
• Regardless of your leadership role, you’re accountable for creating an
environment where people can flourish, so they operate at their best
possible level with a sense of meaning and pride in achieving their goals.

Servant 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.

EDUCATIONAL LEADERSHIP???
• involves working with teachers and other education professionals on systemic plans to improve
educational programming and outcomes.
• process of enlisting and guiding the talents and energies of teachers, pupils, and parents toward
achieving common educational aims.
• leaders include: teachers, superintendents, principals, administrators, department chairs, provosts
and deans.
FEATURES
 Vision
 Influence
 Discipline
 Accountability

CASE STUDY: Building leadership capacity to lead learning at Mangere Central
School, South Auckland, New Zealand
The story looks at how leadership capacity has developed and grown at Mangere Central School
through a determined focus on the practices of the school leaders. The main purpose was to highlight
teacher’s desire to address the problem of inequities and underachievement.
The principal Maria Heron believes in the strength to grow leadership in others. She draws the right
people from inside and outside the school community, encourages them to take the lead in initiatives
and trusts in their ability to get things done. She had the vision of a Professional Learning Community
into reality to create their own unique, knowledge-building and inquiry approach.

 School leadership is intentional and direct
 School-wide collective responsibility for raising student achievement-There is a school-wide
collective responsibility and accountability for raising student achievement at Mangere Central School through
targeting learning and teaching the individual. Target students change through the year as they reach the
standards. Each teacher’s appraisal includes a focus on five target students in each area. The middle leaders’
appraisals are linked to their team’s 25 students in each area and the principal’s appraisal is linked to the success
of all 100 students in each area. Aligning target students with charter targets and teacher inquiries with teacher
appraisals has led to transformed pedagogies and practices.

 Inquiry-mindedness is a way of thinking -Teachers' inquiries are collaborative which allows them to draw
on the expertise of others in their team and across the school. Teachers do not feel personally threatened by
under-achievement. They are committed to learning from each other, sharing what works, and building new
knowledge.
Teacher inquiries are focused and target professional learning. The inquiry process is organic with leaders using the
school's intranet to share curriculum resources, readings, research, and tools that will underpin the pedagogical
growth of middle leaders as they lead their teams. Teachers record their learning journey evidence in ways that suit
them, including through online portfolios.
 The challenges are worth it - leaders at Mangere Central School understand classroom teachers need
particular skills, dispositions and capabilities to do this work, so targeted professional learning is an important
part of the ongoing inquiry process. They provide the kind of educational leadership that will support the
learning of the teachers in their teams.
 Building genuine reciprocal relationships- Mangere Central School teachers believe that nurturing and
caring are at the heart of successful learning, so a key driver for them is building reciprocal coaching
relationships throughout the school community. This also occurs with parents as community supporters.

Questions asked
 What are you doing to support that student?
 What are you doing that’s working? [How am I positively contributing?]
 What are you doing that’s not working? [How am I contributing to the problem?]
 What are the changes you are going to make?[to your teaching practice]
 Do you use any model? What kind of teaching model do you use?
 The importance of language, identity and culture - Three-way student-led conferences have
been long-established linking child, parent and teacher in the process of learning relationships.
 Developing tools together - Another key success strategy to accelerate learning at Mangere
Central School has been the teachers developing a wide range of tools together to support their work.

 The educational leader has an influential role in inspiring,
motivating, affirming and also challenging or extending the practice
and pedagogy of educators. It is a joint endeavour involving inquiry
and reflection, which can significantly impact on the important work
educators do with children and families. With the role’s introduction,
a number of myths have emerged about its responsibilities. One of
these is that the educational leader must complete all of the
programming for all educators. This is a narrow and potentially
limiting view of this important role.

 Considerations when choosing an educational leader When
designating an educational leader, consideration needs to be given
to whether the person is:
 suitably qualified and experienced
 willing to make time for the role and eager to learn more
 approachable and well respected
 knowledgeable about theories, pedagogy and the relevant
learning frameworks
 skilled at supporting educators of varying abilities and learning
styles

Educational leader strategies
 Educational leader strategies The most effective educational leader
views their role as collegial and seeks to play an integral role in
mentoring, guiding and supporting educators.
 As part of continuous improvement, the educational leader should
consider what strategies are needed to improve the educational program
in the approved service. Strategies might include:
 leading and being part of reflective discussions about practice and
implementing the learning framework
mentoring other educators by leading quality practice
 discussing routines and how to make them more effective learning
experiences
 observing children and educator interactions, and making suggestions
on how to improve interactions and intentional teaching
 talking to parents about the educational program

 working with other early childhood professionals such maternal
and child health nurses and early childhood intervention specialists
 considering how the program can be linked to the community by
working with other community services and groups such as Dalits
and other backward classes
 establishing systems across the service to ensure there is
continuity of learning when children change room or attend other
services, and then in their transition to school
 assisting with documenting children’s learning and how these
assessments can inform curriculum decision making.

Qualities of an educational leader
 Ideally the educational leader needs to be someone with qualifications in
early childhood education. It generally makes sense for that person to
have acquired the greatest knowledge of education theories and
research. However, more broadly, when appointing an educational leader
consideration should be given to an educator’s:
 Knowledge of theories of learning and development—someone who has
an interest in reading widely and sharing information with other educators
in bite-sized chunks knowledge of curriculum approaches and the
strengths and weaknesses of each approach in particular settings or with
particular children access to current research about curriculum and a
desire to guide others in reflecting on their practice
 knowledge of individual children and learning styles so that approaches
can be differentiated to meet complex needs of children from a range of
backgrounds and abilities,
 and personal qualities and a willingness to listen as well as coach,
mentor and reflect alongside their team.

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 (Marzano, Pickering, & Pollock,
2001); explore which instructional methodologies are appropriate for the school; and share findings with
colleagues.
 When his fellow science teachers share their frustration with students' poorly written lab reports, Jamal
suggests that they invite several English teachers to recommend strategies for writing instruction. With
two English teachers serving as instructional specialists, the science teachers examine a number of lab
reports together and identify strengths and weaknesses. The English teachers share strategies they use

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.
 Tracy, the world studies team leader, works with the five language arts and five social studies teachers in
her school. Using standards in English and social studies as their guides, the team members agree to
increase the consistency in their classroom curriculums and administer common assessments. Tracy
suggests that the team develop a common understanding of the standards and agrees to facilitate the
development and analysis of common quarterly assessments.
4. Classroom Supporter
 Classroom supporters work inside classrooms to help teachers implement new ideas, often by
demonstrating a lesson, coteaching, or observing and giving feedback. Blase and Blase (2006) 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. (p. 22)
 Marcia asks Yolanda for classroom support in implementing nonlinguistic representation strategies, such
as graphic organizers, manipulatives, and kinesthetic activities (Marzano et al., 2001). Yolanda agrees to
plan and teach a lesson with Marcia that integrates several relevant strategies. They ask the principal for
two half-days of professional release time, one for learning more about the strategy and planning a lesson
together, and the other for coteaching the lesson to Marcia's students and discussing it afterward.

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.
 Frank facilitates the school's professional development committee and serves as the committee's language
arts representative. Together, teachers plan the year's professional development program using a
backmapping model (Killion, 2001). This model begins with identifying student learning needs, teachers'
current level of knowledge and skills in the target areas, and types of learning opportunities that different
groups of teachers need. The committee can then develop and implement a professional development plan
on the basis of their findings.
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.
 Ming is a successful teacher in her own 1st grade classroom, but she has not assumed a leadership role in
the school. The principal asks her to mentor her new teammate, a brand-new teacher and a recent
immigrant from the Philippines. Ming prepares by participating in the district's three-day training on
mentoring. Her role as a mentor will not only include helping her teammate negotiate the district, school,
and classroom, but will also include acclimating her colleague to the community. Ming feels proud as she

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.
 Joshua, staff sponsor of the student council, offers to help the principal engage students in the school
improvement planning process. The school improvement team plans to revise its nearly 10-year-old
vision and wants to ensure that students' voices are included in the process. Joshua arranges a daylong
meeting for 10 staff members and 10 students who represent various views of the school experience,
from non-attenders to grade-level presidents. Joshua works with the school improvement team facilitator
to ensure that the activities planned for the meeting are appropriate for students so that students will
actively participate.
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.
 Carol, the 10th grade language arts team leader, facilitates a team of her colleagues as they look at the
results of the most recent writing sample, a teacher-designed assessment given to all incoming 10th
grade students. Carol guides teachers as they discuss strengths and weaknesses of students' writing
performance as a group, as individuals, by classrooms, and in disaggregated clusters by race, gender,
and previous school. They then plan instruction on the basis of this data.

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” .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.
 In a faculty meeting, Larry expresses a concern that teachers may be treating some students differently
from others. Students who come to him for extra assistance have shared their perspectives, and Larry
wants teachers to know what students are saying. As his colleagues discuss reasons for low student
achievement, Larry challenges them to explore data about the relationship between race and discipline
referrals in the school. When teachers begin to point fingers at students, he encourages them to examine
how they can change their instructional practices to improve student engagement and achievement.
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.
 Manuela, the school's new bilingual teacher, is a voracious learner. At every team or faculty meeting, she
identifies something new that she is trying in her classroom. Her willingness to explore new strategies is
infectious. Other teachers, encouraged by her willingness to discuss what works and what doesn't, begin
to talk about their teaching and how it influences student learning. Faculty and team meetings become a

SOME EXAMPLES OF SUCCESSFUL
EDUCATIONAL LEADERS IN INDIA

 Ranu Kawatra, president and chief executive of Pearson
Education (India). The London-based Pearson Plc (aka Pearson
Group) is arguably the world’s largest and most diversified
education and publishing conglomerate (revenue: £5.9 billion or
Rs.50,740 crore in 2011), and has a diverse business mix comp-
rising textbooks publishing, digital learning, online testing and
assessment, bricks-n-mortar institutions and online and vocational
education. The company maintained a low profile in India until
January last year when it invested a massive $127 million (then
Rs.577 crore) to acquire a 76 percent equity stake in the
Bangalore-based Tutor Vista Pvt. Ltd. Since then, Pearson
Education — the major business division of the Pear-son Group —
has rolled out its products and services in India with rapid speed.8/16/2017Tezpur University Anjali Sharma34

 Prajodh Rajan, chief executive EuroKids International Ltd (EIL, estb. 1998). With
29 owned and 783 franchised preschools with an enrolment of 55,000 pupils, EIL is the
country’s largest preschool education company.
 A business management graduate of Madras University, Rajan signed up with EIL in
1999 when it was a wholly-owned subsidiary of Egmont Inter-national Holdings, a
Denmark-based children’s books publishing company.
 In 2004 together with three of his colleagues (Uday Mathur, Ganesh Vishwanathan and
Vikas Phadnis), Rajan bought out Egmont’s share-holding in EIL and set the company
on a fast-growth track in the preschool sector, which has mercifully been spared the
heavy hand of government regul-ation. As a result over 50,000 preschools have
mushroomed countrywide mainly under the franchise model.
 Although some education purists decry the franchise model on grounds that the quality
of learning dispensed tends to be uneven, by introducing, testing and improving ECE
play-n-learn pedagogies within EIL’s 29 owned preschools, the company has made
standardised, high-quality, globally benchmarked preschool education accessible to
hundreds of thousands of middle class households countrywide.

 Hemendra Kothari, promoter-chairman of the Hemendra Kothari Foundation (estb.
2008), a Mumbai-based philanthropic organisation focused on wildlife conservation,
education and health. A former Bombay Stock Exchange heavyweight (D.S Purbhoodas
& Co) and former chairman of DSP Merrill Lynch, Kothari sold his interest in the firm to
Merrill Lynch and the Bank of America for over $500 million in the period 2005-09.
Currently he chairs DSP Blackrock Investment Managers Pvt. Ltd, a private equity and
mutual funds firm which manages assets of over Rs.41,000 crore.
 An enthusiastic and committed wildlife conservationist, Kothari promoted the
eponymous foundation to reduce the dependence of tribal people residing in habitations
abutting wildlife sanctuaries on thinning and depleting forests.
 Currently HKF supports NGOs working with over 100 schools sited near the
Ranthambhore, Pench, Tadoba, Andhari and Mudhumalai tiger reserves, educating and
upskilling children to prepare them for employment in non-traditional occupations.
Moreover, HKF supports 21 schools run by the Nashik Education Society with an
aggregate enrolment of 27,000 students.
 Mr Kothari hopes to favourably impact and upgrade neglected communities
living near forests. This will stablilise the fragile environments in which tiger
reserves and sanctuaries are located.

 Amarchand, Dungarshi, Harakchand, Shanti & Jitendra Gala, promoter-
directors of Navneet Publications (India) Ltd (estb. 1959). A low-profile
Mumbai-based school textbooks publishing company, Navneet has established
an excellent reputation over the past half century. Currently the company which
commissions, prints and publishes textbooks mapped with the syllabuses of the
state examination boards of Maharashtra and Gujarat, has more than 5,000
educational, preschool and general titles in print.
 The company’s high-quality textbooks are prescribed by 25,000 nurseries,
primary and secondary schools reaching over 30 million students in the
country’s premier industrial states. With 2,800 employees on its muster roll,
Navneet Publications (annual revenue: Rs.610 crore) is the sole textbooks
publishing company listed on the Bombay Stock Exchange.
 In 2008, it entered the digital learning space and currently its digitised texts —
marketed under the brand eSense — are being prescribed in 925 primary-
secondaries in Maharashtra and Gujarat. Moreover the company has also
diversified its operations to enter the schools management and brick-n-mortar
preschools businesses. Currently Navneet provides management services and
advice to over 80 schools in Andhra Pradesh, and has promoted three
preschools in Mumbai and one in Pune under the Leapbridge brand name

 HISTORICAL EDUCATIONAL LEADER AND REFORMER
 BHARAT RATNA PANDIT MADAN MOHAN MALVIA
 Pandit Madan Mohan Malaviya and His Philosophy of Education Family
Background of Pandit Malaviya Pandit Madan Mohan Malaviya was born on
December 25, 1861 in an orthodox Brahmin family at Prayag Born in an
educated orthodox Hindu family at Prayag (Allahabad) in 1861, Madan Mohan
Malaviya name to be recognized as an outstanding and noble son of India.
His multifaceted personality made him, at the same time, a great patriot, an
educationist with a vision, a social reformer, an ardent journalist, reluctant but
effective lawyer, a successful parliamentarian and an outstanding statesman.
Among Malaviya’s many achievements, the most monumental was the
establishment of the Banaras Hindu University or Kashi Hindu Vishvidyalaya. In
the course of his lifetime Banaras Hindu University came to be known as a
Capital of Knowledge of Indian Philosophy and a centre of excellence in fields
of Science and research and Literature , Aesthetics , Management Sciences
and Social Sciences, Cultural Studies , Commerce ,Law ,Professonal courses
such as Medical and Engineering and many more disciplines and the 8/16/2017Tezpur University Anjali Sharma38

 Pandit Madan Mohan Malaviya created history in Indian education with
this institution - the first of its kind in the country. He chose Banaras as
the site, because of the centuries old tradition of learning, wisdom and
spirituality inherent to the place. His vision was to blend the best of Indian
education called from the ancient centres of learning - Takshashila and
Nalanda and other hallowed institutions, with the best tradition of modern
universities of the west.
Great minds and personalities like Annie Besant, Mahatma Gandhi,
Rabindranath Tagore, Shyama Charan De and many others joined hand
with him in his quest for knowledge, arousing the national spirit in India
and winning freedom with the power of education and righteousness.
Malaviya passed away in 1946. But his spirit still lives and there are
many who bear the torch that he lit, Many more stand ready to shoulder
the mantle of his responsibility 8/16/2017Tezpur University Anjali Sharma39

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