A Definition of Leadership
A qualitative study submitted in partial fulfillment
of the requirements
for the course of
Instructional Strategies EDU 7701
as partial fulfillment of the requirements
for the degree of
DOCTOR OF EDUCATION
to the faculty of the Division of
ADMINISTRATIVE AND INSTRUCTIONAL LEADERSHIP
of
THE SCHOOL OF EDUCATION
ST. JOHN’S UNIVERSITY
New York
by
Alison L. Bruno
Carmen Campos
Jason Heyward
Chapter I
Purpose of Study
The purpose of this study is to determine Cohort 10’s notions of leadership. Therefore, the
definitions of leadership must first be defined. According to Sergiovanni, our understanding of leadership
is an outdated concept. “We think of leadership as direct and interpersonal, and assume that we must
have it. But there are many situations in which leadership is not an issue. I think that if we study those
settings we'll find that certain qualities can substitute for leadership.” Five elements of leadership as
described by Sergiovanni are bureaucratic, psychological, technical, competency, and virtue.
Research Question: What are the cohort’s views on leadership based upon the Sergiovanni’s framework?
Chapter II Literature Review/ Conceptual Rationale Based on the article, “On Rethinking Leadership: A Conversation with Tom Sergiovanni” by Ron
Brandt, Sergiovanni shares his 5 sources of authority needed to lead. The definitions of Sergiovanni’s five
sources of authority of bureaucratic, psychological, technical, competency, and virtue are explained
according to the article as well as personal perspectives and views. Bureaucratic can be defined as
traditional management using top-down authority and command leadership. Sergiovanni defines the
dominant male source of authority as bureaucratic.
Psychological is defined as sensitivity to interpersonal needs based on moral authority using
authentic real world behaviors. Technical is defined as an informative and/or research-based approach. It
is a prescribed plan of action or evaluation. Competence is being knowledgeable about teaching,
learning, and curriculum. In addition, it includes staying current on technology, research, and
methodology. Virtue is the collective values of the individual and a shared leadership with the
community. The influence of moral authority is also portrayed in virtue and can be exemplified as a
passion. These five sources of authority were used as a framework in the analysis of the cohort’s opinions
on leadership. Each cohort member’s perspectives were explored in determining which descriptive
element of leadership it most prevalently aligned with.
Chapter III Methodology The unit of analysis used in sorting the data from Cohort 10 was determined by Group D to be
coding of predominant ideas, and not sentence by sentence. At times, ideas might be found in phrases,
sentences, or a group of sequential sentences. The data is the specific quotes from twelve members of the
cohort, for two questions each, on their notions of leadership.
Group D working collaboratively and crosschecking the accuracy of the coding determined coder
reliability. Coding in the leadership elements was used to describe the cohort’s individual responses to
questions 1 and 2 from our Moodle Forum 8. First, we trained to eliminate the error rate. Two readers
coded the ideas, while the additional person checked the reliability of the coding done by the first two
people. Once consistency was accomplished, a reliable coding system was established.
Chapter IV Findings
The figure below is the matrix used by Group D to indicate the binning of the twelve cohort
member’s notions of leadership using Sergiovanni’s five sources of authority as a framework.
Figure 1: Coded Cohort 10 responses
Subject Bureaucratic Psychological Technical Virtue Competence
Sub. 1 - Q.1
.....and also be able to provide teachers with strategies and constructive criticism necessary for improvement.
you must have an excellent understanding of curriculum; Instructional leadership should contain numerous elements, ..... understanding new trends and methodologies in education.
Sub. 1 - Q.2
"community and sharing" are very important elements of leadership; vision;
Sub. 2 - Q.1
... it can be seen as a top-down; so as to inculcate to the staff which traits;
...convey a set of pre- established criteria.......
...instructional leadership is so prolific in literature......
Instructional leadership should contain elements of the most current, modernized forms of education.....
Sub. 2 - Q.2
...but a sense of organization and cohesive rules may be just as vital.....
... school needs an amalgamation of various authorities
Sub. 3 - Q.1
......means to provide each
......respect, patience,
.....mastery of subject.........
student with the necessary tools/ resources to learn.............
commitment, versatility, willingness to meet students where they are, positivity, and love.
Sub. 3 - Q.2
...... engaging communication, humility, a good listener, manage time well, versatile...
Sub. 4 - Q.1
A great leader provides the guidance to encourage teachers..........
....based upon best teaching practices, innovative methodology, and research.
Instructional leadership is fostered through vision and common purpose; It takes a community of teachers and learners to share a common, collaborative purpose.
...a clear expectation of instructional excellence is established.
Sub. 4 - Q.2
When they have ownership ......advocating change, ......are empowering new leaders
This occurs in the formal observation process, curriculum changes, policy changes, and more.
This support of community building derives from a collaborative culture within your school and shared ownership to the idea.
Sub. 5 - Q.1
Cultivating relationships..
......group and curriculum development, professional development, and opportunities to
Having the knowledge, technical skills, and interpersonal skills are
participate in research are beneficial to creating educational change.
prerequisites...
Sub. 5 - Q.2
I note the importance of interpersonal skills and their role in leading others; the cultivation of relationship is paramount in leading others. I ... appreciate Sergiovanni’s views ....“moral authority is cast in the role of serving the enterprise even more than others who also serve the enterprise”.
Sub. 6 - Q.1
#3..... Communication - Leader is clear in all messages sent; #4 Focus- Leader sets goals that are within the zone of proximal development.
#6.....Learning- uses research to inform instructional and organizational decisions.......
Sub. 6 - Q.2
...knows how to lead a school....
...inter-personal skills. I believe a leader needs to know how to get along with
teachers and staff and needs to treat everyone with respect.
Sub. 7 - Q.1
A good school leader guides its building to support their learners. .......also trusts its staff.
....differentiating instruction, as well as materials, workshops and teacher aides.
Sub. 7 - Q.2
.....it is a source that needs to be recognized and it is important to use this format in an organization.
.....the leader as learner and as a provider of assistance after listening to his/her followers' needs.......... ....leading with a moral base...
....doing things because they are the right thing to do and not part of the job description.
Sub. 8 - Q.1
....identify teachers weaknesses and.......by building on their strengths......
....collaboratively working with the building staff to establish a school culture and educational program conducive to student learning and socialization. .....cooperative learning, collaborative shared decision making......
Sub. 8 - Q.2
.....treat people with moral authority, which
would allow an administrator to behave normally. It's important to understand human behavior.
Sub. 9 - Q.1
....purpose of education and the role of a leader in a modern society. ....history of education.....
...values local and school community.... a commitment to the ideas of the common good.....
....capability to develop and implement instructional plans........
Sub. 9 - Q.2
As a teacher, I know that many ideas on instruction flow directly from the classroom...
Sub. 10 - Q.1
...must be taught differently....
....continually evaluate, reflect, and revise from all aspects of the learning chain...
....having a shared vision and collaboration; providing a culture of professional growth; inspire; ....encourage strengths to help them grow individually
knowledgeable
Sub. 10 - Q.2
...find strength within teachers and recognize and encourage strengths to help them grow individually,
....schools are more like families and small communities...
empower staff..
Sub. 11 - Q.1
...instructional leadership means to set desired goals for improvement and provide the tools and the knowledge to your staff in order to achieve these goals.
Instructional leadership also requires a solid understanding of the politics involved in making change and can institute this change despite it.
...good teaching practices........
knowledgeable
Sub. 11 - Q.2
.....teachers are provided with tools to achieve these goals.
.....community building.
Sub. 12 - Q.1
....instructional leadership at the school level one must possess the attributes of . ........virtue. ........to collaborate with other ; ...encourage others to grow in as many ways as possible.
....instructional leadership at the school level one must possess the attributes of components... ...must be the master leader; .....and have adaption skills under pressure.
Sub. 12 - Q.2
I align with [Marzano’s] beliefs of possessing competence and virtue as important elements of instructional leadership. .......and leadership needs
I align with [Marzano’s] beliefs of possessing competence and virtue as important elements of instructional leadership. The leader is the master
to develop from leaders within.
teacher......
Sub. 13 - Q.1
....new educational trends........
This type of leadership would be that of a good observer, listener, articulate well and model professionalism.
...an expert in a variety of methods......
Sub. 13 - Q.2
I agree with the empathy a leader must have; the moral authority. ....better feel of the people they are and their passion for their practice.
I agree with the emphasis he places of competence and virtue. .......a good listener, observer, can articulate his thoughts (obviously) and values professionalism.
I agree with the emphasis he places of competence and virtue. ......a good listener, observer, can articulate his thoughts (obviously) and values professionalism.
SYNTHESIS:
The educators of Cohort 10, while ranging in interpretation of the themes used in schools today,
have diverse views of how schools should be run, and what is most effective to reaching success. From
the five sources of authority; bureaucratic, psychological, technical, virtue, and competence, we see
aspects of each theme heavily used, with the exception of bureaucratic. The major themes from the
members of the cohort’s data was virtuous and competent authoritative leadership styles. The
supplemental themes are the psychological and technical approaches of leadership. Bureaucratic
leadership style, although not prevalent in the cohort’s viewpoints, was noted as an important thread
throughout the findings.
The bureaucratic source of authority is a very traditional approach to leadership. It is, as
Sergiovanni states, a “command leadership” style. The majority of the cohort did not rely primarily on
this sole source of leadership styles and are exemplified through these sources. Subject 6 repeatedly used
the word leader in describing the elements with which instructional leadership should contain. “Leader is
relentlessly focused on problem solving... leader interprets and analyzes multiple sources of data to make
decisions... leader is able to provide and identify needs for professional development...” The traditional
definition of the word “leader” lines up with a bureaucratic style and is a significant discrepancy from the
general cohort. These are the major pattern addressed pertaining to a bureaucratic type of leader;
however, these ideas could be better portrayed as a discrepancy to the overall findings.
Virtue is the major theme that our cohort felt is the most prevalent source of authority in
leadership. This is the where school leaders lead by example. It is there professionalism. Virtue is
inclusive of the concept of community. Sergiovanni writes that, “people become virtuous by practicing
virtue and by living with moral mentors.” (The Virtues of Leadership, pp.112) Our cohort indicates that
they too, strongly believe in virtue and setting examples of virtue as a way to lead a school. Subject 3
states leadership includes “respect, patience, commitment, versatility...” Subject 4 finds that “instructional
leadership is fostered through vision and common purpose...” Subject 7 feels we must “do things because
they are the right thing to do...” Subject 9 feels we need to have “a commitment to the ideas of the
common good...” Subject 13 “gets a better feel of the people they are (teachers) and their passion for their
practice.” Sergiovanni mentions that when leaders lead by moral authority, they can me more authentic.
They should practice leadership by outrage, in other words, they are more passionate about protecting the
standards and are more willing to take time to pursue them. Subject 12 states “one must possess the
attributes of... virtue.” These are the patterns exemplifying virtue.
As a whole, competency was the second most identifies theme we associated with as a source of
authoritative leadership. Leadership is marked by “technical competency” and a sense of purpose; a
competent leader is a master of your craft. Subject 1 starts out saying “you must have an excellent
understanding of curriculum...” Subject 2 followed with “instructional leadership should contain
elements of the most current, modernized forms of education...” Subject 13 closes by saying “an
administrator...(must) be an expert in a variety of methods, be aware of new educational trends, and
provide support...” The master teacher does not need to be told what to do, how to do it, and when to do
it. This philosophy demonstrates true professionalism, and it becomes part of the school’s culture by
example. Once again these finding show that the patterns noted of competency are significant in
obtaining effective leadership.
As summarized in our finding, the cohort supports the opinions of Sergiovanni in such that the
“dominate” sources of authoritative leadership should be virtue and competence. However, psychological
and technical sources of authority, although “supplemental” as Sergiovanni states, are still necessary and
present in leadership. Our findings on psychological and technical influences on leadership concur with
Sergiovanni’s philosophy of leadership. Psychological and technical garnered the same amount of
responses from our cohort.
Psychological source of authority is what we are often taught in leadership courses. It relies on
“personality, motivation”, and relationship building. Subject 10, when expounding on the psychological
needs says, “Find strength within teachers and recognize and encourage strengths to help them grow...”
Subject 11 says, “Leadership requires a solid understanding of politics...” This is one discrepancy noted in
the data as this is a break from everyone else in our cohort; a mention of politics and its role in leadership
was overlooked by many. Many members of the cohort talked about the need for passion in being a
leader, and how one uses that to influence their leadership. The patterns of psychological style are
demonstrated through our findings. This was a secondary theme we discovered through our findings.
Technical source of authority focuses on process and procedure without substance and meaning.
According to Sergiovanni, technical rational is a “set of prescription” for instruction based upon research;
however, educators need to “create their [own] practice in use.” Subject 5 states “group and curriculum
development, professional development, and opportunities to participate in research are beneficial to
creating educational change.” Change is needed, as evidenced by our responses in technical. Subject 4
repeatedly talked about change, and stated, “This occurs in the formal observation process, curriculum
changes, policy changes and more.” Technical is the how, but as leaders we want to foster competency
through ownership of the process of educating. These were the many patterns of technical styles, which
were included in our secondary theme of our data.
As a cohort, leaning on, and interpreting Sergiovanni’s 5 sources of authority, and how they relate
to our views on leadership is not an easy task. We agree that there is no one specific way to exhibit
leadership. Leadership is a combination of many ideas, practices, modeling, and implementation,
depending on the needs of the students, staff, and administration, but it was stated by Subject 10
“providing instructional leadership ...inspire teachers, staff, and students through example.” Possibly, it
is the notion that it is through the critical role of professional authority and moral leader, that we
can, as stated by Sergiovanni, expand our leadership in more important and powerful ways.
Chapter V. Conclusion
It is not surprising to find that virtue was the most predominant element of authority in
the cohort. According to Sergiovanni, the traditional sources of authority are bureaucratic,
psychological, and technical; however, it is competence and virtue that he believes should
dominate. None of these five sources of authority can be used in isolation. Each source is
essential, with a greater focus on virtue and competence.
When referring to virtue, Sergiovanni compares schools to families and communities.
The cohort can be viewed as a small community of educational leaders who encompass the
moral authority Sergiovanni speaks of. The cohort shares a passion for what schools could and
should be.
The cohort also rated competence very high. This too, is not a surprise. Competence
represents the scholar in us. It is what we desire in ourselves, and others. This doctoral program
fosters a nurturing environment of accomplishing virtue and competence.
Technical and psychological sources were less dominant elements, but still important
components. Bureaucratic leadership, even at times, was demonstrated in the cohort’s notion of
leadership, although not frequently. As a cohort, the objective is to transform from a traditional
leader into a virtuous, competent leader, which includes many of these traditional values that
Sergiovanni mentions.
Reference:
Brandt, R. (February, 1992). On rethinking leadership: A conversation with Tom Sergiovanni.
Educational Leadership, 49(5), 46-49. Sergiovanni, T. J. (2007). Rethinking leadership: a collection of articles. (2nd ed.). Thousand
Oaks, CA: SAGE Publication
Appendix: Below are the responses of the entire group on their views of instructional leadership and their comments on Sergiovanni’s views: Sub 1 - Q.1 / In order to provide instructional leadership at the building level, / you must have an excellent understanding of curriculum / and also be able to provide teachers with strategies and constructive criticism necessary for improvement. / You must be viewed as resource by the faculty to assist teachers with the delivery of their instructional program. As an instructional leader, you must also inspire your teachers to make changes, which will have a positive impact on both student learning and overall professional growth. Instructional leaders also have an excellent understanding on how to meet the needs of all learners and are successful in providing this specific area of professional development to teachers./ Instructional leadership should contain numerous elements, such as understanding new trends and methodologies in education, / provide meaningful professional development (especially in the area of technology), and a track record of being able to improve student achievement. Sub 1 - Q.2. After reading Sergiovanni's article, and going back and rereading my thoughts instructional leadership, I didn't write about community building, but I do agree with Sergiovanni that/ "community and sharing" are very important elements of leadership (p. 47). I do not agree with Sergiovanni's view in believing that being a follower makes a leader special. My belief is that as a leader you must have/share a vision for success. /If you are always waiting for teachers to be the leaders in different aspects of education, how will you be viewed by your staff as a leader? I truly believe in identifying strong teachers as "backbones" of the school, but as a leader you must be able to successfully guide and facilitate. It was interesting to note Sergiovanni's beliefs on leadership tendencies of males and females. It caused me to reflect on my leadership style and evaluate my collaborative qualities as a male leader in education.
Sub 2 - Q-1. It seems that instructional leadership is a broad term used to encompass a variety of needs at the school level. In one sense, it is an attempt by principals and administrators to / convey a set of pre-established criteria / unto their staff in hopes of yielding better achievement in the classroom. In another sense, / it can be seen as a top-down, / bureaucratic form of leadership used to monitor the community of the district under one umbrella. Equivocally, instructional leadership tends to exist in various manifestations, under different titles, making the concept ambiguous at times. Perhaps its vague nature could explain why the idea of instructional leadership is so prolific in literature on educational reform./ Instructional leadership should contain elements of the most current, modernized forms of education, / so as to inculcate to the staff which traits / and tools should be implemented in the classroom for optimal student instruction. Sub - Q.2. I think Sergiovanni’s view of instructional leadership certainly shares some similarities to my own line of thinking. Sergiovanni indicates his disappointment with instructional leadership primarily due to its bureaucratic inclinations. “Command leadership” as he calls it represents a clinical view of teaching that alludes to a cure in the form of professional development (p. 48). This panacea is not only subjective, but unrealistic due to the fact that teaching cannot be prescribed. Sergiovanni’s description of teacher leadership expounds on the notion of “establishing substitutes for leadership” so to eliminate the need for one specific leader in a school (p. 48). The radical idea that Sergiovanni posits of establishing more leadership among teachers was a revolutionary proclamation at the time of this publication (1992), and is one that could be protracted into the current setting of education. However, it seems significant to mention that while Sergiovanni repudiates the “label” of instructional leadership, he doesn’t hesitate to use another label in the form of moral authority. This apparent contradiction leads to the question of whether or not change can take place in education without the use of labels. One of the only ways that Sergiovanni’s thoughts differ from my own are that he cites moral authority as integral towards an effective school. This is plausible, but it seems to me that a / school needs an amalgamation of various authorities / in order to strive; a family component promotes achievement through competence and virtue, as Sergiovanni notes, / but a sense of organization and cohesive rule may be just as vital / (at times) towards an invaluable education. Sub 3 - Q.1. To provide instructional leadership at the school level / means to provide each student with the necessary tools / resources to learn / at a high level. The elements of such leadership are: / mastery of subject / by the teacher, ability to communicate effectively, / respect, patience, commitment, versatility, willingness to meet students where they are, positivity, and love.
Sub 3 - Q.2. Some of the characteristics of good instruction are: clarity, high & realistic expectations, / engaging communication, humility, a good listener, manage time well, versatile... An instructional leader knows good instruction when they see all students involved in the lesson, whether it be actively listening or participating, students answering & asking questions, and students displaying comprehension of the topic because of the instruction being given... Up to this point, my main point of reference is the teachers I have observed over the years. Sub 4 - Q1./Instructional leadership is fostered through vision and common purpose. / It is the building leader that develops this vision /based upon best teaching practices, innovative methodology, and research. / Hence, a / clear expectation of instructional excellence is established./ A great leader provides the guidance to encourage teachers to engage / in meaning professional development opportunities and reflective approaches towards instruction. Of course, none of this could be accomplished without the inclusion of collaborative practices with the faculty. One person cannot create effective change by himself or herself. /It takes a community of teachers and learners to share a common, collaborative purpose. /In order to effectively be able to provide instructional leadership, a building leader must possess solid communication skills, be supportive, provide a shared vision with proper guidance for success, allow for faculty mentoring opportunities, encourage reflection and growth, and strive to continuously establish a culture of promoting life-long learning. Sub 4 - Q.2. When I reflect back to my views of leadership prior to reading Sergiovanni’s article, I find many similarities. I strongly felt that leadership starts with a clear vision, but to truly and effectively be able to execute it you need the support of your staff. / This support or community building derives from a collaborative culture within your school and shared ownership to the idea. / As an administrator, your job becomes very difficult if you need to make someone do something, such as the cliché, “do it because I said so” approach. Instead, “you get more bees with honey” might fit for a start, and then you need to present your idea, goal, or vision in a way that other also now believe in it and most importantly think it’s worthy and meaningful. If you plan to make big changes, it is always better to have a committee where teachers are partners in the change process. / / This occurs in the formal observation process, curriculum changes, policy changes, and more. /When they have ownership and buy in, they will be your biggest cheerleaders for the advocating change, and ultimately you are empowering new leaders/ (tech mentors, new teacher mentors, grade level leaders, and more). An idea I believe, but did not include in my prior leadership post was the notion of leadership and professionalism. I too do believe that many people can be leaders, such as administrators and teachers alike. However, a teacher leader needs to be the ultimate professional. Sergiovanni
states about leaders that, “there is a commitment to exemplary practice [and] professionals don’t need anybody to check on them, to push them, to lead them. They are compelled from within.” A true leader, teacher or administrator, is intrinsically motivated to improve and succeed. Teacher leaders are your biggest assets to providing the best learning environment possible for our students. Sub 5 - Q.1. An instructional leader is a visionary leader who is able to conceptualize the optimal learning environment and to promote the changes needed to achieve this sort of environment. /Having the knowledge, technical skills, and interpersonal skills are prerequisites / to being a developmental / instructional leader. / Cultivating relationships / while recognizing the need for direct assistance, / group and curriculum development, professional development, and opportunities to participate in research are beneficial to creating educational change /. Sub 5 - Q.2. In regard to leadership, both Sergiovanni and / I note the importance of interpersonal skills and their role in leading others /. Sergiovanni mentions that “schools are more like families and communities where,” I agree with this statement and think that the cultivation of relationship is paramount in leading others. / I really appreciate Sergiovanni’s views / on leadership especially his statement about moral authority in that “/moral authority is cast in the role of serving the enterprise even more than others who also serve the enterprise”./ Sub 6-Q.1. In order for one to provide effective instructional leadership at the school level, one must be able to know how to develop capacity within the context of the school environment. The leader needs to have a clear vision, and set goals. The elements on instructional leadership should contain the following:
1) Personal Behavior- Leader reflects on consequences of his/her actions, leader actively seeks and makes use of diverse and controversial views, leader manages emotions
2) Resilience- Leader is relentlessly focused on problem solving and demonstrates an ability to analyze, synthesize and promote coherence, leader seeks feedback, leader transforms disagreement and dissent into opportunities
3) Communication- Leader is clear in all messages sent/
4) Focus- Leader sets goals that are within the zone of proximal development/
5) Situational Problem Solving- Leader interprets and analyzes multiple sources of data to make decisions, leader builds professional relationships
6) Learning-Leader uses research to inform instructional and organizational decisions/, leader is able to provide and identify needs for professional development for all staff members
Sub 6-Q.2. In reading Sergiovanni's text, he does make some valid points in regards to "people who have no moral commitment but all the leadership skills can be very skillful in promoting the wrong things". And this is very true. You can create a leader, or one who /knows how to lead a school/, but you can't create/change someone’s personality or moral behavior. As I mentioned in my views on leadership, the Leadership Academy, gives leaders the skill necessary to run 21st Century schools, however, it does not teach /inter-personal skills. I believe a leader needs to know how to get along with teachers and staff and needs to treat everyone with respect/. Sub 7-Q.1. To provide instructional leadership at the school level is to provide teachers with the supports they need. Teachers need support with how to properly differentiate instruction in the classroom. A good school leader sees to it that teachers have access to other teachers who are /differentiating instruction, as well as materials, workshops and teacher aides/. Having taught in three completely different districts, one thing I have noticed at the school level is that all teachers are faced with a wide range of levels in their classrooms. There are always students who are either below and sometimes above the grade level and so, teachers need the supports to properly guide these students at their pace. Too much time is spent on test prep. /A good school leader guides its building to support their learners/. A good school leader /also trusts its staff/. Without trust there is too much micromanagement and rigidity that leads teachers to rebel or give up. The elements of a good leader are: the ability to listen; the ability to relinquish power and the ability to trust his/her staff. A good leader needs to listen because if those who follow you do not feel listened to, there would be no one to lead. One can have the title of "Principal" but without the "pal" you are just a "prince" and not a king. A leader needs to relinquish power because, let's face it: you will not lead forever. Those under you need to acquire the skills that got you the leader position in the first place. Control-ridden leaders do not like how certain people do certain things. By relinquishing a little power, one can see others flourish. Finally, a good leader needs to trust his/her staff. A principal cannot be in every classroom at every minute. Therefore a good leader trusts their staffs when they want to take risks to start a new program or try a new method. Sub 7-Q.2.Sergiovanni presents the view that leadership encompasses psychology, morality, bureaucracy, competence, and technicality. The part that sounds similar to my response is /the leader as learner and as a provider of assistance after listening to his/her followers' needs/. I, too,
mentioned the good leader as able to relinquish power. Sergiovanni says, "The only thing that makes the leader special is that he or she is a better follower." I also mentioned that a good leader trusts its staff. This is in line with Sergiovanni's view of /leading with a moral base/ and /doing things because they are the right thing to do and not part of the job description/. Conversely, Sergiovanni makes light of the fact that we cannot ignore the bureaucratic and technical-rational sources of authority. I did not mention these because I originally did not think these are necessary to be a good leader. After reading Sergiovanni's interview, I realized that while I personally don't agree with the bureaucratic source of authority, /it is a source that needs to be recognized and it is important to use this format in an organization/. Sergiovanni asserts that it does not have to be all encompassing. Sub 8-Q.1. An Instructional leader in the 21st century education differs than the old traditional style school administrator. Instructional leadership must be based primarily on clarity about the goals of the school, analysis of current results, and purposeful actions to close existing gaps between the desired results and present reality. Instructional leaders would include /collaboratively working with the building staff to establish a school culture and educational program conducive to student learning and socialization/. They would seek to promote staff professional development through, /cooperative learning, collaborative shared decision making/ and professional development. An instructional leader will know what's going on in their classrooms on a daily basis through informal observations and will be able to /identify teachers weaknesses and/ attempt to cover come them /by building on their strengths/, which would ultimately produce high student achievement. Sub 8-Q.2. After reading Sergiovanni's article, I share similar views about leadership. He suggest that you /treat people with moral authority, which would allow an administrator to behave normally/. He suggests when you treat people this way your treating them more authentically. I agree with using moral authority. I also reference my own thoughts and feelings when dealing with others. I try to treat and interact with individuals, as I would like to be treated. A schools mission statement as well as the vision is important for effective leadership. It must be a collaborative effort among all. The article suggests the leader should be more passionate about the goals and be able to clearly articulate the purposes of the community. I agree, I think an effective leader will lead from the middle of the pack, understanding there are individuals who will know more than you and some wont. However, when the pack sees the leader as a troop first they are more willing to align themselves with that individual then if a leader is leading from the front and don't look back. I also agree with Sergiovanni when he suggests leaders change his own mindscape about how human enterprises work. /It's important to understand human behavior/. You don't have to agree with others thought process; however attempting to understand them is part of effective leadership.
Sub 9-Q.1.What does it means to provide Instructional Leadership at the school level? I was always taught that providing Instructional Leadership encompasses understanding the /purpose of education and the role of a leader in a modern society/. The leader holds strong ethical beliefs whether professional or philosophical, /values local and school community/ and understands the philosophy and /history of education/. What are the elements of such leadership? Some of the elements of such leadership are /a commitment to the ideas of the common good/, a belief in the educability of all, an ability to productively influence students and their families and promotes the success of all students. It also involves an understanding of society and how it functions as well as the /capability to develop and implement instructional plans/ and ensure that all students have the knowledge needed to become successful adults. Sub 9-Q.2. In what ways does Sergiovanni’s view align with the view that you presented in the forum above? What, if any, are the major differences in the way he views leadership and the way you view leadership? I think Sergiovann’s views do not align in any way with a traditional view of Instructional Leadership. He may have shared traditionalist views at one point in time but in his response to the last question of the interview he states that traditional leadership should be thrown away to develop a new revolution for teaching and learning. He stated in the article that traditional leadership was bureaucratic, cold and calculating. Sergiovanni finds traditional Instructional Leadership as non-progressive with a linear format that is ineffective. He goes in depth discussing the differences between the leadership styles of men and women and suggests that women have a more nurturing style of leadership that may be more effective. I’m not sure I am completely sold on Sergiovanni’s views of leadership mainly because I’ve only read one article based on his thoughts. However, I do agree with this statement that he made “The legitimate instructional leaders, if we have to have them, ought to be teachers.” /As a teacher I know that many ideas on instruction flow directly from the classroom/ and often times school leaders do not support, understand or appreciate non-traditionalist ways of teaching and are unwilling to embrace new ideas. Sub 10 - Q.1 I believe that providing instructional leadership at the school level and the elements of such leadership go hand in hand. Together these mean: * / having a shared vision and collaboration among stakeholders (students, teachers, staff, administrators, parents, and community members) / * providing a culture which promotes student learning in the specific school * providing a culture of professional growth, learning, and exchange between faculty members
* organizational and management skills that are strong, equitable, and consistent * / Inspire teachers, staff, and students through example / * be hands on and accessible, knowledgeable, and open to new ideas * / continually evaluate, reflect, and revise from all aspects of the learning chain (admin - teacher, teacher - student, student - teacher, teacher - admin, etc.) / * take into account the changing face of education - today's students are very different learners * consistently revisit the vision, reconsider how content is available to students because students think differently and / must be taught differently / and the vision may need to be tweaked periodically * learn how to create a cohesive team between seasoned teachers and new generational teachers * consider student/ learning outcomes and initiatives to properly educate students who will live and work in a 21st century society (Schrum & Levin, 2009) * challenge students and staff in a meaningful way * find strength within teachers and recognize and / encourage strengths to help them grow individually / * empower staff, do not force learning in a specific time period - allow teachers to learn at their own pace * set clear expectations * support staff both inside and outside the school Sub 10 - Q. 2. I found it interesting when Sergiovanni discussed the question, “What does it mean to be effective?” I think this is a question many people either ask or think about during a workshop on leadership. At the time the question was posed he brushed it off but later it came back to him. He states, “All process, no substance.” There is certainly a difference between classroom or workshop instruction and actual life practice. I believe there are several similarities and differences between my view on leadership and Sergiovanni’s view. His “idea structures” relate directly to my idea of one unified vision, which I call a shared vision by all stakeholders. He also states, “Teachers teach in the ways that make sense to them...” He tells us that management systems do not work because it is one size fits all. If we are going to create a system that is more effective it needs to help teachers grow as individuals in ways that make sense to them in their lives and their practices. This refers back to the idea of all process and no substance. I think he has the right idea when he mentions that leaders are not driven by theories but rather a clear goal. For growth to occur it needs to make sense. I agree with Sergiovanni’s ideas. In my view I stated “challenge students and staff in a meaningful way, / find strength within teachers and recognize and encourage strengths to help them grow individually, empower staff, do not force learning in a specific time period - / allow teachers to learn at their own pace, set clear expectations, and support staff both inside and outside the school.” I find that I agree with many of Sergiovanni’s ideas. One idea I do not agree with is, “The only thing that makes a leader special is that she or he is a better follower.” I personally think leaders lead by example. I do not believe they are all followers. It is not to say some do not rise by riding someone else’s
coattails nut I think the successful leaders are those that lead! I will also mention I am a little torn on the idea of professionalism and leadership. I understand the message he is conveying but I do not know if I agree with it completely. / Yes, schools are more like families and small communities but I think everyone has something to learn and if we remove the leadership… / do we remove the professional learning or is that done among colleagues? Sub 11 - Q.1 / To provide instructional leadership means to set desired goals for improvement and provide the tools and the knowledge to your staff in order to achieve these goals. / Instructional leaders should be aware of the changing needs of society and engage the faculty and community in conversations on how to address to these changes. As the educational demands of the 21st century learners’ shift, instructional leaders need to create a path towards meeting those demands./ A good instructional leader understands good teaching practices and remains current on new methodology. You must lead by example and be knowledgeable about the methods or materials you are asking your staff to utilize. / Collaboration with stakeholders is essential in creating policy and a clear understanding of the data is necessary to evaluate and monitor progress. / Instructional leadership also requires a solid understanding of the politics involved in making change and can institute this change despite it. / Sub 11- Q2. After reading Sergiovanni's article, I reread what I had written about a week before. I was able to see many similarities in what I wrote with what Sergiovanni views on good leadership. / One main point that he writes about is the focus on community building. / I agree that in order to move your community of teachers along a continuum, you must have virtuous intentions in creating a better learning environment for your students. / This can only happen if teachers are provided with tools to achieve these goals. / Traditional leadership often focuses on dotting the "i's" and crossing the "t's"- in other words focused on managerial tasks. Sergiovanni brings a new perspective in stating that traditional leadership training has focused on male leaders and qualities often associated with these roles. Women bring about a more collaborative style to leadership, a more inclusionary process that focuses on community building. This is one major difference in the way I viewed leadership compared to Sergiovanni. Upon closer evaluation of this, I might agree with this view. Sub12 - Q.1 I believe / instructional leadership at the school level one must possess the attributes of competence / and virtue. / The leader must be highly visible to their staff and have a high level of oral and verbal communication skills. The leader needs to be able to demonstrate their ability to be flexible and / provide the resources needed by the staff and students. The leader must be the master teacher. / The leader must be a learner and model his or her own ongoing learning. / The leader must be able to collaborate with others / and have adaptation skills under
pressure. / The instructional leader must provide ongoing professional development / and encourage all staff to grow in as many ways as possible. / In the book School Leadership that Works from Research to Results, Robert Marzano (2005) indicates to provide instructional leader ship at the school level according to the different theorist include diverse lists from promoting a positive school climate to supporting day-to-day instruction to facilitating collaborative efforts amongst teachers. Sub 12 - Q.2 Although my views closely align with Robert Marzano and the theorists presented in Marzano's text (2005), after reading On Rethinking Leadership: A Conversation with Tom Sergiovanni, as stated in the first forum, / I align with his beliefs of possessing competence and virtue as important elements of instructional leadership. / As I read the article I realized my views on instructional leadership aligned with him as well. / The leader is the master teacher and / leadership needs to develop leaders from within. / Sub 13 - Q.1 / Instructional leadership is demonstrated by the ability of an administrator to mentor teachers, be an expert in a variety of methods, / be aware of new educational trends, / and provide support for classroom instruction as well as professional development to staff. This type of leadership would be that of a good observer, listener, articulate well and model professionalism. Sub 13 - Q.2 I really enjoyed reading this text. It was enlightening to hear someone rebuff traditional management as something created for men by men. / I agree with the empathy a leader must have; the moral authority. / I agree that to be the traditional 'instructional leader' indicates you at the helm with others following and this isn't the most beneficial for a good school. In my own experience, as a foreign language department chair, I did away with traditional department meetings for a "sharing of lessons" or staff - development. / During these sessions, I get a better feel of the people they are and their passion for their practice. / That is much better than just giving directives as if only you have the answers. I was very interested in what Sergiovanni wrote about "moral commitment" and that without it a 'leader' could be promoting the wrong things./ I agree with the emphasis he places of competence and virtue. / It seems so simple but very strong. / It seems that Sergiovanni has the elements I mentioned earlier: a good listener, observer, can articulate his thoughts (obviously) / and values professionalism./
