IN-SERVICE TEACHER TRAINING PROGRAM Key to School Effectiveness 21st Century School Leadership Samar Bouzeineddine Nov. 8, 2014
Transcript
1. IN-SERVICE TEACHER TRAINING PROGRAMKey to School
Effectiveness21st Century School LeadershipSamar BouzeineddineNov.
8, 2014
2. Objectives1. Contrast leadership and management2. Contrast
20th school leadership and 21st leadership3. Interpret 21st school
leadership target4. Analyze leadership pillars5. Comprehend and
apply leadership approaches and types6. Reflect on leadership
challenges and leader role
3. Managers Managers know how toplan, budget, organize,
staff,control, and problem solve Managers deal mostly withthe
status quo Management is a bottomline focus: How can I
bestaccomplish certain things? Management is doing thingsManagers
Vs. LeadersrightLeaders Leaders create andcommunicate visions
andstrategies Leaders deal mostly withchange Leadership deals with
thetop line: What are the thingsI want to accomplish? Leadership is
doing theright things
5. Learning in the Past Learning in the FutureSchool
Leadership
6. 20th Century Leadership Studied best teachingpracticeslooked
at teacherbehavior Assumed learner needswere knownwork skillsfor
business and industryand skills for college andcareers21st Century
Leadership Study learninglook atstudent engagement inproblem
solving, criticalthinking, and creativity Understand future skills
arenot knownmust buildbasic knowledge and thecapacity and desire to
learnLeadership for Learning
7. 20th Century Leadership Focused on schoolclimate
andcollegialitycreatecongenial workenvironment and
socialrelationships21st Century Leadership Focus on a
learner-centeredculturecreateprofessional collaborationand
professional learningLeadership for Collaborative Cultures
8. 20th Century Leadership Change was sporadic
andfirst-orderusuallymandated from thegovernment and seldomlasted
or valued Change was made andexpected it to be longterm or even
permanent21st Century Leadership Change is constant
andsecond-orderurgency tochange is ever-presentand always will be
Change is a continuousprogression of reflectionand
collaborationcollective problemsolving that buildscommitment and
efficacyamong staffLeadership for Continuous Change
9. 20th Century Leadership Schools seldomdeveloped
changeplanswhen they didthey were strategic The strategic
planrequired a visionwhichthe principal wrote,printed, and posted
in allclassrooms21st Century Leadership Comprehensive,
systemicplans are the basis forcontinuous changebroadin scope and
engaging allstaff in the development,implementation, assessment,and
refinement Change is vision drivendescribing where we wantto be in
five years andgrounded in best practicesVision-Driven
Leadership
10. 21st School Leadership Target
11. As principals, how do we determine the current state ofour
schools culture? How do we measure the health of our schools
culture?School Culture Triage SurveyThe real questions are .
12. Professional collaboration: Do teachers and staffmembers
meet and work together to solve professionalissues instructional,
organizational, or curricular issues? Affiliative and collegial
relationships: Do people enjoyworking together, support one
another, and feel valuedand included? Efficacy or
self-determination: Are people in the schoolbecause they want be?
Do they work to improve theirskills as true
professionals?Administering the Survey
13. 21st Century Learner/TeacherA Vision of K-12 Students
Today
14. GlobalAwarenessEconomic
&BusinessLiteracyEnvironmentalLiteracyCivicLiteracyHealthLiteracy21st
Century Themes
15. Learning andInnovation1. Creativity and innovation2.
Critical thinking andproblem solving3. Communication
andcollaboration21st Century Skills
16. Information & Technology1. Information Literacy2. Media
Literacy3. ICT Literacy (InformationCommunication Technology)21st
Century Skills
17. Life & Career1. Flexibility & Adaptability2.
Initiative & Self-direction3. Social & Cross-cultural
Skills4. Productivity & Accountability5. Leadership &
Responsibility21st Century Skills
18. Its important to scaffold teachers in teaching 21C skills
explicitly Teachers cant assume kids know how to do be
collaborative or beWhat does this mean for the
classroomteacher?problem solvers, etc. This is the huge challenge
for teachers currently---to step back fromcontent knowledge
exclusively and take more responsibility for thedirect teaching of
these more soft or cross-disciplinary skills thatrelate to any
content discipline. In thoughtful classrooms, talk about thinking
is part of every subjectand every lesson. There is no, Okay, now
well do our thinkinglesson. Instead there is, Now were going to
think scientifically, andNow were going to think like authors.
Conversations about thinking should happen at every grade
level.
19. Project-based learning offers rich opportunities for
providinginstruction in specific thinking skills and strategies
whileemphasizing subject area learning in authentic contexts. By
teaching 10-15 minute mini-lessons on skills while students
areworking on projects, teachers can organize instruction so
students canimmediately apply what they have learned in meaningful
contexts. Effective explicit instruction generally consists of six
components:1. Selection of an appropriate skill or strategy for
instruction2. Labeling and categorizing of the skill3. Modeling of
the skill through a think-aloud4. Guided practice of the skill with
a partner or small group5. Explanation of how and when to use the
skill or strategy6. Ongoing coaching on how to use the skill
effectivelyTeaching Specific Skills
20. Natures Heart Beats
21. Leaders in Religion, Media, Technology
22. Competencies Dos CharacteristicsBehaviour
AttitudesLeaderships Pillars
23. Strategic vision and theability to share that Clear
communicationand messages Success beyond narrowprofessional
boundaries Leading by influence,Competenciesnot control Creating
alliances anddevolved management Flexibility and versatility
24. Dos Put performance at thetop of the agenda Translate
vision intoaction Influence behavioursthrough diversity andmutual
respect Rouse the workforcefrom indifference toenthusiasm Develop a
workforcewith focus and relentlessdesire to improve
26. Behaviour Decision-making Risk taking Crossing
theline/Pushing theboundaries Joined-up thinking/acting
Team-building Communicating Encouraging andmotivating Leading by
example Saying thank you
27. Attitude Can Do Challenging Establishing highstandards for
self andothers Trusting Delegating Promoting learning Empowering!
Welcoming diversity
28. Leaders are born, not made.Who would want to be led
byyou?
29. LeadershipStrategies/Approaches
30. Has its roots in leadership theory Suggests that certain
people are born with special traitsthat made them great leaders
Identifies the major traits intelligence,
self-confidence,determination, integrity, sociability Used by
organizations to identify how individuals will fitwithin their
organizations Used for personal awareness and development
(analyzestrengths and weaknesses)Trait Approach
31. Positives Fits into the popular idea(leaders are special
people) Is validated by research studies Provides an
in-depthunderstanding of the leadercomponent Provides some
benchmarksagainst which individuals canevaluate their own
personalleadership attributesNegatives Has failed to provide
adefinitive list of leadershiptraits Has failed to take into
accountthe impact of situations Has no adequately linked thetraits
of leaders with otheroutcomes such as group andteam performance Is
not useful for training anddevelopmentTrait Approach
32. is a leader-centered perspective (Depth) Emphasizes the
competencies of leaders Depends on three basic personal skills:
technical,human, and conceptual Was developed in 1990s to explain
the capabilities(knowledge and skills) Defines five components of
effective leaderperformance: competencies, individual
attributes,leadership outcomes, career experiences,
andenvironmental influencesSkills Approach
33. Problem solving skills Social judgment skills
KnowledgeCompetencies General cognitive ability Motivation
PersonalityIndividualAttributesAffected by career experiences
andenvironmentSkills Approach
34. Positives Is a leader-centered model Places learned kills
at thecenter of effective leadershipperformance Is available to
everyone Provides a map that explainshow effective leadership canbe
achieved Provides a structure forleadership education
anddevelopment programsNegatives Is weak in predictive value
anddoes not explain a personscompetencies lead to
effectiveleadership performance Claims not to be a traitapproach
but individual traitsplay a large roleSkills Approach
35. Focuses on what leaders do rather than who leaders are
Suggests that leaders engage in two types of behaviours:task
behaviours and relationship behavioursTask BehaviourThe degree to
which you helpothers by defining their roles andletting them know
what is expectedof themRelationship BehaviourThe degree to which
you try tomake subordinates feelcomfortable with themselves,
eachother, and the group itself.Style Approach
36. To find a universal set of leadership behaviours capableof
explaining leadership effectiveness in every situation Originated
from three different lines of research: OhioState University
studies, University of Michigan studies,Blake and Mouton Managerial
Grid to find the best wayfor leaders to combine task and
relationship behaviors.Style Approach
37. Positives Has broadened the scope ofleadership research to
includethe leaders behaviours ratherthan only their personal traits
Is a reliable approach Underscores the importance ofthe two core
dimensions ofleadership behaviour: task andrelationship Provides us
with a broadconceptual map useful in gainingunderstanding of our
ownleadership behaviours Reminds leaders that theirimpact on others
occurs alongboth dimensionsNegatives Does not show
associationbetween leaders behaviours andoutcomes: morale,
jobsatisfaction, and productivity Does not define a universal setof
leadership behaviours thatresult in effective leadership Implies
but fails to support fullythe idea that most effectiveleadership
style is a high-highstyleStyle Approach
38. Situational leadership is a prescriptive approach
toleadership that suggests how leaders can becomeeffective in many
different types of organizationalsettings involving a wide variety
of organizational tasks. This approach provides a model that
suggests to leadershow they should behave based on demands of a
particularsituation.Situational Leadership
39. LeadershipStyleDirective Supportive1 High Low2 High High3
Low High4 Low LowDevelopmentLevelCompetence Commitment1 Low High2
Moderate Low3 Moderate Lack4 High HighSituational Leadership
StylesDevelopment Levels
40. Positives Is a standard for trainingleaders Is a practical
approach andeasily understood and applied Sets clear prescriptions
toenhance leadershipeffectiveness Stresses that there is no
bestSituational ApproachstyleNegatives Does not have a strong body
ofresearch findings Is not clear in explaining howsubordinates
developmentlevels improve of theircommitment changes over time Does
not provide guidelinesfor how this approach can beused in group
settings
41. Is the newest approach to leadership Is the process of how
leaders inspire followers toaccomplish their great goals Requires
understanding and adaptation to the needs andmotives of
followersTransformational Leadership
42. Transformational leadership can be assessed trough theuse
of the Multifactor Leadership Questionnaire (MLQ)which measures a
leaders behavior in the followingareas:1. Idealized influence2.
Inspirational motivation3. Intellectual stimulation4.
Individualized considerationTransformational LeadershipStyles
43. Knowledge is his positive power. Wisdomis his wide mission.
Passion is his goldenkey. Arabian culture is his bold
pride.Creativity is the trait of his techniques, andoriginality is
the spirit of his profession.Equipped with faith, ethics, and
values, hehas been determined to develop and spreadArabian Martial
Arts locally, regionally,and internationally.He is Dr. Walid
Kassas, the open-mindedleader who successfully founded a
newidentity, created a professional image ofArabian Sports, and
reached universalstandards worldwide.Transformational
LeadershipModel
44. Transformational LeadershipModelHow does the quality of Dr.
Walidleadership influence his athleticprofession?Efficiency,
adaptation, and humanresources are the main skills which havebeen
evident in his specific leadershipbehaviors and his management of
sportprograms and activities.He appreciates the need to understand
andadapt to the needs and motives offollowers.He is the change
agent, the role model,who can create and articulate a clear
visionfor an organization, who empowersfollowers and plant
trustworthiness in themto meet higher standards..
45. Transformational LeadershipModelIn Lebanon, 13 clubs are
foundednot only in Tripoli but in Beirut ,South, North , and
Mountain ofLebanon.In Arab Federation, 16 Arabcountries are members
and each onehas many clubs.Internationally, there are more then
70countries too.
46. Positives Is a current model Has strong intuitive appeal
Emphasizes the importance offollowers in the leadershipprocess and
their growth Places strong emphasis onmorals and valuesNegatives
Lacks clarity Is based on MLQ which hasbeen challenged by
someresearch Creates a framework thatimplies that
transformationalleadership has a trait-likequality Suffers from a
heroicleadership bias Has the potential to be used innegative ways
by leadersTransformational Approach
47. Provides a framework in which to study the
systematicfactors that contribute to a groups outcomes or
generaleffectiveness. Aims to help the group accomplish its goals
bymonitoring and diagnosing the group and taking therequisite
action.Team Leadership
48. Larson and LaFasto have developed questionnaires to be
filled by teammembers and the team leader which can aid in
diagnosing specific areasof team problems and suggest action steps
to be taken by the team. Theyassess teams health in terms of goal,
structure, team members,commitment, climate standards, and eternal
support; in addition to theleader effectiveness in terms of goal
focusing, ensuring a collaborativeclimate, building confidence,
setting priorities, and managingperformance. Then, strategic
decisions must be made:1. What type of intervention should be used
(monitoring or actiontaking)?2. At what level should the
intervention be targeted? (internal orexternal)?3. What leadership
function should be implemented to improve groupfunctioning?Team
Leadership
49. Though the model needs testing, it has strengths:a) Focuses
on real-life organizational teams and theireffectivenessb)
Emphasizes the functions of leadership that can beshared and
distributed within the work groupc) Offers guidance in selecting
leaders and team memberswith the appropriate diagnostic and
action-taking skillsd) Provides a cognitive model for understanding
andresearching organizational teamsTeam LeadershipStrengths
50. Leadership Challenges &Leaders Role
51. 5 Dysfunctions LeadersFaceTaken from The Five Dysfunctions
of a Team and Overcoming The Five Dysfunctions Of ATeamby Patrick
Lencioni
52. INATTENTIONTO RESULTSAvoidance ofACCOUNTABILITYLack
ofCOMMITMENTFear of CONFLICTAbsence of TRUSTThe Five dysfunctions
LeadersFace
53. Team with Absence of trust, fear of conflict, lackof
commitment, avoidance of accountability,inattention of results make
teams Conceal their weaknesses and mistakesfrom one another
Hesitate to ask for help or provideconstructive feedback Fail to
recognize and tap into one anothersskills and experiences Waste
time and energy managing theirbehaviors for effect Ignore
controversial topics that are criticalto team success Breeds lack
of confidence and fear offailure Create resentment among team
memberswho have different standards ofperformance Fail to grow
Encourage team members to focus on theirown careers and individual
goalsTeams that trust, engage in conflict, commit,hold
accountability, and focus on collectiveresults Admit weakness and
mistakes and askfor help Take risks in offering feedback
andassistance Appreciate and tap into one anothersskills and
experiences Look forward to meetings and otheropportunities to work
as a group Develop an ability to learn frommistakes Identify
potential problems quickly byquestioning one anothers
approacheswithout hesitation Minimize individualistic behavior
Enjoy success and suffers failureacutely Benefit from individuals
whosubjugate their own goals/interests forthe good of the team
54. Demonstrate vulnerabilityLeader Role
55. Demonstrate restraint when teammembers engage in
conflictLeader Role
56. Be comfortable with the prospect ofmaking a decision that
ultimately turnsout to be wrong Constantly push the group for
closurearound issues and adherence toschedules the team has
setLeader Role
57. Regularly provide team Rewards Explicitly communicate goals
and standards ofbehavior Regularly discuss performance versus goals
andstandardsLeader Role
58. Focus onResultsAccountabilityCommitmentConflictTrustWhere
we would like tobe!
59. Authentic leadership startswith knowing what your
mostdeeply held beliefs, values,and principles are. What doyou
really believe aboutpeople? What has motivatedyou? What is your
truenorththe internal compassthat guides you through allyour
decisions?BILL GEORGE,BESTSELLING AUTHOROF TRUE NORTH