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Key to School Effectiveness: 21st Century Learning Leadership
This document discusses in-service teacher training programs and 21st century school leadership. It contrasts 20th century and 21st century leadership approaches, focusing on leadership for learning, collaborative cultures, and continuous change. 21st century leadership targets developing a learner-centered culture and vision-driven change. Effective leadership requires assessing school culture, professional collaboration, and staff efficacy. The document also discusses teaching 21st century skills like creativity, collaboration and problem-solving. Leadership approaches covered include traits, skills, styles, situational and transformational leadership. Key leadership pillars and challenges are also addressed.
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Key to School Effectiveness: 21st Century Learning Leadership
- 1. IN-SERVICE TEACHER TRAININGPROGRAM Key to School Effectiveness 21st Century School Leadership Samar Bouzeineddine Nov. 8, 2014
- 2. Objectives 1. Contrastleadership and management 2. Contrast 20th school leadership and 21st leadership 3. Interpret 21st school leadership target 4. Analyze leadership pillars 5. Comprehend and apply leadership approaches and types 6. Reflect on leadership challenges and leader role
- 3. Managers • Managersknow how to plan, budget, organize, staff, control, and problem solve • Managers deal mostly with the status quo • Management is a bottom line focus: How can I best accomplish certain things? • Management is doing things Managers Vs. Leaders right Leaders • Leaders create and communicate visions and strategies • Leaders deal mostly with change • Leadership deals with the top line: What are the things I want to accomplish? • Leadership is doing the right things
- 4. Learning Leadership for…. Collaborative Cultures Vision-Driven Leadership Continuous Change
- 5. Learning in thePast Learning in the Future School Leadership
- 6. 20th Century Leadership • Studied best teaching practices…looked at teacher behavior • Assumed learner needs were known…work skills for business and industry and skills for college and careers 21st Century Leadership • Study learning…look at student engagement in problem solving, critical thinking, and creativity • Understand future skills are not known…must build basic knowledge and the capacity and desire to learn Leadership for Learning
- 7. 20th Century Leadership • Focused on school climate and collegiality…create congenial work environment and social relationships 21st Century Leadership • Focus on a learner-centered culture…create professional collaboration and professional learning Leadership for Collaborative Cultures
- 8. 20th Century Leadership • Change was sporadic and first-order…usually mandated from the government and seldom lasted or valued • Change was made and expected it to be long term or even permanent 21st Century Leadership • Change is constant and second-order…urgency to change is ever-present and always will be • Change is a continuous progression of reflection and collaboration… collective problem solving that builds commitment and efficacy among staff Leadership for Continuous Change
- 9. 20th Century Leadership • Schools seldom developed change plans…when they did they were strategic • The strategic plan required a vision…which the principal wrote, printed, and posted in all classrooms 21st Century Leadership • Comprehensive, systemic plans are the basis for continuous change…broad in scope and engaging all staff in the development, implementation, assessment, and refinement • Change is vision driven …describing where we want to be in five years and grounded in best practices Vision-Driven Leadership
- 10. 21st School LeadershipTarget
- 11. • As principals,how do we determine the current state of our school’s culture? • How do we measure the health of our school’s culture? School Culture Triage Survey The real questions are ….
- 12. • Professional collaboration:Do teachers and staff members meet and work together to solve professional issues – instructional, organizational, or curricular issues? • Affiliative and collegial relationships: Do people enjoy working together, support one another, and feel valued and included? • Efficacy or self-determination: Are people in the school because they want be? Do they work to improve their skills as true professionals? Administering the Survey
- 13. 21st Century Learner/Teacher A Vision of K-12 Students Today
- 14. Global Awareness Economic& Business Literacy Environmental Literacy Civic Literacy Health Literacy 21st Century Themes
- 15. Learning and Innovation 1. Creativity and innovation 2. Critical thinking and problem solving 3. Communication and collaboration 21st Century Skills
- 16. Information &Technology 1. Information Literacy 2. Media Literacy 3. ICT Literacy (Information Communication Technology) 21st Century Skills
- 17. Life &Career 1. Flexibility & Adaptability 2. Initiative & Self-direction 3. Social & Cross-cultural Skills 4. Productivity & Accountability 5. Leadership & Responsibility 21st Century Skills
- 18. • It’s importantto scaffold teachers in teaching 21C skills explicitly • Teachers can’t assume kids know how to do be collaborative or be What does this mean for the classroom teacher? problem solvers, etc. • This is the huge challenge for teachers currently---to step back from content knowledge exclusively and take more responsibility for the direct teaching of these more “soft” or cross-disciplinary skills that relate to any content discipline. • In thoughtful classrooms, talk about thinking is part of every subject and every lesson. There is no, “Okay, now we’ll do our thinking lesson.” Instead there is, “Now we’re going to think scientifically,” and “Now we’re going to think like authors.” • Conversations about thinking should happen at every grade level.
- 19. • Project-based learningoffers rich opportunities for providing instruction in specific thinking skills and strategies while emphasizing subject area learning in authentic contexts. • By teaching 10-15 minute mini-lessons on skills while students are working on projects, teachers can organize instruction so students can immediately 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 instruction 2. Labeling and categorizing of the skill 3. Modeling of the skill through a think-aloud 4. Guided practice of the skill with a partner or small group 5. Explanation of how and when to use the skill or strategy 6. Ongoing coaching on how to use the skill effectively Teaching Specific Skills
- 20.
- 22. Leaders in Religion,Media, Technology
- 23. Competencies Do’s Characteristics Behaviour Attitudes Leadership’s Pillars
- 24. Strategic visionand the ability to share that Clear communication and messages Success beyond narrow professional boundaries Leading by influence, Competencies not control Creating alliances and devolved management Flexibility and versatility
- 25. Do’s Putperformance at the top of the agenda Translate vision into action Influence behaviours through diversity and mutual respect Rouse the workforce from indifference to enthusiasm Develop a workforce with focus and relentless desire to improve
- 26. Bold Firm or bloody-minded Charismatic Visionary - Macro view Assured/Confident Self-aware Inspiring Focused Energetic & Passionate Persuasive/Influential Characteristics
- 27. Behaviour Decision-making Risk taking Crossing the line/Pushing the boundaries Joined-up thinking/acting Team-building Communicating Encouraging and motivating Leading by example Saying ‘thank you
- 28. Attitude ‘CanDo’ Challenging Establishing high standards for self and others Trusting Delegating Promoting learning Empowering! Welcoming diversity
- 29. ‘Leaders are born,not made. Who would want to be led by you?’
- 30.
- 31. • Has itsroots in leadership theory • Suggests that certain people are born with special traits that made them great leaders • Identifies the major traits – intelligence, self-confidence, determination, integrity, sociability • Used by organizations to identify how individuals will fit within their organizations • Used for personal awareness and development (analyze strengths and weaknesses) Trait Approach
- 32. Positives • Fitsinto the popular idea (leaders are special people) • Is validated by research studies • Provides an in-depth understanding of the leader component • Provides some benchmarks against which individuals can evaluate their own personal leadership attributes Negatives • Has failed to provide a definitive list of leadership traits • Has failed to take into account the impact of situations • Has no adequately linked the traits of leaders with other outcomes such as group and team performance • Is not useful for training and development Trait Approach
- 33. • is aleader-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 leader performance: competencies, individual attributes, leadership outcomes, career experiences, and environmental influences Skills Approach
- 34. • Problem solvingskills • Social judgment skills • Knowledge Competencies • General cognitive ability • Motivation • Personality Individual Attributes Affected by career experiences and environment Skills Approach
- 35. Positives • Isa leader-centered model • Places learned kills at the center of effective leadership performance • Is available to everyone • Provides a map that explains how effective leadership can be achieved • Provides a structure for leadership education and development programs Negatives • Is weak in predictive value and does not explain a person’s competencies lead to effective leadership performance • Claims not to be a trait approach but individual traits play a large role Skills Approach
- 36. • Focuses onwhat leaders do rather than who leaders are • Suggests that leaders engage in two types of behaviours: task behaviours and relationship behaviours Task Behaviour The degree to which you help others by defining their roles and letting them know what is expected of them Relationship Behaviour The degree to which you try to make subordinates feel comfortable with themselves, each other, and the group itself. Style Approach
- 37. • To finda universal set of leadership behaviours capable of explaining leadership effectiveness in every situation • Originated from three different lines of research: Ohio State University studies, University of Michigan studies, Blake and Mouton Managerial Grid to find the best way for leaders to combine task and relationship behaviors. Style Approach
- 38. Positives • Hasbroadened the scope of leadership research to include the leaders’ behaviours rather than only their personal traits • Is a reliable approach • Underscores the importance of the two core dimensions of leadership behaviour: task and relationship • Provides us with a broad conceptual map useful in gaining understanding of our own leadership behaviours • Reminds leaders that their impact on others occurs along both dimensions Negatives • Does not show association between leaders behaviours and outcomes: morale, job satisfaction, and productivity • Does not define a universal set of leadership behaviours that result in effective leadership • Implies but fails to support fully the idea that most effective leadership style is a high-high style Style Approach
- 39. • Situational leadershipis a prescriptive approach to leadership that suggests how leaders can become effective in many different types of organizational settings involving a wide variety of organizational tasks. • This approach provides a model that suggests to leaders how they should behave based on demands of a particular situation. Situational Leadership
- 40. Leadership Style DirectiveSupportive 1 High Low 2 High High 3 Low High 4 Low Low Development Level Competence Commitment 1 Low High 2 Moderate Low 3 Moderate Lack 4 High High Situational Leadership Styles Development Levels
- 41. Positives • Isa standard for training leaders • Is a practical approach and easily understood and applied • Sets clear prescriptions to enhance leadership effectiveness • Stresses that there is no best Situational Approach style Negatives • Does not have a strong body of research findings • Is not clear in explaining how subordinates development levels improve of their commitment changes over time • Does not provide guidelines for how this approach can be used in group settings
- 42. • Is thenewest approach to leadership • Is the process of how leaders inspire followers to accomplish their great goals • Requires understanding and adaptation to the needs and motives of followers Transformational Leadership
- 43. • Transformational leadershipcan be assessed trough the use of the Multifactor Leadership Questionnaire (MLQ) which measures a leader’s behavior in the following areas: 1. Idealized influence 2. Inspirational motivation 3. Intellectual stimulation 4. Individualized consideration Transformational Leadership Styles
- 44. Knowledge is hispositive power. Wisdom is his wide mission. Passion is his golden key. Arabian culture is his bold pride. Creativity is the trait of his techniques, and originality is the spirit of his profession. Equipped with faith, ethics, and values, he has been determined to develop and spread Arabian Martial Arts locally, regionally, and internationally. He is Dr. Walid Kassas, the open-minded leader who successfully founded a new identity, created a professional image of Arabian Sports, and reached universal standards worldwide. Transformational Leadership Model
- 45. Transformational Leadership Model How does the quality of Dr. Walid’ leadership influence his athletic profession? Efficiency, adaptation, and human resources are the main skills which have been evident in his specific leadership behaviors and his management of sport programs and activities. He appreciates the need to understand and adapt to the needs and motives of followers. He is the change agent, the role model, who can create and articulate a clear vision for an organization, who empowers followers and plant trustworthiness in them to meet higher standards..
- 46. Transformational Leadership Model In Lebanon, 13 clubs are founded not only in Tripoli but in Beirut , South, North , and Mountain of Lebanon. In Arab Federation, 16 Arab countries are members and each one has many clubs. Internationally, there are more then 70 countries too.
- 47. Positives • Isa current model • Has strong intuitive appeal • Emphasizes the importance of followers in the leadership process and their growth • Places strong emphasis on morals and values Negatives • Lacks clarity • Is based on MLQ which has been challenged by some research • Creates a framework that implies that transformational leadership has a trait-like quality • Suffers from a heroic leadership bias • Has the potential to be used in negative ways by leaders Transformational Approach
- 48. • Provides aframework in which to study the systematic factors that contribute to a group’s outcomes or general effectiveness. • Aims to help the group accomplish its goals by monitoring and diagnosing the group and taking the requisite action. Team Leadership
- 49. • Larson andLaFasto have developed questionnaires to be filled by team members and the team leader which can aid in diagnosing specific areas of team problems and suggest action steps to be taken by the team. They assess team’s health in terms of goal, structure, team members, commitment, climate standards, and eternal support; in addition to the leader effectiveness in terms of goal focusing, ensuring a collaborative climate, building confidence, setting priorities, and managing performance. Then, strategic decisions must be made: 1. What type of intervention should be used (monitoring or action taking)? 2. At what level should the intervention be targeted? (internal or external)? 3. What leadership function should be implemented to improve group functioning? Team Leadership
- 50. • Though themodel needs testing, it has strengths: a) Focuses on real-life organizational teams and their effectiveness b) Emphasizes the functions of leadership that can be shared and distributed within the work group c) Offers guidance in selecting leaders and team members with the appropriate diagnostic and action-taking skills d) Provides a cognitive model for understanding and researching organizational teams Team Leadership Strengths
- 51. Leadership Challenges & Leader’s Role
- 52. 5 Dysfunctions Leaders Face Taken from “The Five Dysfunctions of a Team “ and “ Overcoming The Five Dysfunctions Of A Team” by Patrick Lencioni
- 53. INATTENTION TO RESULTS Avoidance of ACCOUNTABILITY Lack of COMMITMENT Fear of CONFLICT Absence of TRUST The Five dysfunctions Leaders Face
- 54. Team with Absenceof trust, fear of conflict, lack of commitment, avoidance of accountability, inattention of results make teams • Conceal their weaknesses and mistakes from one another • Hesitate to ask for help or provide constructive feedback • Fail to recognize and tap into one another’s skills and experiences • Waste time and energy managing their behaviors for effect • Ignore controversial topics that are critical to team success • Breeds lack of confidence and fear of failure • Create resentment among team members who have different standards of performance • Fail to grow • Encourage team members to focus on their own careers and individual goals Teams that trust, engage in conflict, commit, hold accountability, and focus on collective results • Admit weakness and mistakes and ask for help • Take risks in offering feedback and assistance • Appreciate and tap into one another’s skills and experiences • Look forward to meetings and other opportunities to work as a group • Develop an ability to learn from mistakes • Identify potential problems quickly by questioning one another’s approaches without hesitation • Minimize individualistic behavior • Enjoy success and suffers failure acutely • Benefit from individuals who subjugate their own goals/interests for the good of the team
- 55.
- 56. Demonstrate restraint whenteam members engage in conflict Leader Role
- 57. Be comfortablewith the prospect of making a decision that ultimately turns out to be wrong Constantly push the group for closure around issues and adherence to schedules the team has set Leader Role
- 58. • Regularly provideteam Rewards • Explicitly communicate goals and standards of behavior • Regularly discuss performance versus goals and standards Leader Role
- 59. Focus on Results Accountability Commitment Conflict Trust Where we would like to be!
- 60. “Authentic leadership starts with knowing what your most deeply held beliefs, values, and principles are. What do you really believe about people? What has motivated you? What is your true north—the internal compass that guides you through all your decisions?” BILL GEORGE, BESTSELLING AUTHOR OF TRUE NORTH