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MINDS AND HEARTS EXPLORING THE ROLE OF THE TEACHER AS A LEADER IN THE CLASSROOM Professor Vitallis Chikoko and Dudley

MINDS AND HEARTS EXPLORING THE ROLE OF THE TEACHER AS A LEADER IN THE CLASSROOM Professor Vitallis Chikoko and Dudley Forde. “ Devishly complicated – frustratingly ambiguous.”(Grant) Under recognised and under researched. One of seven roles for educators in South African Policy.

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MINDS AND HEARTS EXPLORING THE ROLE OF THE TEACHER AS A LEADER IN THE CLASSROOM Professor Vitallis Chikoko and Dudley

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  1. MINDS AND HEARTSEXPLORING THE ROLE OF THE TEACHER AS A LEADER IN THE CLASSROOMProfessor VitallisChikoko and Dudley Forde

  2. “Devishly complicated – frustratingly ambiguous.”(Grant) Under recognised and under researched. One of seven roles for educators in South African Policy Teacher leadership

  3. e duco EDUCATION educareeducere

  4. Excellent policies, generous funding, powerful intentions – non delivery. e.g. 1998 – 2009: Only 35,6% wrote Matriculation examination Only 21,6 % passed. Only 7.1 % gained University entrance e.g. Literacy and numeracy rates amongst the lowest in the world. SOUTH AFRICAN EDUCATION

  5. There is a great divide between a small minority of schools that are doing OK and the vast majority that are in trouble. The stark reality is that some 60-80% of schools [in South Africa] today might be called dysfunctional. (Bloch, 2009, p. 170)

  6. What do teachers understand by leadership of pupils in a class? How does teacher leadership of pupils in a class occur? Why does teacher leadership of pupils in a class occur or not occur? RESEARCH CRITICAL QUESTIONS

  7. A TEACHER - A LEADER A MANAGER AN ADMINISTRATOR

  8. leadership “Who is chosen to lead, and how she or he does so, truly makes a difference” R.Giulliani “Progress occurs when courageous skilful leaders seize the opportunity to change things for the better” H.S.Truman

  9. LITERATURE REVIEW Literature Review

  10. INDICATORS OF LEADERSHIP KNOWING UNDERSTANDING CONCEPTS KNOWING ABOUT SELF KNOWING THOSE WE LEAD BEING AUTHENTIC VALUES & PRINCIPLES ANALYTICALLY INTELLIGENT EMOTIONALLY INTELLIGENT PERSONALITY INTELLIGENT SERVING STRATEGICALLY INTELLIGENT SURGENT DOING ENVISION EMPOWER & ENROLL INSPIRE MOBILISE MEET NEEDS RELATING AFFIRMING COMMUNICATING PRESENCE REACHING OUT RECEPTIVITY RESPECT SOCIABILITY

  11. RESEARCH DESIGN RESPONDENTS (47) DATA COLLECTION INTERVIEWS - INDIVIDUAL (5) INTERVIEWS - FOCUS GROUP (5) OBSERVATION (4X3) FILM STIMULUS – FOCUS GROUPS (5)

  12. Few knew of the legislation identified:were: KNOWING: Subject ; Pupils DOING; Inspire; Take charge; Vision; Empowering . BEING: Role model, Values, EQ, Service, Passion and Energy, Surgent. RELATING: Reach out, Build Trust; Respect; Talking; Listening, Presence. TEACHER UNDERSTANDING OF LEADERSHIP

  13. INCIDENCE OF USE OF HALLMARKS OBSERVED KNOWING 27 (self 27) BEING 137 (high standards 33) DOING 145 (meeting needs 99, stimulate intellect 38) RELATING 80 (affirming 38, individual consideration 24) TOTAL 389

  14. A TEACHER LEADERSHIP MODEL THE GOALS AND PURPOSE OF EDUCATION BEST PRACTICE TEACHING CLASSRROM AND INFLUENCE LEARNING CULTURE STRATEGY INFLUENCE TECHNICAL ISSUES THE TEACHER LEADING AND MANAGING KNOWING BEING DOING RELATING Koestenbaum 1991 adapted

  15. CIRCUMSTANCE CALLING CHARACTER COMPETENCE WHY LEADERSHIP OCCURS LEADERSHIP

  16. CONCLUSIONS • TO TEACH IS TO LEAD • NO TEACHER IN THE STUDY HAD ANY FORMAL LEADERSHIP DEVELOPMENT • TEACHERS DID NOT KNOW WHAT THEY KNEW ABOUT LEADERSHIP • LEADERSHIP THAT IS RELEVANT TO TEACHING

  17. ACTION CENTRED LEADERSHIP MODEL - Dr. J. Adair MEETING NEEDS TASK GROUP INDIVIDUAL

  18. CONCLUSIONS • TO TEACH IS TO LEAD • NO TEACHER IN THE STUDY HAD ANY FORMAL LEADERSHIP DEVELOPMENT THANK YOU • TEACHERS DID NOT KNOW WHAT THEY KNEW ABOUT LEADERSHIP • LEADERSHIP THAT IS RELEVANT TO TEACHING

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