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An Overview of Educational Leadership

An Overview of Educational Leadership. Course # 1048 OISE/UT Dr. Lyn Sharratt Winter, 2002. Session 1 Overview. Introductions! Course Texts Course Overview and Expectations BREAK! What is Leadership? (Placemat Activity) Approaches to and outcomes of Leadership styles

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An Overview of Educational Leadership

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  1. An Overview of Educational Leadership Course # 1048 OISE/UT Dr. Lyn Sharratt Winter, 2002

  2. Session 1 Overview • Introductions! • Course Texts • Course Overview and Expectations • BREAK! • What is Leadership? (Placemat Activity) • Approaches to and outcomes of Leadership styles • The Reflective Leader

  3. THE CONCEPT OF LEADERSHIP AND THE MENU OF POSSIBILITIES • INSTRUCTIONAL LEADERSHIP . POSITIONAL POWER WHICH ASSUMES EXPERT KNOWLEDGE ABOUT TEACHING & LEARNING • TRANSFORMATIONAL LEADERSHIP . INSPIRES HIGHER LEVELS OF COMMITMENT . INCREASED CAPACITY FOR CHANGE • MORAL LEADERSHIP . MEMBERS ADHERE TO ESPOSED MORAL VALUES • PARTICIPATIVE LEADERSHIP . MEMBERS INTERACT AROUND IMPORTANT ISSUES • MANAGERIAL LEADERSHIP . POSITIONAL POWER WHICH RELIES ON POLICIES AND PROCEDURES • CONTINGENT LEADERSHIP . ORGANIZATIONAL GOALS CHANGE THROUGH MEMBERS RECEIVING APPROPRIATE REWARDS

  4. OUTCOMES OF LEADERSHIP INFLUENCE • INSTRUCTIONAL: INCREASED STUDENT GROWTH • TRANSFORMATIONAL: INCREASED CAPACITY OF ORGANIZATION TO CONTINUOUSLY IMPROVE • MORAL: MORALLY JUSTIFIED COURSES OF ACTION…DEMOCRATIC SCHOOLS • PARTICIPATIVE: INCREASED CAPACITY OF ORGANIZATION TO RESPOND PRODUCTIVELY TO INTERNAL AND EXTERNAL DEMANDS FOR CHANGE…MORE DEMOCRATIC ORGANIZATION • MANAGERIAL: ACHIEVE FORMAL GOALS OF THE ORGANIZATION • CONTINGENT: ACHIEVE FORMAL GOALS OF THE ORGANIZATION…INCREASED CAPACITY OF ORGANIZATION TO RESPOND PRODUCTIVELY TO EXTERNAL AND INTERNAL DEMANDS FOR CHANGE

  5. REFLECTION Reflection is a rich source of continued personal and professional growth. It raises awareness; challenges complacency; encourages a higher level of practice; allows for redesigning and reconstructing beliefs; promotes self-directed improvement of practice.

  6. Reflective Practice What is it? Reflective Practice is the active calling for continuous Personal and Professional scrutiny. Reflection is the essential component of the pre-service to in-service learning continuum for all educators.

  7. NEEDS • supportive organizational structure • time • research environment • mentor

  8. The Reflective Leader Reflective practice engages leaders and teachers in a cycle of thought and action and inquiry process, based on professional experience. It allows us to challenge ourselves in a process of continuing self-evaluation.

  9. Why? The Reflective Leader encourages the Reflective Practitioner who motivates the Reflective Learner. Students (and adults!) do not learn from experiences they don’t reflect on!

  10. Questions are at the heart of Reflective Practice!!“I still don’t have all the answers, but I’m beginning to ask the right questions!”

  11. Questions to Consider • What works; What doesn’t?; What could I do differently? • What do I do? What does this mean? • How did I come to be this way? • What have others done? • How could I extend or improve on what I do? • What do I want to know more about? • What is wonderful already?

  12. HOW? Through a cycle of thought and action...and inquiry: Inquiry and Action Research: Journal and Group Investigation in a cycle of: observe/inquire/hypothesize/test/report Movement from: co-operation, collaboration, reflection, to silence.

  13. The Reflective Leader is a life-long learner with a built-in accountability check. Thought develops from continuous interaction.

  14. What decision did you make, or discussion did you have today that would make a difference for kids?

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