Imagining the Possibilities Beyond the Constraints

1. Imagining the Possibilities Beyond the Constraints James Patton & Camille Catlett

2. Leading from the Middle Influencing Up, Down, and Sideways Camille Catlett FPG Child Development Institute University of North Carolina (919) 966-6635 camille.catlett@unc.edu

3. What is Leadership?

4. Think of a famous leader whose life or work you admire. Write down one or more descriptive words you would use to describe that leader and their work.

5. Think of a someone who has had a significant impact on your personal or professional life – someone who has helped make you the person you are today. Write down one or more descriptive words you would use to describe that individual.

6. Notice the difference? The people who make a difference in our lives – who provide daily leadership – are not necessarily the ones with the most credentials, the most fame, the loftiest titles, or the most awards.

7. . . . the words “leading from the middle” and you’ll get over 37 million results.

8. Leading from the Middle • A different way of thinking about collaborative leadership • Leading as a peer, not a superior • Requires persuasion, technical competence, relationship skills, and political smarts to get and keep the coalition together and produce the desired goal.” • Influencing others to accomplish things that none of them could accomplish – at all or as well - individually.

9. Three understandings that are integral to leading from the middle • Leadership is relationship • Leadership is everyone’s business • Leadership development is self-development (Modified from Kouzes& Posner, 2003, p. 47)

10. Understanding 1: Leadership is relationship • It’s not about position or fame or fortune. • It’s about working and learning with people whose experience, education, gender, and professional affiliation all differ. • In our work with children and families, effective leaders can touch each and every life through relationships. By enhancing colleague-colleague, supervisor-practitionerrelationships, practitioner-family relationships will be enhanced. These relationships, in turn, strengthen family-childrelationships.

11. Try this… Write down the names of the following: • The 2011 and 2012 Timemagazine Persons of the Year • The 2011 and 2012 Academy Award winners for best picture (Modified from Kouzes & Posner, 2003)

12. ANSWERS Persons of the Year 2011 The Protester 2012 Barack Obama Academy Award winners for best picture 2011 The Artist 2012 Argo

13. Now try this… Write down the following: • a teacher or coach who encouraged you in school • friends who helped you through a difficult time • a person who has taught you something worthwhile (Modified from Kouzes & Posner, 2003)

14. http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.html?qshb=1&utm_expid=166907-24&utm_referrer=http%3A%2F%2Fwww.ted.com%2Fpromos%2FTEDTalksEducationhttp://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.html?qshb=1&utm_expid=166907-24&utm_referrer=http%3A%2F%2Fwww.ted.com%2Fpromos%2FTEDTalksEducation

15. In a group whose leader understands the importance of relationships, you’ll see them . . • Take the time to read each other’s cues and adjust their own behavior in supportive ways • Demonstrate mutual respect in the way they share observations, raise questions, participate and reveal their professional selves • Reinforce and support both collective and individual needs and priorities • Remain resilient in periods of stress • Repair breakdowns when they occur

16. Understanding 2: Leadership is everyone’s business • Leadership is collaborative. • You don’t have to be in a position of power or prestige to be an effective leader or change agent. Anyone can make a difference.

17. http://www.youtube.com/watch?v=xX1-FgkfWo8

18. Together, We Really Are Better Research underscores that “cooperative learning promotes higher individual achievement than do competitive approaches or individualistic ones.” (Johnson, Johnson, & Smith, 1998, p. 31)

19. When you lead from the middle, you • See diversity as an asset, not a problem • Appreciate that nobody can see a problem from all perspectives • Ask who else’s perspective would help to understand this issue? • Understand that people support what they create • Engage everyone in development • Acknowledge everyone’s efforts

20. Understanding 3: Leadership development is self-development • A leader’s primary instrument is him or herself. • To develop others, we have to develop ourselves.

21. You have imagined great possibilities for the graduates of your programs

28. What are qualities you bring to your work as a leader in higher education? • What capabilities would you like to grow in order to be even more effective in your roles as a leader and advocate?

29. CONNECT http://connect.fpg.unc.edu/ The Center to Mobilize Early Childhood Knowledge

30. Early Childhood Learning and Knowledge Center

31. A Creative Adventure

32. http://iris.peabody.vanderbilt.edu/

33. Multifaceted Resources for Language & Literacy National Center on Cultural and Linguistic Responsiveness

34. National Center on Quality Teaching and Learning

35. 15-Minute In-Services

37. 15 Minute In-Services Collecting and using work samples Expansions Fostering Children’s Thinking Skills Engaging Children in Conversations Zoning: Staffing to Maximize Learning Asking questions

38. http://nichcy.org/

41. Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

42. Definition Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

43. Additional Resources

44. Just the Facts, Ma’am

45. Landing Pads A sampling of evidence and resources, related to each feature, to support your learning and professional development needs Find them online at http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads NPDCI

46. 8 EBP Landing Pads Available NPDCI

47. Landing Pads http://scriptnc.fpg.unc.edu/resource-search SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina

48. EDU 144 Landing Pad

49. SCRIPT-NC Landing Pads

50. Young Exceptional Children Monograph 14 Supporting Young Children who are Dual Language Learners with or at-risk for Disabilities YEC Monograph 14 considers contemporary perspectives about strategies to support young children who are dual language learners served in inclusively early childhood settings. Information included in this monograph will be immediately useful for practitioners and families and will demonstrate the value of thoughtfully and systematically approaching assessment, interventions, and services for the benefit of children who are dual language learners and their families.