John West-Burnham Professor of Educational leadership St. Mary’s University College

1. Authentic LeadershipThe purpose of a caterpillar is to become a butterfly, not a better caterpillar. John West-Burnham Professor of Educational leadership St. Mary’s University College www.johnwestburnham.co.uk

2. Personal Authenticity

3. …the process of becoming a leader is much the same as the process of becoming an integrated human being…leadership is a metaphor for centeredness, congruity and balance in one’s life. Warren Bennis …if you want to be a leader, you have to be a real human being. You must recognize the true meaning of life before you can become a great leader. You must understand yourself first. That’s why I think that cultivation, ‘becoming a real human being’, really is the primary leadership issue of our time, but on a scale never required before. Peter Senge

4. Leadership as a job (income to live a worthwhile life) • Leadership as a career ( a pathway to achievement and recognition) • Leadership as a vocation or calling: . . . Work is a value laden activity directed toward public good, that is shared by a community. By definition, vocations have a moral dimension.

5. When people are in their Element, they connect with something fundamental to their sense of identity, purpose and well-being. Being these provides a sense of self-revelation, of defining who they really are and what they are meant to be doing with their lives. Ken Robinson

6. The Components of Authentic Leadership

7. Authentic leadership: principle • Equality: every human being has an absolute and equal right to common dignity • and parity of esteem and entitlement to access the benefits of society on equal terms. • Equity: every human being has a right to benefit from the outcomes of society • on the basis of fairness and according to need. • Social justice: justice requires deliberate and specific intervention • to secure equality and equity.

8. Authentic leadership: purpose • Focus on closing the gap • Secure the entitlement of the vulnerable • Eliminate variation – celebrate variety • Define and embed outstanding practice • Support through learning and development • Improve through research

9. Authentic leadership: people

10. Organization Community • Competition Collaboration • Hierarchy Networks • Certainty/ linearity Complexity • Top down power Shared authority • Low trust/control High trust/consent • Specialization/boundaries Interdependence • Career structure Personal growth • Efficiency/outcomes Enhanced value • Performance based accountability Moral accountability • Rule-bound Value-driven

11. Cooperating is harder than simply sharing, because it involves changing your behavior to synchronize with people who are changing their behavior to synchronize with you. . . Unlike sharing, where the group is mainly an aggregate of of participants, cooperating creates group identity – you know who you are cooperating with. Shirky C (2009) Here Comes Everybody Penguin

12. . . . trust represents the social energy, or the “oven’s heat,” necessary for transforming these basic ingredients into comprehensive school change. Absent the social energy provided by trust, improvement initiatives are unlikely to culminate in meaningful change, regardless of their intrinsic merit. Bryk A et al (2010) Organizing Schools for Improvement: Lessons from Chicago University of Chicago Press

13. Issues and implications • Rethinking the architecture of community. • Securing equity in learning • Securing consent, consensus and alignment around values. • Working through empathy and interdependence. • Developing educationas communities rooted in trust. • Make education a microcosm of a just society and communities of hope.

14. Personal Effectiveness • Personal learning and development • Securing well-being • Networks and relationships • Coaching • Time and place • Reservoirs of hope