An Overview of Educational Leadership

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An Overview of Educational Leadership

• Course 1048
• OISE/UT
• Dr. Lyn Sharratt
• Winter, 2002

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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

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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

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OUTCOMES OF LEADERSHIP INFLUENCE

• INSTRUCTIONAL INCREASED STUDENT GROWTH
• TRANSFORMATIONAL INCREASED CAPACITY OF
  ORGANIZATION TO CONTINUOUSLY IMPROVE
• MORAL MORALLY JUSTIFIED COURSES OF
  ACTIONDEMOCRATIC SCHOOLS
• PARTICIPATIVE INCREASED CAPACITY OF ORGANIZATION
  TO RESPOND PRODUCTIVELY TO INTERNAL AND EXTERNAL
  DEMANDS FOR CHANGEMORE DEMOCRATIC ORGANIZATION
• MANAGERIAL ACHIEVE FORMAL GOALS OF THE
  ORGANIZATION
• CONTINGENT ACHIEVE FORMAL GOALS OF THE
  ORGANIZATIONINCREASED CAPACITY OF ORGANIZATION
  TO RESPOND PRODUCTIVELY TO EXTERNAL AND INTERNAL
  DEMANDS FOR CHANGE

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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.

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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.

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NEEDS

• supportive organizational structure
• time
• research environment
• mentor

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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.

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Why?

• The Reflective Leader encourages the Reflective
  Practitioner who motivates the Reflective
  Learner.
• Students (and adults!) do not learn from
  experiences they dont reflect on!

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Questions are at the heart of Reflective
Practice!!I still dont have all the answers,
but Im beginning to ask the right questions!
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Questions to Consider

• What works What doesnt? 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?

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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/re
  port
• Movement from co-operation, collaboration,
  reflection, to silence.

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The Reflective Leader

• is a life-long learner with a built-in
  accountability check.
• Thought develops from continuous interaction.

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