E XEMPLARY T EACHER L EADERS E XEMPLARY T EACHER L EADERS.

EXEMPLARY EXEMPLARY

TEACHER TEACHER LEADERSLEADERS

MULTILITERACYMULTILITERACYHEALY, 2008, P. 203.

…“the variety of literacies we use to communicate within social and cultural groups, and of their modes of delivery.”

EXEMPLARY TEACHERS:EXEMPLARY TEACHERS:LEADERS AMONG THE LEADERS AMONG THE

LEARNERSLEARNERS

1. “…leadership is like beauty: it’s hard to define, but you know it when you see it.” Warren Bennis On being a leader

2. Key characteristics of admired leaders:1. Honest2. Forward looking3. Inspiring4. Competent“It is meaningless to talk about leadership

unless we believe that individuals can make a difference in the lives of others.”

Kouzes and Posner Credibility and A leader’s legacy

ON BEING A LEADERON BEING A LEADER

Qualities of an effective leader

InfluenceCharacterPeople skillsDriveIntelligenceBill Hybels Courageous leadership

CASTING VISION AS A LEADERCASTING VISION AS A LEADER

SIX CHARACTERISTICS OF SIX CHARACTERISTICS OF TEACHERS AS LEADERS TEACHERS AS LEADERS CROWTHER ET AL CROWTHER ET AL

DEVELOPING TEACHER LEADERS

1.0 Convey convictions about a better world

2.0 Strive for authenticity in their teaching, learning and assessment practices

3.0 Facilitate communities of learning through organization-wide process

4.0 Confront barriers in the school’s culture and structures

5.0 Translate ideas into sustainable systems of action

6.0 Nurture a culture of success

TRANSFORMATIONAL TRANSFORMATIONAL LEADERSHIPLEADERSHIP

ROBERT OWENS ROBERT OWENS ORGANIZATIONAL BEHAVIOUR IN EDUCATION

Are you in a position where you are likely to fulfil your innate potential? Why are you on this earth?

What steps will you need to take in order to achieve your maximum potential?

What is the single best indicator that you are making progress towards your life dream/vision?

THE 360 DEGREE LEADERTHE 360 DEGREE LEADERBILL HYBELS BILL HYBELS COURAGEOUS LEADERSHIPCOURAGEOUS LEADERSHIP

Lead “North” by influence, persuasionrelationship

Lead “East” via Lead “West” via

common cause; win/ negotiation;win scenario lateral

leadership

Lead “South” by authority and powerCast vision, form and inspire a team, set goals

TEACHING AS MORAL TEACHING AS MORAL WORKWORK ROBERT STARRAT ROBERT STARRAT ETHICAL LEADERSHIP

Teaching is a “profoundly moral work that calls upon the full humanity of teachers and students for its realizations”

Educational leadership should be work that is:

1. Simultaneously intellectual and moral2. A blend of human, professional and

civic concerns3. Cultivating an environment for

learning that is humanly fulfilling and socially responsible

EXEMPLARY TEACHINGEXEMPLARY TEACHING

“…past 30 years…new approaches to cognitive research & developmental psychology…

most people learn best through personally meaningful experiences that enables them to connect new knowledge to what they already believe or understand.”

Killen, 2007. p. 2

SETTING YOUR PRIORITIESSETTING YOUR PRIORITIESBIEHL, BOB (1996). BIEHL, BOB (1996). MENTORINGMENTORING

If you could only accomplish 3 measurable priorities in the next 10 years that would make 50% difference by the end of your life, what would they be?

If you could only accomplish 3 things in the next 90 days that would make 50% difference(to your effectiveness), what would you do?

SCHOOL CULTURESCHOOL CULTURE

“Body of solutions to external and internal problems that has worked consistently for a group and has been taught to newcomers as the correct way to perceive, think about, and feel in relation to those problems.” Owens (2001)Organizational behaviour

“Shared philosophies, ideologies, values, assumptions, beliefs, expectations, attitudes and norms that knit a community together.”

TWO TWO THEMES RE CULTURE TWO THEMES RE CULTURE RE CULTURE

1. Norms:“(unwritten) rules of behaviour that are accepted as legitimate by members of the group.”

2. Assumptions:“what members of the organisation accept as true and false in the world”

CREATING SCHOOL CULTURECREATING SCHOOL CULTURE

A body of solutions to problems that has worked for a group and has been taught to newcomers

Solutions become assumptions about the nature of reality, truth, time, space, human nature, human activity and human relationships

Over time these assumptions are *taken for granted* and drop out of awareness

Owens (2001)

Culture of theschool

Beliefsand Values

Traditionsand

Rituals

History

Behaviourand Norms

Heroesand

Heroines

Storiesand Myths

CHANGE AND CULTURECHANGE AND CULTURE & SCHOOL C

TRANSITION AND CHANGETRANSITION AND CHANGE

Deepest anxieties of prosperous age concerns erosion of families, fragmenting of communities, & keeping our integrity intact.

“Rewards” of knowledge economy are more frenzied lives, less security, and more economically divergent and socially stratified society.

IMPLICATIONS IN CLASSROOMSIMPLICATIONS IN CLASSROOMS

WesternersI broke the plate

I missed the bus

We have a problem; let’s talk about it

I forgot

I was in an accident

AfricansThe plate fell and

brokeThe bus left without

meA problem exists; we

must hope it goes away

It forgot itself to me

An accident happened to me

GOING TO THE COREGOING TO THE CORE

PORTFOLIO OF RESOURCESPORTFOLIO OF RESOURCES

What is a Portfolio?“Usually contains gathered samples

of lesson plans; units of study; and, professional documents that reflect the knowledge, skills and beliefs of the teacher. It can be presented in a variety of formats, including through web-sites, CDs, DVDs, or through various software.”

Bullock and Hawk, 2010. p. 10

FOUR TYPES OF PORTFOLIOSFOUR TYPES OF PORTFOLIOS

1. Process Portfolio. Shows a person’s performance over a period of time; usually to improve something.

2. Product Portfolio.* Specific set of evidence developed over a short period of time.

3. Showcase Portfolio. A collection of a teacher’s best work, chosen by the teacher.

4. Digital Portfolio. A product, process or showcase portfolio captured, organised, saved, or presented in digital format.

Bullock and Hawk (2010)

* What we are doing in 4333