“Inviting Teacher Leadership: Transformational, Servant, and Invitational Leadership for Student Success” “Inviting Teacher Leadership: Transformational,

““Inviting Teacher Inviting Teacher Leadership:  Leadership: 

Transformational, Transformational, Servant, and Servant, and

Invitational Leadership Invitational Leadership for Student Success”for Student Success”

““Inviting Teacher Inviting Teacher Leadership:  Leadership: 

Transformational, Transformational, Servant, and Servant, and

Invitational Leadership Invitational Leadership for Student Success”for Student Success”

Richard BenjaminRichard BenjaminInternational Alliance for Invitational EducationInternational Alliance for Invitational Education

Leadership InstituteLeadership InstituteSeptember 2005September 2005

Hong KongHong Kong

Inviting Teacher Leadership:

Two Interpretations

• An Invitation to Teachers to provide Leadership– Tao Xhixin

•Teacher Education

•Village Renewal

• A description of Teachers who Demonstrate Invitational Teacher Leadership

Inviting Teacher Leadership

• Invitational Education

• Invitational Leadership– Perkey and Siegel

An Invitation to Teachers to provide (Invitational)

Leadership• Teacher

Leadership Roles – Teacher Leader

Network• http://www.teache

rleaders.org/

• Teacher Leadership Standards– Knowledge– Skills– Dispositions

• Respect• Trust• Optimism• Intentionality

– 5 P’s

Intentionality & Purpose

• Intentionally ordered information – Purkey & Siegel p 20

• Advance Organizers - Data– Data

• A system has a purpose - Senge

Teacher Leaders are Vital to Effective & Sustainable School

Improvement• Teacher Leaders

do not have:– Positional

Authority

• Teacher Leaders do have / emphasize– Moral Authority– Shared values – Technical Authority– Invitational

Power

Invitational Teacher Leaders

• “Invitational Leaders …create a total environment in which each person is cordially invited to develop optimally, both personally and professionally. “ p22

• “Invitational Leadership …then, becomes a mutual commitment between colleagues, rather than a series of orders issued from the top down.” p23

Invitational Leadership is based on Guiding

Principles• Respect

– Measured by how we treat ourselves and others.

• Trust– Encourages

collaborative risk-taking and creative problem solving.

• Optimism– Evidenced by

positive & realistic expectations.

• Intentionality– Gives direction

and purpose to our decisions and makes action possible.

Meaning, Purpose, and Moral Leadership

• Moral development– Education in the

Moral Domain by Larry Nucci

• Personal identity– Who Am I?

Chinese Leadership & Educational Standards

• “With the return of Hong Kong to the motherland, there is a need to develop students' national identity…moral and civic education is one of the four key tasks.”

• Hong Kong's Secretary for Education and Manpower Arthur Li

• Revised primary school curriculum of the subject General Studies, the strand of "national identity and Chinese culture" has been added

• In the proposed new senior secondary curriculum, elements of national education are also found.

Words Convey Our Purpose, and Our

Respect

• Reform• Re-structure• Re-design• Re-invent

• Transform

Transformational Leadership

• Transformational Leadership and School Improvement– http://www.vtaide.

com/png/ERIC/Transformational-Leadership.htm

• Link to Invitational Leadership – Purkey & Siegel

Servant LeadershipRobert Greenleaf

• Scott Peck– “Servant Leadership is

more than a concept…any great leader, by which I mean an ethical leader…will see herself or himself primarily as a servant of that group and will act accordingly. I’m not talking only about servant leadership but also about authentic community…”

• Peter Senge– “I believe that the

book Servant Leadership, and in particular the essay, ‘The Servant as Leader’ which starts the book off, is the most singular and useful statement on Leadership that I have read in the last 20 years.”

Both selections are from Reflections on Leadership: How Robert Greenleaf’s Theory of Servant Leadership Influenced Today’s Top Management Thinkers edited by Larry Spears

The Constructivist Leader

Linda Lambert, et. al• Collaboratively

engaged in creating

• Too often material is ‘covered’ but students are not involved in thoughtful interaction with

the content 1

• Link to Invitational Leadership

1 – “From Cultural Literacy to Cultural Thoughtfulness” – Worsham

Choice• When students

are invited, the door to authentic ‘engagement’ is opened.

• Example:– Condominium

Sales• “You can leave

now!”

The power of volunteering can hardly

be over-estimated• It isn’t so much that people resist

change, they just resist being changed.

OR• People don’t dislike learning, they

might dislike being taught

Invitational Leadership• Purkey & Siegel • The KSU

Leadership Model

Choice Theory• Glasser

– http://changingminds.org/explanations/theories/control.htm

Cognitive Dissonnance• the theory of cognitive dissonance

holds that contradicting cognitions serve as a driving force that compels the human mind to acquire or invent new thoughts or beliefs, or to modify existing beliefs, so as to minimize the amount of dissonance (conflict) between cognitions.

http://en.wikipedia.org/wiki/Cognitive_dissonance

Character: Respect

Invitation: Education as a ‘Calling’

Invitational Leadership in Action

• Baga va gita - India• Thoreau• Back to India Gandhi• Back to USA - MLK

• Deming• Japan• Back to USA

• Society as School– Unity of teaching,

learning, and reflective action

• Dewey• Tao Xingzhi – China

– Teacher Education and

• Back to USA

Artful Leadership• Bernstein Center • Link to

Invitational Leadership

Primal Leadership• Emotional

Intelligence– I.Q. Or E.Q. ?

– Primal Leadership• Harvard Business

Review Dec 2001

• Emotional Intelligence: Why It Can Matter More Than I. Q. By Daniel Goleman

• http://www.businesslistening.com/primal-leadership-2.php

• http://www.bainvestor.com/Primal-leadership.html

• http://www.eiconsortium.org/

Moral Leadership• Sergiovanni

– Strengthening The Heartbeat: Leading and Learning Together in Schools (2005)

• Link to Invitational Leadership

• Ed-Excel Assessmentof Secondary School Student

CultureTabulations by School District and

Race/Ethnicity

Responses from Middle School, Junior High and High School

Students in Districts of the Minority Student

Achievement Network (MSAN)

• Ronald F. Ferguson, Ph.D. Wiener Center for Social Policy John F. Kennedy School of

Government Harvard University May 30, 2002•

• Ed-Excel Assessmentof Secondary School Student

CultureTabulations by School

District and Race/Ethnicity

Responses from Middle School, Junior High and

High SchoolStudents in Districts of

the Minority Student Achievement Network

(MSAN)

• Ronald F. Ferguson, Ph.D. Wiener Center for Social

Policy John F. Kennedy School of

Government Harvard University May 30, 2002

Proportion reporting “…an important reason when they

work hard”

Black White

Teacher Encourages

.47 .32

Teacher Demands

.16 .29

Activity: In small groups decide what exactly a teacher might be doing when he

or she “encourages,” and when he or she “demands.”

• Encourages • Demands

Conditions for FLOW• Clear Goals: an objective is distinctly

defined; immediate feedback• The opportunities for acting decisively

are relatively high, and they are matched by one’s preceived ability to act, personal skills are well suited

• Action and awareness merge• Concentration on the task at hand• A sense of potential control• Loss of self-consciousness,

transcendence of ego boundariesMihaly Csikszentmihali – Flow (1990) & The Evolving Self (1993)

Conditions for “Changing Minds”• Reason - Cognitive• Research - Cognitive• Resonance –

Affective• Representational

Redescriptions• Resources and

Rewards• Real World Events• (Fewer) Resistances

• Concepts• Stories• Theories

Howard Gardner – Changing Minds 2004

Emotional Intelligence• Daniel Goleman

– Primal Leadership

• http://www.eiconsortium.org/index.html