Educational Leadership for Teachers and Educators

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Information about Educational Leadership for Teachers and Educators

Published on March 5, 2014

Author: timothywooi



A glimpse of types of Educational Leadership for Teachers and Educators commonly practiced and situating appropriate Leadership styles aligned to 21st Century Teaching and Learning to apply in a School setting addressing current constant of school improvement- CHANGE!

Naga City, Camarines Sur, PHILIPPINES 14 –16 Mar 2014

Timothy Wooi  Principal Consultant for Lean Management. Certified TPM & Kaizen Specialist with 30 over years working experience.  Provides Technical Consulting Services on TPM, Kaizen and Cellular System set up.  A Mechanical background Green Innovator recycling and reusing Idle resources to eliminate waste adding Value to promote Green.  Founder of Tim’s Waterfuel, an alternative Hydroxy Fuel supplement using Water that adds power and reduce Co2 emission on automobiles. Add: 20C, Taman Bahagia, 06000, Jitra, Kedah Email:  H/p: 019 4514007 (Malaysia) An NGO Community worker for Prison, Drug Rehabilitation and CREST North (Crisis Relieve & Training) Malaysia, an organization that respond to Crisis & Flood.

 Educational Leadership Introduction & Definition  Leadership Styles in Education Hierarchical, Transformational and Facilitative  Developing effective School Leaders Teacher’s role as Leaders  21st Century Leadership in Education Innovation Leadership and 21st Century Teaching & Learning

 A review of leadership styles and Teacher’s role as leaders in school change and improvement.  An insight of effective school restructuring in teaching and learning of 21st Century leadership.  Applying skills, knowledge, and dispositions gained to the school management involving leadership behavior and school change.

Explores organizational theories, models of theories, models of leadership & management, and personal & organizational change. Bridges the theories to practical applications in education settings.

To provide participants with an insight of Educational Leadership styles and opportunity to explore role of Teacher as leaders in school change management and restructuring in the 21st Century teaching and learning. To assist participants to choose and situate best leadership styles within organization function, and to develop a vision of their leadership practice within a perspective of how school organization works.

Education & Leadership Introduction & Definition

EDUCATION Education in general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic.   Any experience with a formative effect on the way one thinks, feels, or acts may be considered educational. - commonly divided into stages such as  preschool, primary school,  secondary school and then college, university or apprenticeship.

LEADERSHI Definition: described as “a process of social influence P which one person can enlist the aid and support of others in the accomplishment of a common task’’. For example, some understand a leader simply as somebody whom people follow, or as somebody who guides or directs others, while others define leadership as "organizing a group of people to achieve a common goal’’. ’Studies of leadership have produced theories involving traits, situational interaction, function, behavior, power,  vision and values, charisma, and intelligence, among others.

School leadership- a process of enlisting and guiding the talents and energies of teachers, pupils, and parents toward achieving common educational aims. School leadership-often used synonymously with educational leadership in the United States and has supplanted educational management  in the United Kingdom. Several universities in the United States offer graduate degrees in educational leadership.

Introduction: School Came into currency in the late 20th century. Demands were Leadership   made on schools for higher levels of pupil achievement, and schools were expected to improve and reform. These expectations accompanied by calls for accountability at the school level. Maintenance of the status quo was no longer considered acceptable.  Administration and management are terms that connote stability through the exercise of control and supervision.

The concept of leadership was favored because it conveys dynamism and pro-activity. The principal or school head is commonly thought to be the school leader; however, school leadership may include other persons, such as members of a formal leadership team and other persons who contribute toward the aims of the school.

Leaders, Born or made? Good leaders are made not born. Effective leader- desire and will power through a never ending process of self-study, education, training, and experience. (Jago, 1982). To inspire your workers into higher levels of teamwork, you must: be, know and, do. These do not come naturally, but are acquired through continual work and study. Good leaders continually improve their leadership skills; they are NOT resting on their laurels.

-a leader's way of providing direction, implementing plans, and motivating people. Different situations however, call for different leadership styles. Autocratic leadership style- may be most effective in an emergency, with little time on an agreement & where designated authority has more experience or expertise:However, in a highly motivated and aligned team with a homogeneous level of expertise, a more democratic or laissezfaire style may be more effective. The style adopted should be the one most effectively achieves the objectives balancing the interests of its members.

When it comes to Educational Leadership, which Style?

Types of Leadership Styles in Education

Education is an important aspect of human life. How we receive and translate it into our daily way of life is quite largely dependent upon the way it gets passed on. Educational leadership has been studied over years to address longstanding concern of students, educators, and society as a whole.

Leadership styles were introduced to address the needs of students from diverse backgrounds. Three different types of styles commonly practiced are. 1.Hierarchical 2.Transformational 3.Facilitative

The focus of above leadership Styles, particularly for Teaching and Learning is upon School Leadership concluding these three styles, Hierarchical, Transformational and Facilitative As the need to understand which style of leadership will work best, alone or in combination, it is imperative to understand these types individually in regards to their methods and what they offer.

Types of Leadership Styles in Education 1.Hierarchical Style Based on the traditional method of education, emphasis in a top-down approach with formal authority and little scope for participatory analysis. Administrative head, the principal, carries out all duties of a:planner, supervisor, analyst, resource allocator, etc. A very straightforward, with major emphasis on efficiency, control and routines. 

Types of Leadership Styles in Education 2. Transformational style Based on working together to put in place a mechanism that will reap immediate benefits and future ones. This leadership style opens the door wide for intellectual excitement, motivation through values and a shared vision by participation in leadership activities. (Although, most decisions are taken individually or by a small group of people) Transformational leadership fosters a sense of purpose and meaning to unite people for a better cause.

Types of Leadership Styles in Education 3. Facilitative style Similar strategies used in transformational styles, but more democratic as well as interactive in practice. Works with the entire management, offering partnership in preparing for the future, promoting collective ideas by being a part of the crowd, rather than being at the center. Empowering the entire education system is the primary goal.

What works best? What works best for which institution and how it needs to be, is based on careful strategic planning and consideration of its vision. Ideally, a leader should use strategies and options flexibly to balance both; short-term and longterm goals, and must serve the institutional values. State-of-the art programs for leadership courses are now available and provided by policy makers and educational leaders for best delivery designed for teachers to students.

Developing Effective School Leaders. Role of school leader has grown beyond that of administrator as more countries require better achievement and grant greater autonomy to schools in designing curricula and managing resources. Responsibilities need to be clearly defined, providing access to appropriate professional development, and acknowledging their pivotal role in improving school and student performance. Knowledge of the different roles and responsibilities of 21st Century school leaders and how countries succeeded in developing effective school leaders at scale is now a necessity.

Teacher’s role as Leaders Ten Teacher’s Role

The ways teachers can lead are as varied as teachers themselves. Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers. So what are some of the leadership options available to teachers? The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success.

1. Resource Provider Teachers help their colleagues by sharing instructional resources. These might include Web sites, instructional materials, readings, or other resources to use with students. They might also share such professional resources as articles, books, lesson or unit plans, and assessment tools.

1. Resource Provider Tinisha becomes a resource provider when she offers to help Carissa, a new staff member in her second career, set up her classroom. Tinisha gives Carissa extra copies of a number line for her students to use, signs to post on the wall that explain to students how to get help when the teacher is busy, and the grade-level language arts pacing guide.

2. Instructional Specialist An instructional specialist helps colleagues implement effective teaching strategies. This help might include ideas for differentiating instruction or planning lessons in partnership with fellow teachers. Instructional specialists study and explore instructional methodologies that are appropriate for the school; and share findings with colleagues.

2. Instructional Specialist When his fellow science teachers share their frustration with students' poorly written lab reports, Jamal suggests that they invite several English teachers to recommend strategies for writing instruction. With two English teachers serving as instructional specialists, the science teachers examine a number of lab reports together and identify strengths and weaknesses. The English teachers share strategies they use in their classes to improve students' writing.

3. Curriculum Specialist Understanding content standards, how various components of the curriculum link together, and how to use the curriculum in planning instruction and assessment is essential to ensuring consistent curriculum implementation throughout a school. Curriculum specialists lead teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments.

3. Curriculum Specialist Tracy, the world studies team leader, works with the five language arts and five social studies teachers in her school. Using standards in English and social studies as their guides, the team members agree to increase the consistency in their classroom curriculums and administer common assessments. Tracy suggests that the team develop a common understanding of the standards and agrees to facilitate the development and analysis of common quarterly assessments.

4. Classroom Supporter Classroom supporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, co teaching, or observing and giving feedback. Consultation with peers enhanced teachers' self-efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) as they reflected on practice and grew together, and it also encouraged a bias for action (improvement through collaboration) on the part of teachers.

4. Classroom Supporter Marcia asks Yolanda for classroom support in implementing nonlinguistic representation strategies, such as graphic organizers, manipulatives, and kinesthetic activities (Marzano et al., 2001). Yolanda agrees to plan and teach a lesson with Marcia that integrates several relevant strategies. They ask the principal for two half-days of professional release time, one for learning more about the strategy and planning a lesson together, and the other for co teaching the lesson to Marcia's students and discussing it afterward.

5. Learning Facilitator Facilitating professional learning opportunities among staff members is another role for teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools.

5. Learning Facilitator Frank facilitates the school's professional development committee and serves as the committee's language arts representative. Together, teachers plan the year's professional development program using a back mapping model (Killion, 2001). This model begins with identifying student learning needs, teachers' current level of knowledge and skills in the target areas, and types of learning opportunities that different groups of teachers need. The committee can then develop and implement a professional development plan on the basis of their findings.

6. Mentor Serving as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as role models; acclimate new teachers to a new school; and advise new teachers about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and expertise and makes a significant contribution to the development of a new professional.

6. Mentor Ming is a successful teacher in her own 1st grade classroom, but she has not assumed a leadership role in the school. The principal asks her to mentor her new teammate, a brand-new teacher and a recent immigrant to the Philippines. Ming prepares by participating in the district's three-day training on mentoring. Her role as a mentor will not only include helping her teammate negotiate the district, school, and classroom, but will also include acclimating her colleague to the community. Ming feels proud as she watches her teammate develop into an accomplished teacher.

7. School Leader Being a school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole.

7. School Leader Joshua, staff sponsor of the student council, offers to help the principal engage students in the school improvement planning process. The school improvement team plans to revise its nearly 10year-old vision and wants to ensure that students' voices are included in the process. Joshua arranges a daylong meeting for 10 staff members and 10 students who represent various views of the school experience, from non attenders to grade-level presidents. Joshua works with the school improvement team facilitator to ensure that the activities planned for the meeting are appropriate for students so that students will actively participate.

8. Data Coach Although teachers have access to a great deal of data, they do not often use that data to drive classroom instruction. Teacher leaders can lead conversations that engage their peers in analyzing and using this information to strengthen instruction.

9. Catalyst for Change Teacher leaders can also be catalysts for change, visionaries who are “never content with the status quo but rather always looking for a better way” (Larner, 2004, p. 32). Teachers who take on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning.

9. Catalyst for Change In a faculty meeting, Larry expresses a concern that teachers may be treating some students differently from others. Students who come to him for extra assistance have shared their perspectives, and Larry wants teachers to know what students are saying. As his colleagues discuss reasons for low student achievement, Larry challenges them to explore data about the relationship between race and discipline referrals in the school. When teachers begin to point fingers at students, he encourages them to examine how they can change their instructional practices to improve student engagement and achievement.

10. Learner Among the most important roles teacher leaders assume is that of learner. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve.

10. Learner Manuela, the school's new bilingual teacher, is a voracious learner. At every team or faculty meeting, she identifies something new that she is trying in her classroom. Her willingness to explore new strategies is infectious. Other teachers, encouraged by her willingness to discuss what works and what doesn't, begin to talk about their teaching and how it influences student learning. Faculty and team meetings become a forum in which teachers learn from one another. Manuela's commitment to and willingness to talk about learning break down barriers of isolation that existed among teachers.

Roles for All Teachers exhibit leadership in multiple, sometimes overlapping, ways. Some leadership roles are formal with designated responsibilities. Other more informal roles emerge as teachers interact with their peers. The variety of roles ensures that teachers can find ways to lead that fit their talents and interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers.

Preparing Teachers: Delivery of 21st Century Skills. Nations around the world have undertaken wide-ranging reforms of curriculum, instruction, and assessments with the intention of better preparing all children for the higher educational demands of life and work in the 21st century. These are skills that young people need to know to be successful in this rapidly changing world. Q: Are teachers competent to effectively teach those skills? This leads to, what teacher preparation programs are needed to prepare graduates who are ready to teach well in a 21st century classroom.

Innovation Leadership As an approach to organization development, innovation leadership can be used to support the achievement of the mission or vision of an organization or school. In an ever changing world with new technologies and processes, it is becoming necessary to think innovatively in order to ensure their continued success and stay competitive.

The 21st century shift, Innovative Thinking This new call for innovation, a shift from 20th century traditional view of organizational practices, which discouraged innovative behaviors, to the 21st century view of valuing innovative thinking as a “potentially powerful influence on organizational performance”.

Innovation Leadership As an approach to organization development, innovation leadership can be used to support the achievement of the mission or vision of an organization or school. In an ever changing world with new technologies and processes, it is becoming necessary to think innovatively in order to ensure their continued success and stay competitive.

Innovation Leadership is………. synthesizing different leadership styles in organizations to influence to produce creative ideas, products, services and solutions. Dr. David Gliddon (2006) developed the competency model of innovation leaders and established the concept of innovation leadership at Penn State University. The key role in the practice of innovation leadership is the… Innovation Leader. 

Adapting to new changes in Leadership   “the need for innovation in organizations has resulted in a new focus on the role of leaders in shaping the nature and success of creative efforts” in order to adapt to new changes. Without innovation leadership, organizations are likely to struggle.

21st Century Teaching & Learning •21st Century Careers •The new “3 C’s” of Education •21st Century Skills •21st Century Skills & Literacy •Upgrade your Lessons

21st Century Teaching & Learning Our students are waiting for 21st century learning, and our world is awaiting graduates who can succeed and flourish in fast-changing times. None of this is to say that everything must change, hardly.   There are many, oh-somany thing we do that should never change.  

‘If a Child can’t learn the way we teach, maybe we should ‘teach the way they learn’.

21st Century Careers 21st century careers is all about CHANGE in our thinking, strategies and behaviors to those that work in the new everchanging and challenging environment to meet the challenges of the times.  A need to keep yourself current, resilient through continuous learning, as well as connected to your values is the career of the 21st century.

Where are we today? Browse horizontally across the 21st Century Skill & Literacy. Put a ‘tick’ if you are familiar with the skill. Go through the 6 Skills from top to bottom. Sum up the total and see your Score!. Your 21th Century Skills & Literacy score is as below, (Total)19 X 100% 54 Total: 19 Literacy Score = 35%

CHANGE IMPROVEMENT WITHOUT ENDING Constant Change -today’s era. To stay competitive, -manage the present and plan the future. -problem is, can’t have the same people doing both jobs. If present time people with operational responsibilities are asked to think about the future, they will kill it. Without Change for the better (Kaizen), there will be no Continuous Improvement to be Competitive in the current Global competition.

The new “3 C’s” of Education 21st Century Teaching & Learning Communicate Collaborate Create To live and succeed in the present world, students will need for an increased focus on communication, collaboration, and creativity and an emphasis on teaching them to use technology in order to learn how to learn, solve problems, and think creatively.

21st Century Skills Students must be taught how to use technology efficiently and effectively, ethically and appropriately, safely and respectfully to learn how to learn, solve problems, and think creatively.

Successful schools have a clear sense of direction through Vision Statement. – shared & derived through a visioning process involving all members of the school. Once affirmed, it needs to be able to be articulated by all. - when achieved, all can then align their efforts behind the vision and through self-reference and development the school will reach. Translated into reality by means of a Teaching Framework or belief system.

Example: To be the center of excellence, renown internationally for Educational Leadership exceeding expectation of 21st Century National Standards put forward By the Teacher Training Agency

Widely used Instructional Leadership model (Hallinger, 2003) Framing school goals Communicating school goals Supervising & evaluating instruction Coordinating curriculum Monitoring student progress Protecting instructional time Promoting professional development Maintaining high visibility Providing incentives for learning Providing incentives for teachers

What You Can Do to become Stronger Innovation Leaders in Your School, and… ...What are we doing to do more of and become better at…

Five Core Skills of Innovators Framework Associating, Questioning, Observing, Networking, Experimenting.

Heidi Hayes Jacobs: ”If you’re not updating your curriculum, you are saying that nothing is changing.”   “Nearly two-thirds (63 percent) of school administrators who responded to a recent survey said 1:1 computing classrooms where teachers act as a coach for students are the future of education.” (T.H.E Journal)  

“Innovative teaching supports students’ development of the skills that will help them thrive in future life and work.” (IT Research) 

The pressure to adapt is the need to innovate. But how? When faced with confusion or a problem, our instinct is to repair it with order. We examine and analyze the situation, looking for logic. Unfortunately, the rapid analysis and rational decision-making used has serious limitations. Current problems and circumstances become so complex, they don’t fit previous patterns. We don’t recognize the situation. We can’t automatically know what to do.

What worked before doesn’t work today. To make effective sense of unfamiliar situations and complex challenges, we must have a grasp of the whole situation, its variables, unknowns and mysterious forces. This requires skills beyond everyday analysis. It requires Innovation Leadership.

Innovative learning - inside or outside of school walls? Sitting in a classroom learning information is rapidly disappearing. Innovative ways to become engaged in the learning process and to increase content knowledge , - occurs in the community, working on projects or to sustain the school itself.

Field-Based Learning ◦ Practice skills in a realistic setting, more likely to see the big picture behind what they are learning. Field-based learning provides that opportunity. An innovative program gives student a chance to perform work in a real-life setting. For example, students who are learning about ancient history might spend time working on an archeological dig in the area.

Mentoring - an innovative practice being implemented in schools across the nation. Often, mentoring consists of experienced teachers assisting teachers who are new to the field. ◦ Mentoring programs train students to mentor other students are on the rise - helping new students to integrate into the school, assist in conflict resolution and do peer tutoring. Mentoring provides opportunity to be leaders and can help unify a student body.

Project-Based Learning Projects can show students how disciplines as diverse as English, science and math are interrelated - can be developed to accommodate almost any curriculum. For example, A science teacher builds an Electrolyzer with the students to demonstrate Electrolysis of water with soda to its gases form , who learned all of the skills that accompany the built and implementation and were engaged in the process. The students enjoyed the recognition the project and gained confidence in their abilities.

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