Alex Torrez-PPT Leadership) Ch 8 Dr. Fenwick W. English, Professor William Kritsonis

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Chapter 8 (Dr. Fenwick W. English)Chapter 8 (Dr. Fenwick W. English) Artful Performance andArtful Performance and

National StandardsNational Standards

Alex TorrezAlex Torrez

William Allan Kritsonis, PhDWilliam Allan Kritsonis, PhD



The Art of Educational LeadershipThe Art of Educational Leadership

The main focus of this book is The main focus of this book isattempting to balance artfulattempting to balance artfulperformance with accountabilityperformance with accountabilitywithin educational leadership.within educational leadership.





Artful LeadershipArtful Leadership

Pg. 5 Leadership is an art because it involves aPg. 5 Leadership is an art because it involves apurposive construction of self purposive construction of self Pg. 11 Leadership is an acquired set of habitsPg. 11 Leadership is an acquired set of habitsand skillsand skillsPg. 33 Campbell’s Universal Leadership JourneyPg. 33 Campbell’s Universal Leadership Journey

Pg. 40 Leadership is about culture and is stirredPg. 40 Leadership is about culture and is stirredalong the lines of cultural traditionsalong the lines of cultural traditionsPg. 53 The core values of a leader help him orPg. 53 The core values of a leader help him orher know how to respond, which challenges toher know how to respond, which challenges to

accept or to ignore, and how to shape theaccept or to ignore, and how to shape thepractice of leadership in schoolspractice of leadership in schools



Artful LeadershipArtful Leadership

Pg. 65 Humans cannot perceive outside of their ownPg. 65 Humans cannot perceive outside of their ownhumanity and its linguistic/cultural and contextual frame.humanity and its linguistic/cultural and contextual frame.Pg. 89 The inescapable dilemma of every leader is thePg. 89 The inescapable dilemma of every leader is thegap between deeply held personal beliefs concerninggap between deeply held personal beliefs concerningright and wrong, good and evil, and the requirements of right and wrong, good and evil, and the requirements of working in environments in which these principalsworking in environments in which these principals

become muddled in a messy world.become muddled in a messy world.Pg. 121 Leaders are constructed by engaging inPg. 121 Leaders are constructed by engaging in“dramaturgical performance emphasizing the traits“dramaturgical performance emphasizing the traitspopularly associated with leadership: forcefulness,popularly associated with leadership: forcefulness,responsibility, courage, decency and so on.responsibility, courage, decency and so on.

Pg 187 Servant Leadership: The Mind and the Heart asPg 187 Servant Leadership: The Mind and the Heart asoneone



Currently the national standards forCurrently the national standards forevaluating preparation programs forevaluating preparation programs foreducational leaders focus oneducational leaders focus onaccountability and assessmentaccountability and assessmentstrategies that are not reflective of strategies that are not reflective of the actual practice of educationalthe actual practice of educational

leadership.leadership.



National StandardsNational Standards

The ISLIC The ISLIC(Interstate School Leaders Licensure(Interstate School Leaders Licensure

Consortium) has been adopted by nearly 30Consortium) has been adopted by nearly 30states and has become the basis for astates and has become the basis for anational exam known as the School Leadersnational exam known as the School LeadersLicensure AssessmentLicensure Assessment



StandardsStandards AreaArea

11 A school administrator is an educational leader who promotes the successA school administrator is an educational leader who promotes the successof all students by facilitating the development, articulation, implantation,of all students by facilitating the development, articulation, implantation,and stewardship of a vision of learning that is shared and supported byand stewardship of a vision of learning that is shared and supported bythe school community.the school community.

22 AA school administrator is an educational leader who promotes theschool administrator is an educational leader who promotes thesuccess of all students by advocating, nurturing, and sustaining a schoolsuccess of all students by advocating, nurturing, and sustaining a schoolculture and instructional program conducive to student learning and staff culture and instructional program conducive to student learning and staff

professional growth.professional growth.

33 AA school administrator is an educational leader who promotes theschool administrator is an educational leader who promotes thesuccess of all students by ensuring management of the organization,success of all students by ensuring management of the organization,operations, and resources for a safe, efficient, and effective learningoperations, and resources for a safe, efficient, and effective learningenvironment.environment.

44AA

school administrator is an educational leader who promotes theschool administrator is an educational leader who promotes the

success of all students by collaborating with families and communitysuccess of all students by collaborating with families and communitymembers, responding to diverse community interests and needs, andmembers, responding to diverse community interests and needs, andmobilizing community resources.mobilizing community resources.

55 AA school administrator is an educational leader who promotes theschool administrator is an educational leader who promotes thesuccess of allsuccess of all

66 AA school administrator is an educational leader who promotes theschool administrator is an educational leader who promotes thesuccess of allsuccess of all



Producing an Unequivocal Platform for theProducing an Unequivocal Platform for theNormalizing Gaze and the Policing FunctionNormalizing Gaze and the Policing Function

For sanctions to work, those who canFor sanctions to work, those who canbe disciplined must consent to thebe disciplined must consent to theprocess. For such possibilities to beprocess. For such possibilities to beaccepted, the actions have to beaccepted, the actions have to beperceived as unambiguous,perceived as unambiguous,nonpolitical, and fairly applied.nonpolitical, and fairly applied.

Additional standards page 195Additional standards page 195



Retracing the Steps in theRetracing the Steps in theDevelopment ProcessDevelopment Process

Step 1: Reductionism, Rationality, andStep 1: Reductionism, Rationality, andCore TechnologiesCore Technologies

Job Standardization eliminates or Job Standardization eliminates orseverely erodes the primacy of severely erodes the primacy of professional preparation in universityprofessional preparation in universitysettings. It also eliminates any uniquesettings. It also eliminates any uniqueuniversity approach to professionaluniversity approach to professionalpreparation.preparation.



Retracing the Steps in theRetracing the Steps in theDevelopment ProcessDevelopment Process

Step 2: The Erasure of Context So One Size Fits AllStep 2: The Erasure of Context So One Size Fits AllWhen the administrator’s job can be simplified andWhen the administrator’s job can be simplified andnarrowed, a generic test can be employed tonarrowed, a generic test can be employed toassess a candidate’s competence. When aassess a candidate’s competence. When acommon set of standards applies to not only allcommon set of standards applies to not only allprincipalships, but all formal leadership positionsprincipalships, but all formal leadership positionsas averred, then all administrators becomeas averred, then all administrators becomeinterchangeable parts, and jobs that have beeninterchangeable parts, and jobs that have been

de-skilled can be filled cheaply.de-skilled can be filled cheaply.





The Other ViewThe Other View

Efficiency in operating schoolsEfficiency in operating schoolsrequires tight connectivity betweenrequires tight connectivity betweenmeans and ends, inputs and outputs.means and ends, inputs and outputs.School management and theSchool management and thepreparation of school administratorspreparation of school administratorsneeds to be vigorously redirectedneeds to be vigorously redirected

toward the enhancement of thetoward the enhancement of theoutcomes of schooling for children.outcomes of schooling for children.



The National Debate on EducationalThe National Debate on EducationalLeadership PreparationLeadership Preparation

Cell A – The “Pipeline” Scenario: Not “Enough”Cell A – The “Pipeline” Scenario: Not “Enough”Quality Leaders for the SchoolsQuality Leaders for the SchoolsIncrease candidates by lifting the need forIncrease candidates by lifting the need forlicensure or previous kinds of experienceslicensure or previous kinds of experiencesschool leaders are believed to need.school leaders are believed to need.Erasing the requirement of leaders to haveErasing the requirement of leaders to havehad prior classroom teaching experience, andhad prior classroom teaching experience, andthe recruitment of leaders from business andthe recruitment of leaders from business andthe military to run schools.the military to run schools.




Cell B – The “Real World” Scenario:Cell B – The “Real World” Scenario:Universities Are Too Removed FromUniversities Are Too Removed FromReality to Prepare Educational LeadersReality to Prepare Educational Leaders

WellWellUniversity programs must retool toUniversity programs must retool tobecome more “relevant,” partner withbecome more “relevant,” partner withschool districts, use “research-basedschool districts, use “research-basedpractices…that will have the greatestpractices…that will have the greatestimpact on student achievement.impact on student achievement.




Cell C – Some Schools Are “ Broken”Cell C – Some Schools Are “ Broken”Scenario: Leaders NeedScenario: Leaders NeedIncentives/Competition to “Fix” ThemIncentives/Competition to “Fix” Them

The way ‘broken schools” are “fixed” is by The way ‘broken schools” are “fixed” is byproviding them with leaders who areproviding them with leaders who aresufficiently motivated to “take charge” andsufficiently motivated to “take charge” andholding them accountable for “results.”holding them accountable for “results.”

School inadequacy is entirely a humanSchool inadequacy is entirely a humanproblem with the lack of insufficient focusproblem with the lack of insufficient focusand unmotivated faculty.and unmotivated faculty.




Cell D – The Social Justice Scenario:Cell D – The Social Justice Scenario:Leadership Is a Distributed FunctionLeadership Is a Distributed Function

The “achievement gap” is “built in” to The “achievement gap” is “built in” toexisting schooling operations. It will not beexisting schooling operations. It will not beremoved by making schools more efficientremoved by making schools more efficientand no amount of accountability for resultsand no amount of accountability for resultswill change that. Schools have to bewill change that. Schools have to beremade and reworked to fundamentallyremade and reworked to fundamentallyalter what they do.alter what they do.





Writing in Your Personal Reflective JournalWriting in Your Personal Reflective Journal

How do you reflect on your leadership?How do you reflect on your leadership?

……what works…what’s meaningful…what’swhat works…what’s meaningful…what’sright…why leadright…why lead

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Alex Torrez-PPT Leadership) Ch 8 Dr. Fenwick W. English, Professor William Kritsonis