04.07.2013

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ISATT 2013 Conference

Excellence of teachers? Practice, policy, research.

Educational Leadership: From best practice to next practice

Ghent, July 1-5, 2013

Prof. Dr. Michael Schratz School of Education University of Innsbruck

“A system can only see what it can see.

It cannot see what it can’t see.

Nor can it see that it cannot see

what it can’t see.”

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Niklas Luhman

(1927-1998)

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PROFESSIONALITY

knowledge and

understanding at a

deeper level

Challenges in current national policies

Overload

problem

by piling

policies

upon

policies …

Why do we need

educational leadership?

… leading to deenergizing effects and fragmentation.

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ENERGY (not time)

is the key to sustainable

development

What do we need for

educational leadership?

ENERGY = currency of high

performance

ORGANISATIONAL ENERGY

high

low

INTE

NSI

TY

QUALITY

resignation, anergic state

comfortable anergic state

productive energy

corrosive energy

low high Bruch & Vogel (2005)

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“We need a radically new mind-set for reconciling the seemingly intractable dilemmas fundamental for sustainable reform:

Michael Fullan

top-down versus bottom-up,

What do we need?

local and central accountability,

informed prescription and

informed professional judgment,

improvement that keeps being

replenished.” (Fullan 2005, p. 11)

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SYSTEM THINKERS IN ACTION

“… are leaders at all levels of the system who proactively and naturally take into account and interact with larger parts of the system as they bring about deeper reform and help produce other leaders working on the same issues.

What do we need for educational leadership?

They are theoreticians, but they are practitioners whose theories are lived in action every day. Their ideas are woven into daily interactions that make a difference.”

(Fullan 2005, p. 11)

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How can we create a learning context which aims at influencing the pattern of how professionals go about improving their organisations?

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„When we all stop rushing around doing what we‘re doing

and begin to think about it together we could make a better school.“

(p. 17)

Routledge Falmer

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“Understanding the organization as an organism.“ (Pechtl)

What do we need for a new understanding of leadership?

„The heartbeat of leadership is a relationship,

not a person or a process.“ (Sergiovanni)

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agency

structure

Anthony Giddens

Theory of Structuration.

Giddens, A. (1984). The constitution of society: Outline of

the theory of structuration.

Cambridge: Polity Press.

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LEADERSHIP

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STRUCTURE

system

LEADERSHIP VISION

GOALS

AGENCY human beings

LEADING

&

LEARNING

„ ... is an organisation where people continually

expand their capacity to create the results they truly desire,

where new and expansive patterns of thinking are nurtured,

where collective aspiration is set free, and

where people are continually learning how to learn together.“

(Peter Senge)

A Learning School

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Professional Capital

“We are at a new crossroads in educational reform, let us remember, and the solutions can go either way – getting tougher on teachers, or figuring out how to realistically develop a profession that becomes more inspiring, tough, and challenging in itself.

This still requires leadership, but it is the kind of leadership that reconciles and integrates external accountability with personal and collective professional responsibility. It is the leadership that focuses on developing teachers’ professional capital – as individuals, as teams, and as a profession.” (p.45)

vertical

shared

leadership

emergent leadership

lateral

directive leadership

distributed leadership

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transformational

transactional

Modes of leadership: structure and agency

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17

stability

good practice

best practice

critical instability

creative intervention

process of renewal

development of next practice

DEVELOPMENT

change of pattern

THEORY U

Leading from the Future as It Emerges

Develop both the person and the system

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DOWNLOADING Patterns of the past

suspending

Seeing with fresh eyes

redirecting

Sensing from the field

letting go

Presencing Connecting to Source

letting-come

Crystallizing Vision and intention

enacting

Prototyping Co-create strategic

microcosmos

embodying

PERFORMING Achieve results

through practices, infrastructure

Open Mind

Open Heart

Open Will

What is my Self? What is my Work? Scharmer 2009

confidence conscious

competence

conscious

incompetence insecurity

security unconscious

competence

unconscious

incompetence comfort

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From unconscious to conscious learning

cf. Howell & Fleischman, 1982

CONSCIOUS

UNCONSCIOUS

COMPETENCE INCOMPETENCE

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Phases of Professionalisation

unconscious

incompetence

conscious

incompetence

Area of Incompetence

conscious

competence

Area of Competence

unconscious

competence

Expert

Professional Mastery

Novice Capacity Building

Incubation phase

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student learning

professional learning

systems learning

Carpe Vitam „Leadership for Learning“ Project

Connect leadership with learning

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How do we know

what

how students

learn ?

„The trouble with learnin’ is that it‘s always about somethin’ that you don‘t know!”

Dennis the Menace

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„Learning is the most personal thing in the world.

It is as peculiar as a face

or like a finger print.

Even more individual than love life.“

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Heinz von Förster

(1999)

How much do we know

about what

how leadership

contributes to learning ?

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Domains of Educational Leadership

Dealing with differences large and small

Sharing knowledge and skills

The self as expert

The power of individual prowess

The productivity of collaboration

SIXTH DISCIPLINE

The five domains, which are depicted as parts of a puzzle, comprise the critical mass of professional activities. They make the composition of professionality a systematic undertaking, rather than a matter of happenstance (Schratz et al., 2011).

Under the term "Sixth Discipline" we set the domains into the particular context of a teacher's work and symbolize it by means of a spiral. The spiral represents for context-specific aspects of the teaching situation (type of school, subject area etc.), which affect the context-specific contingent of the five domains on different levels. The Sixth Discipline is "the discipline that integrates the disciplines, fusing them into a coherent body of theory and practice" (Senge, 1990, 12).

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You cannot grasp it, and yet it is there. It can be lived, but not quantified. It is fleeting, and it needs to be constantly nurtured …

Quality is like Love