Rethinking Leadership Section Rethinking Leadership Section 3 Leading the Learning 3 Leading the Learning communitycommunity

Administrative Leadership Administrative Leadership

Emily Chen & John TaiEmily Chen & John Tai

Presentation: Sep. 24Presentation: Sep. 24

Instructor: Dr. GranoInstructor: Dr. Grano

Learning Communities (p.97-98)Learning Communities (p.97-98)

In schools as learner-centered In schools as learner-centered communities connections are based communities connections are based on commitments not trades.on commitments not trades.

Learner-centered communities seek Learner-centered communities seek to connect members to what is right to connect members to what is right and wrong, to obligations and and wrong, to obligations and commitments, to moral agreements, commitments, to moral agreements, and to other characteristics of norm-and to other characteristics of norm-based social covenants.based social covenants.

Learner-centered Community Learner-centered Community (p.98)(p.98)

Community of relationshipsCommunity of relationships Community of placeCommunity of place Community of mindCommunity of mind Community of memoryCommunity of memory Community of practiceCommunity of practice Community of actionCommunity of action

Activity 1: Role-playingActivity 1: Role-playing

How can the faculty become more of How can the faculty become more of a professional community where a professional community where everyone cares about each other and everyone cares about each other and helps each other to grow, to learn helps each other to grow, to learn together, and to lead together?together, and to lead together?

Group 1: PrincipalGroup 1: Principal Group 2: AdministratorsGroup 2: Administrators Group 3: TeachersGroup 3: Teachers

Practice & Action (p.99)Practice & Action (p.99)

The defining benchmark for The defining benchmark for identifying the learner-centered identifying the learner-centered school is the presence of a school is the presence of a community of practice.community of practice.

Individual practices are not Individual practices are not abandoned but are connected in a abandoned but are connected in a way that they comprise a shared way that they comprise a shared practice (Sergiovanni, 1994).practice (Sergiovanni, 1994).

ConclusionConclusion

Teachers and principal not only principal Teachers and principal not only principal ship too becomes a practice shared with ship too becomes a practice shared with teachers who accept responsibility not teachers who accept responsibility not only leadership roles but for the success only leadership roles but for the success of the school.of the school.

The principalThe principal’’s leadership is particularly s leadership is particularly important in developing and important in developing and shepherding this community of action.shepherding this community of action.

Section 3: Leading the Learning CommunitySection 3: Leading the Learning CommunityArticle #1 Article #1 Changing Our Theory of SchoolingChanging Our Theory of Schooling

By Thomas J. SergiovanniBy Thomas J. Sergiovanni

p. 101~110p. 101~110

Changing Our Theory of SchoolingChanging Our Theory of Schooling

Ferdinand TonniesFerdinand Tonnies’’s (1957) Theory of s (1957) Theory of GemeinschaftGemeinschaft and and GesellschaftGesellschaft as a as a framework for understanding the framework for understanding the differences between communities and differences between communities and other organizations.other organizations.

Why community understandings and Why community understandings and community characteristics are important community characteristics are important to students and their engagement in to students and their engagement in schools and fundamental to the teaching schools and fundamental to the teaching and learning work of the school.and learning work of the school.

DiscussionDiscussion

Give some examples of which challenge Give some examples of which challenge that leaders will face or what kind of that leaders will face or what kind of struggle that schools will face as the struggle that schools will face as the schools strive to become a community schools strive to become a community (organization).(organization).

Separation from people Separation from people Self-interestSelf-interest EvaluationEvaluation Pattern of rewards and punishmentsPattern of rewards and punishments Management and leadership Management and leadership

The Community Metaphor (p.102-103)The Community Metaphor (p.102-103)

In communities, the connection of people to In communities, the connection of people to purpose and the connections among people purpose and the connections among people are not based on contracts but are not based on contracts but commitments.commitments.

This social structure bonds people together This social structure bonds people together in a oneness and binds them to an idea in a oneness and binds them to an idea structure and the binding of them to structure and the binding of them to shared values and ideas are the defining shared values and ideas are the defining characteristics of schools as communities. characteristics of schools as communities.

Community members connect with each Community members connect with each other as a result of felt interdependencies, other as a result of felt interdependencies, mutual obligations, and other ties.mutual obligations, and other ties.

Gemeinschaft vs. GesellschaftGemeinschaft vs. Gesellschaft

GemeinschaftGemeinschaft –– ““communitycommunity”” Natural will Natural will living organismliving organism springs from our springs from our

common past. Share common past. Share common rituals, common rituals, beliefs, and customs. beliefs, and customs.

intrinsic meaning and intrinsic meaning and significancesignificance

no tangible goal or no tangible goal or benefit to the benefit to the relationshiprelationship

Moral ties (thick and Moral ties (thick and laden)laden)

GesellschaftGesellschaft - - ““organizationorganization”” or or

““societysociety”” Rational willRational will mechanical and artifact mechanical and artifact obtained towards the obtained towards the

future and future and achievement of specific achievement of specific goals. Focused on goals. Focused on doing. Everyone is by doing. Everyone is by himself and isolated. himself and isolated.

Reach some goal and Reach some goal and gain some benefitgain some benefit

Calculated ties (thin Calculated ties (thin and instrumental)and instrumental)

Gemeinschaft (p.104)Gemeinschaft (p.104)

Gemeinschaft exists in three forms: Gemeinschaft exists in three forms: gemeinschaft by kinship, of place, and of gemeinschaft by kinship, of place, and of mind ([1887]1957, p. 42).mind ([1887]1957, p. 42).

Gemeinschaft of mind is essential to Gemeinschaft of mind is essential to building community within schools.building community within schools.

The connections that emerge among The connections that emerge among people from family-like feelings and people from family-like feelings and relationships and from sharing a common relationships and from sharing a common place contribute to the development of place contribute to the development of shared values and ideas.shared values and ideas.

Gesellschaft (p.106)Gesellschaft (p.106)

In gesellschaft every person strives for what In gesellschaft every person strives for what which is to his own advantages as he affirms which is to his own advantages as he affirms the actions of others only insofar as and as the actions of others only insofar as and as long as they can further his interestslong as they can further his interests……all all agreements of the will stand out as so many agreements of the will stand out as so many treaties and peace pacts (Tonnies, [1887] treaties and peace pacts (Tonnies, [1887] 1957, p. 77).1957, p. 77).

In gesellschaft, rational will is the prime In gesellschaft, rational will is the prime motivating force. People relate to each other motivating force. People relate to each other to reach some goal, to gain some benefit. to reach some goal, to gain some benefit. Without this benefit the relationship ends.Without this benefit the relationship ends.

Gemeinschaft and Gesellschaft in Gemeinschaft and Gesellschaft in School (p.110)School (p.110)

Gemeinschaft and gesellschaft are Gemeinschaft and gesellschaft are mental representations that can mental representations that can help us categorize and explain the help us categorize and explain the opposites, and track movement opposites, and track movement along this continuum on the other along this continuum on the other (Weber, 1949, p.90).(Weber, 1949, p.90).

Schools are never gemeinschaft or Schools are never gemeinschaft or gesellschaft. They possess gesellschaft. They possess characteristics of both.characteristics of both.

Gemeinschaft and Gesellschaft in Gemeinschaft and Gesellschaft in School (p.110)School (p.110)

In the extreme both gemeinschaft In the extreme both gemeinschaft and gesellschaft create problems.and gesellschaft create problems.

Too much gemeinschaft blocks Too much gemeinschaft blocks progress; too much gesellschaft progress; too much gesellschaft creates loss of community.creates loss of community.

The answer is not to turn the clock The answer is not to turn the clock back to a more romantic back to a more romantic gemeinschaft world, but to build gemeinschaft world, but to build gemeinschaft within gesellschaft.gemeinschaft within gesellschaft.

Section 3: Leading the Learning CommunitySection 3: Leading the Learning CommunityArticle #2 Article #2 Leadership as a PracticeLeadership as a Practice

By Thomas J. SergiovanniBy Thomas J. Sergiovanni

p. 112~119p. 112~119

Leadership as a Practice (p.113)Leadership as a Practice (p.113)

Shared leadership implies that Shared leadership implies that leadership belongs to a designated leadership belongs to a designated leader. It is the leadersleader. It is the leaders’’ choice to choice to share or not to share. share or not to share.

Shared leadership is to view Shared leadership is to view leadership as an entitlement that is leadership as an entitlement that is linked to a practice.linked to a practice.

Leadership as a Practice (p.114)Leadership as a Practice (p.114)

Bennis and Nanus (1985) reminds us to Bennis and Nanus (1985) reminds us to provide the management support to ensure provide the management support to ensure that people do things right at the same time that people do things right at the same time we focus leadership on doing right things for we focus leadership on doing right things for teaching and learning.teaching and learning.

Sharing power means more power for Sharing power means more power for everyoneeveryone——power has the capacity to power has the capacity to expand, and distributing more power within expand, and distributing more power within an organization resulted in more power for an organization resulted in more power for everyoneeveryone——including the designated leaders. including the designated leaders.

More power for everyone seems to be linked More power for everyone seems to be linked to both increased satisfaction and to both increased satisfaction and performance. performance.

Liberating Leadership (p.115-116)Liberating Leadership (p.115-116)

Viewing leadership as a groups activity Viewing leadership as a groups activity linked to a practice rather than just an linked to a practice rather than just an individual activity linked to a person helps individual activity linked to a person helps match the expertise we have in a school match the expertise we have in a school with the problems and situations we face.with the problems and situations we face.

If leadership is a practice shared by many, If leadership is a practice shared by many, then it must be distributed among those then it must be distributed among those who are in the right place at the right time who are in the right place at the right time (situation) and among those who have the (situation) and among those who have the unique competence to get the job done unique competence to get the job done correctly (ability).correctly (ability).

Distributed Leadership (p. 116)Distributed Leadership (p. 116)

Leadership involves the identification, Leadership involves the identification, acquisition, allocation, coordination, and use acquisition, allocation, coordination, and use of the social, material, and cultural resources of the social, material, and cultural resources necessary to establish the conditions for the necessary to establish the conditions for the possibility of teaching and learning.possibility of teaching and learning.

The school improvement literature identifies The school improvement literature identifies several functions that are thought essential several functions that are thought essential for instructional leadership: constructing and for instructional leadership: constructing and selling an instructional vision; building norms selling an instructional vision; building norms of trust, collaboration, and academic press; of trust, collaboration, and academic press; supporting teacher development; and supporting teacher development; and monitoring instruction and innovationmonitoring instruction and innovation””..

Communities of Practice (p. 117)Communities of Practice (p. 117)

Within communities of practice, Within communities of practice, leadership activity takes place at the level leadership activity takes place at the level of the community rather than at the level of the community rather than at the level of individuals.of individuals.

What is important is the kind of leadership What is important is the kind of leadership this community needs and whether this this community needs and whether this community is indeed getting the community is indeed getting the leadership it needs.leadership it needs.

Friendship and Distributed Leadership Friendship and Distributed Leadership (p. 117-118)(p. 117-118)

Leaders usually have a solid though Leaders usually have a solid though invisible support system that not only helps invisible support system that not only helps build their capacities to lead but build their capacities to lead but compounds the effects of their leadership compounds the effects of their leadership (deep friendships).(deep friendships).

When leadership and friendship are linked When leadership and friendship are linked there is usually a set of ideas , values, or there is usually a set of ideas , values, or purposes that knits the two together.purposes that knits the two together.

Friendship is a way that leadership can be Friendship is a way that leadership can be distributed across individuals who are distributed across individuals who are partners to a relationship.partners to a relationship.

Activity 2: School-community Relation Activity 2: School-community Relation InventoryInventory

The Illinois State Board of The Illinois State Board of Education(1994) has developed the Education(1994) has developed the following parent involvement following parent involvement inventory to determine strategies inventory to determine strategies for increasing family involvement.for increasing family involvement.

Please check each box that applies Please check each box that applies throughout your school and then throughout your school and then share some personal opinions.share some personal opinions.

ConclusionConclusion

Donaldson (2001) argues that good Donaldson (2001) argues that good leadership in invitational leadership and leadership in invitational leadership and accepting this invitation requires the accepting this invitation requires the distribution of roles and responsibilities distribution of roles and responsibilities among many people.among many people.

A significant aspect of this distribution A significant aspect of this distribution creates a strong web of relationship that creates a strong web of relationship that include teachers, parents, and students as include teachers, parents, and students as well as administrators and include well as administrators and include informal leaders as well as formal leaders.informal leaders as well as formal leaders.

Section 3: Leading the Learning CommunitySection 3: Leading the Learning CommunityArticle #3Article #3

Getting PracticalBy Thomas J. SergiovanniBy Thomas J. Sergiovanni

p. 120~133p. 120~133

Introduction

Collegiality and intrinsic motivation are the value-added leadership dimensions that are necessary to build a professional culture of teaching with standards, norms, and practices aligned to excellence.

Congeniality and Collegiality

Congeniality– friendly human relationships characterized by loyalty, trust, and easy conversation for a knit group.

Collegiality– high levels of collaboration characterized by mutual respect, shared work values, cooperation, and specific conversation about teaching and learning.

Congeniality and Collegiality (Cont’d)

Congeniality– development of strong supporting social norms that are independent from professional standards and school purposes.

Collegiality-- development of strong supporting work norms that emerge from professional standards and school purposes.

Congeniality and Collegiality (Cont’d)

Collegiality combined with congeniality actually reinforce work- enhancing value and norms but not necessary for excellence.

Many researchers support the importance of developing a professional culture of teaching that supports and extends collegiality, and link it to the success of schooling.

Coordinating strategies

Four different kinds of coordinating strategies: --Direct supervision --Standardizing work processes and work output requirements --Enhancing and standardizing --Collaboration and collegiality (Henry Mintzberg)

Complex organizations like schools does not make it possible to directly supervise.

Under direct and close supervision teachers teach according to the system’s recipe; but when alone they teach in ways that make sense to them.

Opportunity and capacity are key

Limiting options of educators is bad educational policy.

Opportunity refers to the perception educators have of the future prospects for advancement, status prestige, challenging work, knowledge, skills and rewards.

Capacity (power) refers to the ability to get thing done, to mobilize resources, to get the resources needed for the goals.

Team leadership can help

Principal of the Webster School, Robert Stephens practiced teamwork and collegiality by involving teachers in the recruitment and hiring of staff.

Shared leadership helped Webster to grip its basic purposes and commitment and made Webster become known as a team-based school.

Opportunity and capacity, teamwork and collegiality, when combined with purposing, leadership by outrage, are powerful ideas for building an excellent schooling.

The motivation challenge

Getting extraordinary performance from teachers and principals requires throwing away policies and practices that are based on traditional conceptions of motivation.

Extrinsic motivations based upon the value a person receives from the external context of the work.

The motivation challenge (cont’d) Extrinsic factors such money can get people to do

what they are supposed to but not more, at least not on a sustained basis.

Extrinsic factors with hazards can actually diminish one’s intrinsic interest in the work, resulting in reduced commitment and lower performance.

Intrinsic motivation, by contrast, is based upon the value received from the work itself.

The secret of motivation is in the work itself:

Enhanced commitment and extraordinary performance were more likely to be present in the following situation:

1. When workers found their work to be meaningful, worthwhile, and important.

2. When workers had reasonable control and influence over work activities and circumstances.

3. When workers experienced personal responsibility for the work and were personally accountable for outcomes.

Intrinsic motivation and student achievement

Efficacy, intrinsic motivation, and commitment are qualities in teachers that are linked to gains in student achievement.

When efficacy is high, teaching behaviors were characterized by warmth, accepting responses of students, accepting of student initiatives, and attention to students’ individual needs.

Activity 3: Group Discussion

How can school as a learning organization to achieve higher levels of student achievement? Think about some strategies that can be provided in your school.

Group 1: School climate Group 2: Collegial values Group 3: School culture

Section 3: Leading the Learning CommunitySection 3: Leading the Learning CommunityArticle #4Article #4

The Eight Basic Competencies

By Thomas J. SergiovanniBy Thomas J. Sergiovanni

p. 134~139p. 134~139

Introduction By emphasizing learning and by

emphasizing the involvement of people in making important decisions, leaders focus more on developers and community-building roles.

To be successful as developers and community builders, leaders will have to master eight basic competencies: the management of attention, meaning, trust, self, paradox, effectiveness, follow-up, and responsibility.

Management of Attention The management of attention is the

ability to focus others on values, ideas, goals, and purposes that bring people together and that provide a rationale, a source of authority for what goes on in the school.

Leaders manage attention by what they say and reward, the behaviors they emphasize, and the reasons for the decisions they make.

Management of Meaning

The management of meaning is the ability to connect teachers, parents, and students to the school in such a way that they find their lives useful, sensible, and valued.

Management of Trust

The management of trust is the ability to be viewed as credible, legitimate, and honest.

Trust is a key ingredient correlated with the development of human capital.

Many researchers link the amount of trust to the students’ academic performance.

Management of Self

The management of self is the ability to know who you are, what you believe, and why you do the things you do, that others also understand and respect.

The management of self is an art worth developing—but one not easily achieved without a measure of practical intelligence.

Management of Paradox

The management of paradox is the ability to bring together ideas that seem to be at odds with each other.

The management of paradox is easier when leaders look to ideas, values, and visions of the common good as a moral sense of authority for what they do.

Management of Effectiveness

The management of effectiveness is the ability to focus the development of capacity in a school that allows it to improve performance over time.

Three sets of questions about school success: What is being accomplished? What are they learning about their work? Is everyone working together as a community of practice?

Management of Follow-up

The management of follow-up is detailed, careful, and continuous supervision to monitor what is going on and is accompanied by assessment.

Teacher leadership is critical to successful follow-up. Without teacher leadership we change how things look but not how things work.

Management of Responsibility

The management of responsibility involves the internalization of values and purposes that obligate people to meet their commitments to each other and to the school.

The best way to manage responsibility is to evoke duty and obligation as motivators.

Conclusion The eight basic competencies are the basis

for developing and using an idea-based leadership.

This use changes the sources of authority for leadership from bureaucratic requirements and from the leader’s personal charm quotients to purposes, values, theories, and other cognitive framework.

Activity 4: Group Discussion Please read this article: “A Plea for Strong

Practice”. Make a short summary of what you read and share your viewpoints with class. Group 1: NCLB design flaws Group 2: Who inherits NCLB’s problems? Group 3: What can educators do?