Introduction to Educational Leadership

1. Introduction to Educational Leadership Chapter 1 – Perspectives of Educational Administration

2. Chapter 1 – Perspectives of Educational Administration • Organizations either adapt effectively to changing needs and wants or they risk extinction. Educational administration must realize that this fact pertains to all organizations including the institutions we work in. • I. Defining Leadership, Management, and Administration • II. Evolution of School Administration • III. Contemporary Conditions Introduction to Educational Leadership

3. I. Defining Leadership, Management, and Administration • Must know the difference between leadership and management. Different but school leaders need both. • (good managers do not necessarily make productive leaders) • Areas to define leadership and management • Nature of the activities • Purposes associated with influencing others • Creativity and influence • Administrative strategy • Attention to external forces • Flexibility Introduction to Educational Leadership

4. Nature of the activities – how and what, what do managers and leaders do? • Purposes associated with influencing others – Why do leaders and managers attempt to influence people? common goals and group objectives • Creativity and innovation – To what extent are leaders and managers expected to think independently? standard procedures and think independently • Administrative strategy – To what extent to leaders and managers use different strategies? failure avoidance practices and oriented towards success seeking • Attention to external forces – How do leaders and managers view forces outside of their organizations? internal orientations and external orientation • Flexibility – To what extent leaders and managers encouraged to adapt to changing conditions? uniformity and stability and open to change and new information Introduction to Educational Leadership

5. “Career-oriented managers are more likely to exhibit the effects of narcissism than leaders. While busily adapting to their environment, managers are narrowly engaged in maintaining their identity and self-esteem through others, whereas leaders have self-confidence growing out of the awareness of who they are and the visions that drive them to achieve.” (Abraham Zaleznik, 1989, The managerial mystique. New York: Harper and Row, page 6) Introduction to Educational Leadership

6. Kowalski defines administration as a process that encompasses both management and leadership responsibilities • “School administrators must be both managers and leaders. As managers they must ensure that fiscal and human resources are used effectively in accomplishing organizational goals. As leaders they must display the vision and skills necessary to create and maintain a suitable teaching and learning environment, to develop school goals, and to inspire others to achieve these goals.” (Guthrie, J. and Reed, R., 1991, Educational administration and organizational behavior, 2nd edition, Englewood Cliffs, NJ: Prentice-Hall, pp. 231-232). • II. Evolution of School Administration – the one room school house mirrored the values and resources of those times. • -one room to two room to ten room • -morphed to districts because of size (needed common operations) • Greater efficiency (economic and cultural resources) • Easy division of students by age • Management duties (budget, payroll, etc.) placed in one office Introduction to Educational Leadership

7. A. Academic Study • School officials adopted management practices in operating schools • Emerging roles of school administrators needed to be a truly separate profession as per college training programs • No requirements in 1900’s, 1920’s began establishment of courses in this field, 1930’s graduate school degrees were being offered • 1940’s steadily increasing in more colleges and universities • Now two areas, theoretical (developed through researchandsystematic observations) and craft knowledge (…accumulated from the collective experiences of practitioners)

8. B. Certification and Licensure -began in 1920’s for 2 reasons, some school leaders had no training at all, and certification seemed appropriate/prerequisite to it becoming a profession • Practice – in early times school leaders were expected to be effective managers and individuals of unquestionable character (list on page 11 of text). After WWII people/families moved to the ‘burbs and birthrate increased causing large districts.

9. III. Contemporary Conditions • -in the 80’s and 90’s the emphasis of reform proposals centered around restructuring districts and schools. • Now – great leaders are needed to produce effective organizational adaptations. • -women underrepresented in leadership roles • -increase in minority children • -relationships between teachers and principals is being rewritten as we speak • -colleges and universities are trying to address the above • -”fogies” are retiring • -rapid changes in the world (technology, socially, etc.)

10. IV. Implications for Practice • Administrators are not just managers • Leadership has not replaced management • In fact, leadership has broadened the scope of administrative work and increased the need for professional knowledge. • Today’s educational leaders are expected to be visionaries, planners, consensus builders, policy specialists, and change agents while continuing to provide effective management for large complex organizations.