L06

1. L06 FACULTY OF EDUCATION EAD5000 EDUCATIONAL LEADERSHIP DR. RAMLI BIN BASRI ROOM G28, TEL: office 03-8946 8248, H/P 019 224 1332 (sms prefered) E-MEL: ramlibasri@upm.edu.my

2. EDUCATIONAL LEADERSHIP THEORY LEADERSHIP IN EDUCATION Transactional Leadership Transformational Leadership Distributive Leadership Entrepreneurial Leadership

3. DISTRIBUTIVE LEADERSHIP ANDTEACHER LEADERSHIP

4. Part 1 Distributive Leadership The Expansion of Leadership roles in schools, beyond those in formal leadership or administrative roles

5. Distributed leadership (DL) is defined as the role of leadership is distributed from the formal leader (principal) to school stake holders (administrators, teachers and parents). Distributed is NOT delegating leadership. • DL focuses on collaboration, shared purpose, responsibility, and recognition of leadership irrespective of role and position.

6. Distributed leadership is the sharing of leadership between two or more individuals. • Distributed leadership also primarily concerned with mobilizing leadership at all levels in the organization not just relying on leadership from the top • Principal needs to perform peer reviews all the time. • They teach each other to work and hold each other accountable • Principal need to simply place the right teachers in the right jobs

7. The Characteristic of the Principal in Distributed Leadership • Empowerment School administrators cannot be everywhere at one time. • Principal distribute the leadership power between two administrators, while other schools involve teachers and parents, creating a group where there is no central leader in charge.

8. Right person for the right job • Promote people ready to take responsibility, ready to exercise micro-leaderships that guide, motivate and induce changes on projects and innovations

9. Distributing the leadership allows administrators to focus on a few areas and really make an impact. • They do a better job in a few areas than if they were over numerous activities, administrative duties, and student and teacher responsibilities. • In return, administrators tend to find their jobs more fulfilling and feel like they are actually making a difference

10. Three key principles to distributed leadership – autonomy, capacity and accountability to leadership

11. Difference of DL to other leadership • Increase in leadership as everyone is a leader • Leadership practice is a product of interactionbetween leaders, subordinates and situation.

12. Justification of DL practice in schools; • Increase in leadership work load warrant ‘sole’ leader to team leadership involving teachers, students and parents. • Increase in leadership work and pressure DL leads to leaders with multiple skills and flexibility. • DL is empirically related to organizational improvement.

13. DIMENSIONS OF DISTRIBUTED LEADERSHIP Vision, mission and objective School Culture Shared Responsibility Leadership Practice Distributed Leadership Readiness Scale (Elmore, 2000)

14. 1) Vision, Mission and Objective Principals work with teachers a shared vision, mission and objective for school that serves to drive school. Vision, mission and objective is central to professional learning community Leadership teams work for the shared vision, mission and objective Shared vision, mission and objective improves teachers motivation and commitment.

15. 2) School Culture Encourage positive school learning culture Encourage school culture that support teacher and student growth There is team work, shared decision making, involvement in professional and leadership development among teachers Delegation of power to teachers for policy making, curriculum, training and financial management by developing a conducive school culture through high commitment.

16. 3) Shared responsibility Leadership activities being shared among many in school: formal and non formal leaders (teachers, students and parents) Shared leadership through professional development in which individual learn and developed and become effective (to pupils learning) Increases individual capacities collectively to successful and effective in discharging responsibilities.

17. 4) Leadership practice DL- a product of interaction between leaders, subordinates and situation Leadership practice explains how school leaders define and involves others interaction in leadership Provides knowledge and guide for action Practice becomes a school routine.

18. Part 2 Teacher Leadership

19. Concept of Teacher Leadership The role of teacher as leader is gaining prominence in education reformation Teachers quality is central to school improvement Teacher leadership refers to teacher empowerment towards continuous school improvement

20. Concept of Teacher Leadership Teacher leadership is the practice among teachers developing potential together and forming teamwork, trust, trying something new, taking risk, and knowledge upgrading. Teacher leadership in school develops learning community where teachers involves themselves in leadership, decision making, share objective, collaborates, and share responsibility towards success. Improves learning in self and among other teachers TL need supports to develop in terms of involvement in decision making, collaboration, professional training and continuous support.

21. Concept of Teacher Leadership Teacher Leadership as: Empowerment in teachers leadership capacity A proves that involves teachers to influence school to improve educational practice towards academic excellence Actions by teachers to improve education quality through collaboration with other teachers to form conducive learning environment

22. Concept of Teacher Leadership Teacher Leadership is defined as teacher who leads within and outside classroom, involves in professional leaning community and leadership, and persuades colleagues towards improved educational practice (Katzemeyer & Moller, 2009), in formal and informal context (Danielson, 2007).

23. DistributingPower: Finding & Empowering TeacherLeaders TeacherLeadersDefined SuchTeacherLeaders: Teacherleaders areteachers whosuccessfullyinfluencethe behavior,beliefs,oractions of others therebyincreasingthe (1)leadwithinand beyond the classroom; capacityforstudent (2)contribute to a communityof learners andleaders; achievementandsuccess (Lester,2008) (3)influenceotherstoward improvedpractice;and (4)acceptresponsibilityfor achievingoutcomes (Katzenmeyer&Moller, 2009).

24. Characteristics of School Culture that supports Teacher Leadership Focusses on development of teacher leadership Teacher receive recognition on their contribution Teachers given autonomy on initiative and encouraged to take risks Collaboration is the norm Involvement in important decision making Effective communication among teachers Positive work environment where teachers are supported

25. Dimensions of Teacher Leadership Self awareness towards change Communication Diversity Instructional skills Continuous improvement Self organization Katzenmeyer & Katzenmeyer, 2004, Teacher Leadership Self Assessment

26. 1. Self awareness towards change Self awareness through self reflection, analyses self strength and self development needs, vales and philosophy Self awareness on how teachers effect student , towards school improvement Practice self reflection professionally Improve oneself before changing others

27. 2. Communication Good communication essential for teachers professional excellence Good communication essential with all stakeholders Effective communication, effective education and effective PLC Constant communication between teachers and parents improves students achievement Communication essential in development of positive school culture

28. 3. Diversity Aware and respect diversity among individuals (including in terms of students achievement and expectation) Teachers awareness and respect diversity helps in developing students including promotion of national unity Diversity is key towards mutual improvement Effective organization embraces diversity

29. 4. Instructional skills High expectation on teachers therefore needs high instructional skills To provide students with opportunity for effective learning Teachers instructional skills is related to students achievement Sharing knowledge and skills among teachers, mentoring, collaboration, coaching

30. …. Instructional skills issue in Malaysia PPPM 2013-2025 report AKEPT, 2011 12% teaching high quality, 38% satisfactory and 50% NOT satisfactory School Inspectorate study 2012 on teachers perception on teaching quality 63% teachers perceive their teaching as excellent or good Inspectors observation ONLY 13% teaching as excellent or good

31. 5. Continuous Improvement Teachers display practice and commitment to improve and readiness to professional development Involved in professional development, collaborative with colleagues, proactive for school development Active in professional learning community Part of school decision making and leadership

32. 6. Self Organization Meticulous planning in activities Good team player Self efficacy and confidence High initiative to achieve objective Positive attitude towards work

33. Developing Teacher-Leader: 7 Steps  Realize Teacher Leadership is essential Recognize Teacher Leadership as a teachable skill Recruit teachers to become Teacher Leaders Build leadership capabilities among teachers Nurture leadership qualities in teachers Empower Teacher Leaders Provide ongoing professional growth opportunities for Teacher Leaders

34. Importance/Impact of Teacher Leadership Developing teacher leadership helps schools: Improve teacher quality Improve academic achievement Ensure education reforms can be carried out To recruit, retain, motivates and rewards teachers who are performing Proved opportunities for professional development Widens principals ability Establish democratic school environment

35. Importance/Impact of Teacher Leadership Developing teacher leadership helps schools: Improve teacher quality Improve academic achievement Ensure education reforms can be carried out To recruit, maintain, motivates and rewards teachers who are performing Proved opportunities for professional development Widens principals ability Establish democratic school environment

36. FURTHER READING

37. What is Distributive &Empowering Leadership? •The“sharing”ofleadership• withothers,orsharingthe Distributive leadershipis not necessarilythe “act”of distributingpower,butthe “powerofinfluence”which comes withleadership. mindset(orperspective)a given leadertakesabouthow tooperatewithina given organization (Spillane,2006). • Many differentwords are often usedtodescribe asimilar concept:sharedleadership, collaborativeleadership, empowering leadership

38. Research on Distributive & EmpoweringLeadership Reveals… •Researchisbecomingvery• clear,thatleadershipandthe appropriate“sharing”or Leadership acts as a “driver”in building a school’s academic capacity,andresearchhasfound thatamoreteam-orientedand collaborativeapproachtoschool leadershipis directlylinkedwith improvedteachingandlearning distributingofpowerassociated withleadershipmakes a difference(Leithwood,Mascall, &Straus,2009;Marzano& Waters,2009;Reeves,2006). (Hallinger&Heck,2010).

39. Research Reveals… • However,itimportanttonotethatsharedleadershipisonly “indirectly”relatedtostudentachievement. • Thepowercomesfromhelpingteachers: –Organize themselvesintoprofessionallearningcommunities; –Engageinreflective discussionsaboutinstruction; –Participate inpractitioner-focusedactionresearch;and –Have a senseofcollective responsibilityforstudentlearning (Louisetal.,2010)

40. Howto Best DistributePower 1.FindingandEmpoweringTeacherLeaders(&Removing Barriers toTeacherLeadership) 2.CreatingtheEnvironmentforLeadershipCapacity (ProfessionalLearningCommunities)

41. DistributingPower: Finding & Empowering TeacherLeaders TeacherLeadersDefined SuchTeacherLeaders: Teacherleaders areteachers whosuccessfullyinfluencethe behavior,beliefs,oractions of others therebyincreasingthe (1)leadwithinand beyond the classroom; capacityforstudent (2)contribute to a communityof learners andleaders; achievementandsuccess (Lester,2008) (3)influenceotherstoward improvedpractice;and (4)acceptresponsibilityfor achievingoutcomes (Katzenmeyer&Moller, 2009).

42. WhyTeacherLeadership? • Researchtellsustocreateteacherleaders (since teachershave a directconnectiontolearningoutcomes) • Tenureinschoolsforteachers is longerthanmost administrators. • Demandsofa building administratortodayexceedtime and expertise. • Building administratorsoften have limitedexpertisein areas whereteachers have fluency(e.g.,curriculum content) • Teachersare onthe “in”whenoften times administratorsareon the“out.”

43. Why? TeacherLeadership Research Outcomes ResearchonTeacherLeadershiphas found: • enhancedprofessionalefficacyandretention ofexcellentteachers; • less resistancetochange asteacherleaders positivelyinfluenceotherteachers; • morecareer enhancementandopportunities forself-improvement; • enhancedaccountabilityforresults;and • increasedchancesforsustainablereforms. (Katzenmeyer&Moller,2009;Lieberman&Miller, 2004;Mangin&Stoelinga,2008).

44. Creating TeacherLeadersIn Action Principal'sViewpointonCreatinga "CaringCommunityofLearners"

45. Formal&InformalTeacherLeaders “Informal”Positions • TeachersofinfluencechoosingNOTto leave the classroom,butinfluencingothers via –Casualconversations –Sharing teaching materials –Facilitating professionaldevelopment –Peercoaching &mentoring “Formal”Positions –Organizingactionresearchgroups -instructional –Leading bookstudies coach, –Obtaining aknowledge base forcoreissues - mentor, –Identifyingsolutionsforproblems thatcan leadto betterschools. - departmentchair - etc.

46. Barriers to TeacherLeadership • Teachersoftenfeeltheydo nothave the knowledge andskillsto lead otheradults. • Egalitarian normofschoolcultures discourages teachersfromdrawing attention to themselves • Strong “teacheridentity”vs“administrator identity”(e.g.,thatis“their”job,notmine) • Lack ofresourcesandtime forteachers todo more(over-relianceon a fewteachers) • Comfortofprincipaltoreallysharepower

47. LotsofDifferent“Fears”(Sanocki, 2013) -Fearofnegativity. -Fearof adult drama. -Fearofbecomingunhealthyasaschool. -Fearof beingevaluatedintheir teacherleaderrolebytheiradministrators. -Fearof beingperceivedasakiss-up. -Fearof beingperceivedasfalse. -Fearof beingperceivedasstupid. -Fearof beingperceivedastoofriendlywithadministration. - Fearofcastingjudgmentonothers. - Fearoffailure. - Fearoflosingidentityandconnectionswith colleagues. -Fearofnotbeingrespectedasaprofessional. -Fearofnothavingtheright amountofresources. - Fearofnotmakingadifference. -Fearofnotmakingconnectionswith kids. -Fearofnot understandingthechangesandevolutionineducation. -Fearofnotprogressingasaschool. -Fear ofrejection. -Fearthat otherswillthinkIwanttobe principal. -Fearthat peoplewillnotcomeon board. .

48. Yet,FearsCanBeOvercome (Sanocki, 2013) RecommendationsforEducational Leaders Collaborate tobuildlearningcommunities. Provideasafecultureinwhichteacherleadershipcan thrive. Collaboratetounderstandandminimizeegalitarianism, senioritystructures,andadministrativegatekeeping. Activelyandsafelydiscussteacherleaderintrospectionto revealthefearsandhopesofteacherleaders.

49. And,There are Lotsof Teacher Leadersto BeFound… • “Within everyschoolthereisasleeping giantofteacherleadership thatcan be a catalystformakingchangesto improve studentlearning….Byhelpingteachers recognize thattheyareleaders,byoffering opportunitiestodeveloptheirleadership skills,and bycreatingschoolculturesthat honortheirleadership,wecan awaken this sleepinggiantofteacherleadership” (Katzenmeyer&Moller,2009,pp.2-3).

50. TeacherLeadershipIdentification Activity Thoughtsto Consider • Who are the Potential TeacherLeadersinYour • Match the uniqueneedsatyour schoolwith individualteachers who have potentialforleadership School&WhatSpecific SkillsMightEach Bring? • Thinkaboutthosewho mayhave skillsandtalentsyettobe discovered.Encourage them tohelp filla nicheinyourschool. • Workto develop leadershiproles for manyteachers.Avoid calling on the sameteachers and strive todiscover newpotentialforleadershipin your school.