WHAT IS EDUCATIONAL LEADERSHIP?

1. A blue whale is the largest mammal on earth. An adult blue whale is the length of over three Greyhound buses, weighs more than a fully loaded 747 and has a heart the size of a Volkswagon Beetle. It is so large that it takes at least three minutes for it to make a turn of 180 degrees.

2. Many people draw a strong parallel between blue whales and our schools, businesses and even communities. It just seems to take forever to change direction.

3. But a school of sardines consisting of a greater mass than a blue whale can turn almost instantly. How do they do it? Is it ESP? CB radio? The Internet

4. If you take a careful look at a school of sardines, you'll see that the fish appear to be swimming in the same direction. In reality, there will always be a small group of sardines swimming against the flow causing friction with the rest of the school.

5. But when this dedicated group of ‘committed sardines’ reaches a critical mass of only 15 to 20 percent, they induce the rest of the school to suddenly turn and follow their leadership! Isn't that what happened with our attitudes towards drinking and driving, and to our feelings about smoking?

6. They were changes of direction induced by a small group of people who were truly committed to change, to go against the flow, to cause discomfort, and to challenge the normal direction. That's why we're Committed Sardines.

7. WHAT IS EDUCATIONAL LEADERSHIP? • Over 350 definitions in the literature • Most agree on • Leadership is a group function: it occurs only in the process of 2 or more people interacting. • Leaders intentionally seek to influence the behavior of other people. Robert Owens

8. AUTHORITY • The power to influence thought and behavior • Power • The ability for A to get B to do what B would normally not do

9. What is The Purpose of Supervision? • To assist the organization in reaching its goals • How does that translate to Education?

10. What is The Purpose of Educational Supervision? “…to help increase the opportunity and the capacity of schools to contribute more effectively to students’ academic success.” Sergiovanni

11. Principles of Scientific ManagementFrederick Taylor - 1900-15 1. Eliminate the guesswork of rule-of-thumb approaches to deciding how each worker is to do a job by adopting scientific measurements to break the job down into a series of small, related tasks 2. Use more scientific, systematic methods for selecting workers and training them for specific jobs.

12. Principles of Scientific Management 3. Establish the concept that there is a clear division of responsibility between management and workers, with management doing goal setting, planning, and supervising, and workers executing required tasks. 4. Establish the discipline whereby management sets the objectives and the workers cooperate in achieving them. -Frederick Taylor

13. TAYLOR’S PRINCIPLES • TOP-DOWN • AUTHORITARIAN • TIME-MOTION STUDIES • RIGID DISCIPLINE ON THE JOB • LITTLE INTERACTION BETWEEN WORKERS • INCENTIVE PAY SYSTEMS • EFFICIENCY EXPERTS

14. Henri Fayol • Focused attention on the manager not the worker • Clearly separated the processes of administration from other operations within the organization • Emphasized the common elements of administration in different organizations • Believed a trained administrative group was essential to improving the operations of an organization

15. Fayol’s Functions of Administration • Planning • Organizing • Commanding (Leading) • Coordinating • Controlling (Evaluating Results)

16. Max Weber • Hope lied in the establishment of well run bureaucracies that would be: • Fairer • More Impartial • More Practicable • More rational • More Efficient • More Impersonal

17. Weber’s Principles of Administration • A division of labor based on functional specialization • A well-defined hierarchy of authority • A system of rules covering the rights and duties of employees • A system of procedures for dealing with work situations • Impersonality of interpersonal relations • Selection and promotion based only on technical competence

18. HUMAN RELATIONS SUPERVISION • ELTON MAYO - WESTERN ELECTRIC’S HAWTHORN PLANT • IS THERE A RELATIONSHIP BETWEEN THE LEVEL OF LIGHTING AND THE PRODUCTIVITY OF WORKERS? • FINDINGS • OTHER SIMILAR EXPERIMENTS • CONCLUSION - HUMAN VARIABILITY IS AN IMPORTANT DETERMINANT OF PRODUCTIVITY

19. HUMAN RELATIONS SUPERVISION • EMPHASIS - HUMAN AND INTERPERSONAL FACTORS IN ADMINISTRATION • Morale • Group Dynamics • Democratic Supervision • Personnel Relations • Behavioral Concepts of Motivation

20. HUMAN RELATIONS SUPERVISION • Problems • Misunderstanding of intent • Belief that happy teachers would increase productivity • Led to laissez-faire supervision in schools • Supervisors afraid to supervise - public nature of personnel actions in schools • Reaction - Neoscientific

21. NEOSCIENTIFIC SUPERVISION • Accountability • Control • Efficiency • Impersonal - Standardized tests as a measure of teacher competence

22. RECAP -HOW ARE TEACHERS TREATED? • SCIENTIFIC • Heavily Supervised • HUMAN RELATIONS • laissez-faire • NEOSCIENTIFIC • Impersonal & Technical

23. HOW ARE TEACHERS VIEWED? • “…a lack of faith and trust in the individual teacher’s ability and willingness to display as much interest in the welfare of the school and its programs as that presumed by administrators, supervisors, and the public.” • Sergiovanni & Starratt

24. HUMAN RESOURCES SUPERVISION • Grew out of dissatisfaction with other concepts and practices. • Represents a high regard for human needs, potential and satisfaction. • Leadership is neither patronizing or directive but supportive in meeting the goals of the organization.

25. Douglas McGregor - Theory X 1. Average people are by nature indolent-they work as little as possible. 2. They lack ambition, dislike responsibility, prefer to be led. 3. They are inherently self-centered, indifferent to organizational needs. 4. They are by nature resistant to change. 5. They are gullible, not very bright, ready dupes of the charlatan and demagogue.

26. IS THIS THE CASE WITH TEACHERS? • Do they do minimal work? • Do they take initiative? • Are they defensive and self-centered • Are they preoccupied with maintaining the status quo?

27. Douglas McGregor - Theory Y 1. If it is acceptable to them, employees will view work as natural and as acceptable as play. 2. People at work will exercise initiative, self-direction, and self-control on the job if they are committed to the objectives of the organization. 3. The average person, under proper conditions, learns not only to accept responsibility on the job but to seek it. 4. The average employee values creativity - that is, the ability to make good decisions - and seeks opportunities to be creative at work

28. Do Theory X Teachers result from Theory X Supervisors? Is this a self-fulfilling prophecy?

29. TRUE OR FALSE • WHAT GETS REWARDED GETS DONE • WHAT IS REWARDING GETS DONE • WHAT IS GOOD GETS DONE

31. Maslow

32. The Human Relations Supervisor Adopts shared decision-making practices To increase teacher satisfaction Which in turn Increases school effectiveness

33. The Human Resources Supervisor Adopts shared decision-making practices To increase school effectiveness Which in turn Increases teacher satisfaction

34. “… THE EDUCATIONAL FOUNDATIONS OF OUR SOCIETY ARE PRESENTLY BEING ERODED BY A RISING TIDE OF MEDIOCRITY THAT THREATENS OUR VERY FUTURE AS A NATION AND A PEOPLE. WHAT WAS UNIMAGINABLE A GENERATION AGO HAS BEGUN TO HAPPEN – OTHERS ARE MATCHING AND SURPASSING OUR EDUCATIONAL ATTAINMENTS. IF AN UNFRIENDLY POWER HAD ATTEMPTED TO IMPOSE ON AMERICA THE MEDIOCRE EDUCATIONAL PERFORMANCE THAT EXISTS TODAY, WE MIGHT WELL HAVE VIEWED IT AS AN ACT OF WAR. AS IT STANDS, WE HAVE ALLOWED THIS TO HAPPEN TO OURSELVES.”

35. 1. DO YOU RECOGNIZE THIS STATEMENT? 2. WHERE IS IT FROM? National Commission on Excellence in Education. A Nation at Risk: The Imperative for Educational Reform.(1983) 3. HOW DO YOU REACT TO THE ABOVE STATEMENT? Do You Believe That Schools Should be Restructured? How? What Should They Be Like?

36. Industrial Age Learning Assumptions • Children are in deficit mode and schools will fix them • Learning takes place in the head, not the body as a whole • Everybody learns, or should learn, in the same way • Learning takes place in the classroom, not the world • There are smart kids and dumb kids

37. Industrial Age School Assumptions • Schools are run by specialists who maintain control • Knowledge is inherently fragmented • Learning is primarily individualistic and competitive • Experts can save us • Don’t open the door to the community • Any change can be handled quickly, efficiently, and linearly.

38. Restructuring Influences • Political • American youth lag behind other countries • Economic • American youth are unprepared for the technical demands of the workplace • Cognitive Research • How the brain works • Multiple Intelligence & Learning Styles • Constructivist Learning Theory & Research • How students actively produce knowledge & understanding • The science of teaching

39. Restructuring Influences • Philosophy & Sociology • Knowledge is a social, political, cultural construct • Knowledge is tentative - open to change • Research in Academic Disciplines • NCTM & AAAS • Curriculum Theory & Research • Identifies and attempts to remove cultural,gender and class bias from the curriculum • Pluralism & Inclusion • Multiculturalism, Bilingual, Special Education

40. Restructuring Influences • Research on Assessment • Performance and Authentic • Research on Professional Practice • Teachers are pretty smart and should be utilized • Research on Second-Order Change • Systemic Change • Cultural Change

41. Educational Thinkers View Learning as the Study of a Living System, not the Study of a Machine • Learning centered rather than teacher centered learning • Encourage variety, not homogeneity • Understand world of interdependence and change rather than fact and right answers • Schools need to constantly explore theory-in-use • Reintegrating education within walls of social relationships that link community