Post on 03-Feb-2022
04.07.2013
1
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.”
2
Niklas Luhman
(1927-1998)
04.07.2013
2
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.
4
04.07.2013
3
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)
04.07.2013
4
“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)
7
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)
8
04.07.2013
5
How can we create a learning context which aims at influencing the pattern of how professionals go about improving their organisations?
9
„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
04.07.2013
6
“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)
11
agency
structure
Anthony Giddens
Theory of Structuration.
Giddens, A. (1984). The constitution of society: Outline of
the theory of structuration.
Cambridge: Polity Press.
12
LEADERSHIP
04.07.2013
7
13
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
14
04.07.2013
8
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
16
transformational
transactional
Modes of leadership: structure and agency
04.07.2013
9
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
18
04.07.2013
10
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
20
From unconscious to conscious learning
cf. Howell & Fleischman, 1982
CONSCIOUS
UNCONSCIOUS
COMPETENCE INCOMPETENCE
04.07.2013
11
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
22
student learning
professional learning
systems learning
Carpe Vitam „Leadership for Learning“ Project
Connect leadership with learning
04.07.2013
12
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
24
04.07.2013
13
„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.“
25
Heinz von Förster
(1999)
How much do we know
about what
how leadership
contributes to learning ?
04.07.2013
14
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).