Post on 25-Dec-2015
““Inviting Teacher Inviting Teacher Leadership: Leadership:
Transformational, Transformational, Servant, and Servant, and
Invitational Leadership Invitational Leadership for Student Success”for Student Success”
““Inviting Teacher Inviting Teacher Leadership: Leadership:
Transformational, Transformational, Servant, and Servant, and
Invitational Leadership Invitational Leadership for Student Success”for Student Success”
Richard BenjaminRichard BenjaminInternational Alliance for Invitational EducationInternational Alliance for Invitational Education
Leadership InstituteLeadership InstituteSeptember 2005September 2005
Hong KongHong Kong
Inviting Teacher Leadership:
Two Interpretations
• An Invitation to Teachers to provide Leadership– Tao Xhixin
•Teacher Education
•Village Renewal
• A description of Teachers who Demonstrate Invitational Teacher Leadership
An Invitation to Teachers to provide (Invitational)
Leadership• Teacher
Leadership Roles – Teacher Leader
Network• http://www.teache
rleaders.org/
• Teacher Leadership Standards– Knowledge– Skills– Dispositions
• Respect• Trust• Optimism• Intentionality
– 5 P’s
Intentionality & Purpose
• Intentionally ordered information – Purkey & Siegel p 20
• Advance Organizers - Data– Data
• A system has a purpose - Senge
Teacher Leaders are Vital to Effective & Sustainable School
Improvement• Teacher Leaders
do not have:– Positional
Authority
• Teacher Leaders do have / emphasize– Moral Authority– Shared values – Technical Authority– Invitational
Power
Invitational Teacher Leaders
• “Invitational Leaders …create a total environment in which each person is cordially invited to develop optimally, both personally and professionally. “ p22
• “Invitational Leadership …then, becomes a mutual commitment between colleagues, rather than a series of orders issued from the top down.” p23
Invitational Leadership is based on Guiding
Principles• Respect
– Measured by how we treat ourselves and others.
• Trust– Encourages
collaborative risk-taking and creative problem solving.
• Optimism– Evidenced by
positive & realistic expectations.
• Intentionality– Gives direction
and purpose to our decisions and makes action possible.
Meaning, Purpose, and Moral Leadership
• Moral development– Education in the
Moral Domain by Larry Nucci
• Personal identity– Who Am I?
Chinese Leadership & Educational Standards
• “With the return of Hong Kong to the motherland, there is a need to develop students' national identity…moral and civic education is one of the four key tasks.”
• Hong Kong's Secretary for Education and Manpower Arthur Li
• Revised primary school curriculum of the subject General Studies, the strand of "national identity and Chinese culture" has been added
• In the proposed new senior secondary curriculum, elements of national education are also found.
Transformational Leadership
• Transformational Leadership and School Improvement– http://www.vtaide.
com/png/ERIC/Transformational-Leadership.htm
• Link to Invitational Leadership – Purkey & Siegel
Servant LeadershipRobert Greenleaf
• Scott Peck– “Servant Leadership is
more than a concept…any great leader, by which I mean an ethical leader…will see herself or himself primarily as a servant of that group and will act accordingly. I’m not talking only about servant leadership but also about authentic community…”
• Peter Senge– “I believe that the
book Servant Leadership, and in particular the essay, ‘The Servant as Leader’ which starts the book off, is the most singular and useful statement on Leadership that I have read in the last 20 years.”
Both selections are from Reflections on Leadership: How Robert Greenleaf’s Theory of Servant Leadership Influenced Today’s Top Management Thinkers edited by Larry Spears
The Constructivist Leader
Linda Lambert, et. al• Collaboratively
engaged in creating
• Too often material is ‘covered’ but students are not involved in thoughtful interaction with
the content 1
• Link to Invitational Leadership
1 – “From Cultural Literacy to Cultural Thoughtfulness” – Worsham
Choice• When students
are invited, the door to authentic ‘engagement’ is opened.
• Example:– Condominium
Sales• “You can leave
now!”
The power of volunteering can hardly
be over-estimated• It isn’t so much that people resist
change, they just resist being changed.
OR• People don’t dislike learning, they
might dislike being taught
Cognitive Dissonnance• the theory of cognitive dissonance
holds that contradicting cognitions serve as a driving force that compels the human mind to acquire or invent new thoughts or beliefs, or to modify existing beliefs, so as to minimize the amount of dissonance (conflict) between cognitions.
http://en.wikipedia.org/wiki/Cognitive_dissonance
Invitational Leadership in Action
• Baga va gita - India• Thoreau• Back to India Gandhi• Back to USA - MLK
• Deming• Japan• Back to USA
• Society as School– Unity of teaching,
learning, and reflective action
• Dewey• Tao Xingzhi – China
– Teacher Education and
• Back to USA
Primal Leadership• Emotional
Intelligence– I.Q. Or E.Q. ?
– Primal Leadership• Harvard Business
Review Dec 2001
• Emotional Intelligence: Why It Can Matter More Than I. Q. By Daniel Goleman
• http://www.businesslistening.com/primal-leadership-2.php
• http://www.bainvestor.com/Primal-leadership.html
• http://www.eiconsortium.org/
Moral Leadership• Sergiovanni
– Strengthening The Heartbeat: Leading and Learning Together in Schools (2005)
• Link to Invitational Leadership
• Ed-Excel Assessmentof Secondary School Student
CultureTabulations by School District and
Race/Ethnicity
Responses from Middle School, Junior High and High School
Students in Districts of the Minority Student
Achievement Network (MSAN)
• Ronald F. Ferguson, Ph.D. Wiener Center for Social Policy John F. Kennedy School of
Government Harvard University May 30, 2002•
• Ed-Excel Assessmentof Secondary School Student
CultureTabulations by School
District and Race/Ethnicity
Responses from Middle School, Junior High and
High SchoolStudents in Districts of
the Minority Student Achievement Network
(MSAN)
• Ronald F. Ferguson, Ph.D. Wiener Center for Social
Policy John F. Kennedy School of
Government Harvard University May 30, 2002
Proportion reporting “…an important reason when they
work hard”
Black White
Teacher Encourages
.47 .32
Teacher Demands
.16 .29
Activity: In small groups decide what exactly a teacher might be doing when he
or she “encourages,” and when he or she “demands.”
• Encourages • Demands
Conditions for FLOW• Clear Goals: an objective is distinctly
defined; immediate feedback• The opportunities for acting decisively
are relatively high, and they are matched by one’s preceived ability to act, personal skills are well suited
• Action and awareness merge• Concentration on the task at hand• A sense of potential control• Loss of self-consciousness,
transcendence of ego boundariesMihaly Csikszentmihali – Flow (1990) & The Evolving Self (1993)
Conditions for “Changing Minds”• Reason - Cognitive• Research - Cognitive• Resonance –
Affective• Representational
Redescriptions• Resources and
Rewards• Real World Events• (Fewer) Resistances
• Concepts• Stories• Theories
Howard Gardner – Changing Minds 2004