James Patton & Camille Catlett. Influencing Up, Down, and Sideways Camille Catlett FPG Child...
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Imagining the Possibilities Beyond the Constraints
James Patton & Camille Catlett
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Leading from the Middle
Influencing Up, Down, and Sideways
Camille CatlettFPG Child Development Institute
University of North Carolina
(919) 966-6635
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What is Leadership
?
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Think of a famous leader whose life or work you admire. Write down one or more descriptive words you would use to describe that leader and their work.
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Think of a someone who has had a significant impact on your personal or professional life – someone who has helped make you the person you are today. Write down one or more descriptive words you would use to describe that individual.
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Notice the difference? The people who make a difference in our lives – who provide daily leadership – are not necessarily the ones with the most credentials, the most fame, the loftiest titles, or the most awards.
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. . . the words “leading from the middle” and you’ll get over 37 million results.
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Leading from the Middle A different way of thinking about collaborative
leadership Leading as a peer, not a superior Requires persuasion, technical competence,
relationship skills, and political smarts to get and keep the coalition together and produce the desired goal.”
Influencing others to accomplish things that none of them could accomplish – at all or as well - individually.
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Three understandings that are integral to leading from the middle
Leadership is relationship
Leadership is everyone’s business
Leadership development is self-development
(Modified from Kouzes & Posner, 2003, p. 47)
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Understanding 1: Leadership is relationship
It’s not about position or fame or fortune. It’s about working and learning with people whose
experience, education, gender, and professional affiliation all differ.
In our work with children and families, effective leaders can touch each and every life through relationships. By enhancing colleague-colleague, supervisor-practitioner relationships, practitioner-family relationships will be enhanced. These relationships, in turn, strengthen family-child relationships.
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Try this…Write down the names of the following:
◦ The 2011 and 2012 Time magazine Persons of the Year
◦ The 2011 and 2012 Academy Award winners for best picture
(Modified from Kouzes & Posner, 2003)
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ANSWERS
Persons of the Year2011 The Protester2012 Barack Obama
Academy Award winners for best picture2011 The Artist2012 Argo
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Now try this…
Write down the following:◦ a teacher or coach who encouraged you in
school◦ friends who helped you through a difficult
time◦ a person who has taught you something
worthwhile
(Modified from Kouzes & Posner, 2003)
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http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.html?qshb=1&utm_expid=166907-24&utm_referrer=http%3A%2F%2Fwww.ted.com%2Fpromos%2FTEDTalksEducation
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In a group whose leader understands the importance of relationships, you’ll see them . . Take the time to read each other’s cues and adjust their
own behavior in supportive ways Demonstrate mutual respect in the way they share
observations, raise questions, participate and reveal their professional selves
Reinforce and support both collective and individual needs and priorities
Remain resilient in periods of stress Repair breakdowns when they occur
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Understanding 2: Leadership is everyone’s business
Leadership is collaborative.
You don’t have to be in a position of power or prestige to be an effective leader or change agent. Anyone can make a difference.
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http://www.youtube.com/watch?v=xX1-FgkfWo8
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Together, We Really Are Better
Research underscores that “cooperative learning promotes higher individual achievement than do competitive approaches or individualistic ones.”
(Johnson, Johnson, & Smith, 1998, p. 31)
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When you lead from the middle, you
See diversity as an asset, not a problem Appreciate that nobody can see a problem from
all perspectives Ask who else’s perspective would help to
understand this issue? Understand that people support what they create
◦Engage everyone in development◦Acknowledge everyone’s efforts
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Understanding 3: Leadership development is self-development A leader’s
primary instrument is him or herself.
To develop others, we have to develop ourselves.
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You have imagined great possibilities for the graduates of your programs
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What are qualities you bring to your work as a leader in higher education?
What capabilities would you like to grow in order to be even more effective in your roles as a leader and advocate?
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CONNECTThe Center to Mobilize Early Childhood Knowledge
http://connect.fpg.unc.edu/
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A Creative Adventure
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http://iris.peabody.vanderbilt.edu/
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Multifaceted Resources for Language & Literacy
National Center on Cultural and Linguistic Responsiveness
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National Center on Quality Teaching and Learning
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15-Minute In-Services
Expansions
Thick and Thin
Conversations
Asking Questions
Engaging Children in
Conversations
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15 Minute In-Services
Engaging Children in Conversations
Zoning: Staffing to Maximize Learning
Fostering Children’s Thinking Skills
Asking questions
Collecting and using work samples
Expansions
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Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC
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Definition
Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.
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Additional Resources
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Just the Facts, Ma’am
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NPDCI
Landing Pads
A sampling of evidence and resources, related to each feature, to support your learning and professional development needs
Find them online at http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads
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NPDCI
8 EBP Landing Pads Available
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Landing Pads
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in
North Carolina
http://scriptnc.fpg.unc.edu/resource-search
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EDU 144 Landing
Pad
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SCRIPT-NC Landing Pads
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Young Exceptional Children Monograph 14
Supporting Young Children who are Dual Language Learners with or at-risk for Disabilities
YEC Monograph 14 considers contemporary perspectives about strategies to support young children who are dual language learners served in inclusively early childhood settings. Information included in this monograph will be immediately useful for practitioners and families and will demonstrate the value of thoughtfully and systematically approaching assessment, interventions, and services for the benefit of children who are dual language learners and their families.
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Commitments to QualityYours and Ours
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• Higher preschool performance and promotion to next grade
• More positive engagement with peers, adults, and learning
• Buffers negative impact of poverty on academic and behavioral outcomes
(Harvard Family Research Project, 2006; Izzo, Weissberg, Kasprow, & Fendrich, 1999; Mantizicoupoulos, 2003; McWayne, Hampton, Fantuzzo, Cohen, & Sekino, 2004)
Family Engagement Helps Children to Succeed
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An effective teacher can have a stronger influence on student achievement than poverty