1. 1. IN-SERVICE TEACHER TRAINING PROGRAMKey to School Effectiveness21st Century School LeadershipSamar BouzeineddineNov. 8, 2014
2. 2. Objectives1. Contrast leadership and management2. Contrast 20th school leadership and 21st leadership3. Interpret 21st school leadership target4. Analyze leadership pillars5. Comprehend and apply leadership approaches and types6. Reflect on leadership challenges and leader role
3. 3. Managers Managers know how toplan, budget, organize, staff,control, and problem solve Managers deal mostly withthe status quo Management is a bottomline focus: How can I bestaccomplish certain things? Management is doing thingsManagers Vs. LeadersrightLeaders Leaders create andcommunicate visions andstrategies Leaders deal mostly withchange Leadership deals with thetop line: What are the thingsI want to accomplish? Leadership is doing theright things
4. 4. LearningLeadership for.CollaborativeCulturesVision-DrivenLeadershipContinuousChange
5. 5. Learning in the Past Learning in the FutureSchool Leadership
6. 6. 20th Century Leadership Studied best teachingpracticeslooked at teacherbehavior Assumed learner needswere knownwork skillsfor business and industryand skills for college andcareers21st Century Leadership Study learninglook atstudent engagement inproblem solving, criticalthinking, and creativity Understand future skills arenot knownmust buildbasic knowledge and thecapacity and desire to learnLeadership for Learning
7. 7. 20th Century Leadership Focused on schoolclimate andcollegialitycreatecongenial workenvironment and socialrelationships21st Century Leadership Focus on a learner-centeredculturecreateprofessional collaborationand professional learningLeadership for Collaborative Cultures
8. 8. 20th Century Leadership Change was sporadic andfirst-orderusuallymandated from thegovernment and seldomlasted or valued Change was made andexpected it to be longterm or even permanent21st Century Leadership Change is constant andsecond-orderurgency tochange is ever-presentand always will be Change is a continuousprogression of reflectionand collaborationcollective problemsolving that buildscommitment and efficacyamong staffLeadership for Continuous Change
9. 9. 20th Century Leadership Schools seldomdeveloped changeplanswhen they didthey were strategic The strategic planrequired a visionwhichthe principal wrote,printed, and posted in allclassrooms21st Century Leadership Comprehensive, systemicplans are the basis forcontinuous changebroadin scope and engaging allstaff in the development,implementation, assessment,and refinement Change is vision drivendescribing where we wantto be in five years andgrounded in best practicesVision-Driven Leadership
10. 10. 21st School Leadership Target
11. 11. As principals, how do we determine the current state ofour schools culture? How do we measure the health of our schools culture?School Culture Triage SurveyThe real questions are .
12. 12. Professional collaboration: Do teachers and staffmembers meet and work together to solve professionalissues instructional, organizational, or curricular issues? Affiliative and collegial relationships: Do people enjoyworking together, support one another, and feel valuedand included? Efficacy or self-determination: Are people in the schoolbecause they want be? Do they work to improve theirskills as true professionals?Administering the Survey
13. 13. 21st Century Learner/TeacherA Vision of K-12 Students Today
14. 14. GlobalAwarenessEconomic &BusinessLiteracyEnvironmentalLiteracyCivicLiteracyHealthLiteracy21st Century Themes
15. 15. Learning andInnovation1. Creativity and innovation2. Critical thinking andproblem solving3. Communication andcollaboration21st Century Skills
16. 16. Information & Technology1. Information Literacy2. Media Literacy3. ICT Literacy (InformationCommunication Technology)21st Century Skills
17. 17. Life & Career1. Flexibility & Adaptability2. Initiative & Self-direction3. Social & Cross-cultural Skills4. Productivity & Accountability5. Leadership & Responsibility21st Century Skills
18. 18. Its important to scaffold teachers in teaching 21C skills explicitly Teachers cant assume kids know how to do be collaborative or beWhat does this mean for the classroomteacher?problem solvers, etc. This is the huge challenge for teachers currently---to step back fromcontent knowledge exclusively and take more responsibility for thedirect teaching of these more soft or cross-disciplinary skills thatrelate to any content discipline. In thoughtful classrooms, talk about thinking is part of every subjectand every lesson. There is no, Okay, now well do our thinkinglesson. Instead there is, Now were going to think scientifically, andNow were going to think like authors. Conversations about thinking should happen at every grade level.
19. 19. Project-based learning offers rich opportunities for providinginstruction in specific thinking skills and strategies whileemphasizing subject area learning in authentic contexts. By teaching 10-15 minute mini-lessons on skills while students areworking on projects, teachers can organize instruction so students canimmediately apply what they have learned in meaningful contexts. Effective explicit instruction generally consists of six components:1. Selection of an appropriate skill or strategy for instruction2. Labeling and categorizing of the skill3. Modeling of the skill through a think-aloud4. Guided practice of the skill with a partner or small group5. Explanation of how and when to use the skill or strategy6. Ongoing coaching on how to use the skill effectivelyTeaching Specific Skills
20. 20. Natures Heart Beats
21. 21. Leaders in Religion, Media, Technology
22. 22. Competencies Dos CharacteristicsBehaviour AttitudesLeaderships Pillars
23. 23. Strategic vision and theability to share that Clear communicationand messages Success beyond narrowprofessional boundaries Leading by influence,Competenciesnot control Creating alliances anddevolved management Flexibility and versatility
24. 24. Dos Put performance at thetop of the agenda Translate vision intoaction Influence behavioursthrough diversity andmutual respect Rouse the workforcefrom indifference toenthusiasm Develop a workforcewith focus and relentlessdesire to improve
25. 25. Bold Firm or bloody-minded Charismatic Visionary - Macro view Assured/Confident Self-aware Inspiring Focused Energetic & Passionate Persuasive/InfluentialCharacteristics
26. 26. Behaviour Decision-making Risk taking Crossing theline/Pushing theboundaries Joined-up thinking/acting Team-building Communicating Encouraging andmotivating Leading by example Saying thank you
27. 27. Attitude Can Do Challenging Establishing highstandards for self andothers Trusting Delegating Promoting learning Empowering! Welcoming diversity
28. 28. Leaders are born, not made.Who would want to be led byyou?
29. 29. LeadershipStrategies/Approaches
30. 30. Has its roots in leadership theory Suggests that certain people are born with special traitsthat made them great leaders Identifies the major traits intelligence, self-confidence,determination, integrity, sociability Used by organizations to identify how individuals will fitwithin their organizations Used for personal awareness and development (analyzestrengths and weaknesses)Trait Approach
31. 31. Positives Fits into the popular idea(leaders are special people) Is validated by research studies Provides an in-depthunderstanding of the leadercomponent Provides some benchmarksagainst which individuals canevaluate their own personalleadership attributesNegatives Has failed to provide adefinitive list of leadershiptraits Has failed to take into accountthe impact of situations Has no adequately linked thetraits of leaders with otheroutcomes such as group andteam performance Is not useful for training anddevelopmentTrait Approach
32. 32. is a leader-centered perspective (Depth) Emphasizes the competencies of leaders Depends on three basic personal skills: technical,human, and conceptual Was developed in 1990s to explain the capabilities(knowledge and skills) Defines five components of effective leaderperformance: competencies, individual attributes,leadership outcomes, career experiences, andenvironmental influencesSkills Approach
33. 33. Problem solving skills Social judgment skills KnowledgeCompetencies General cognitive ability Motivation PersonalityIndividualAttributesAffected by career experiences andenvironmentSkills Approach
34. 34. Positives Is a leader-centered model Places learned kills at thecenter of effective leadershipperformance Is available to everyone Provides a map that explainshow effective leadership canbe achieved Provides a structure forleadership education anddevelopment programsNegatives Is weak in predictive value anddoes not explain a personscompetencies lead to effectiveleadership performance Claims not to be a traitapproach but individual traitsplay a large roleSkills Approach
35. 35. Focuses on what leaders do rather than who leaders are Suggests that leaders engage in two types of behaviours:task behaviours and relationship behavioursTask BehaviourThe degree to which you helpothers by defining their roles andletting them know what is expectedof themRelationship BehaviourThe degree to which you try tomake subordinates feelcomfortable with themselves, eachother, and the group itself.Style Approach
36. 36. To find a universal set of leadership behaviours capableof explaining leadership effectiveness in every situation Originated from three different lines of research: OhioState University studies, University of Michigan studies,Blake and Mouton Managerial Grid to find the best wayfor leaders to combine task and relationship behaviors.Style Approach
37. 37. Positives Has broadened the scope ofleadership research to includethe leaders behaviours ratherthan only their personal traits Is a reliable approach Underscores the importance ofthe two core dimensions ofleadership behaviour: task andrelationship Provides us with a broadconceptual map useful in gainingunderstanding of our ownleadership behaviours Reminds leaders that theirimpact on others occurs alongboth dimensionsNegatives Does not show associationbetween leaders behaviours andoutcomes: morale, jobsatisfaction, and productivity Does not define a universal setof leadership behaviours thatresult in effective leadership Implies but fails to support fullythe idea that most effectiveleadership style is a high-highstyleStyle Approach
38. 38. Situational leadership is a prescriptive approach toleadership that suggests how leaders can becomeeffective in many different types of organizationalsettings involving a wide variety of organizational tasks. This approach provides a model that suggests to leadershow they should behave based on demands of a particularsituation.Situational Leadership
39. 39. LeadershipStyleDirective Supportive1 High Low2 High High3 Low High4 Low LowDevelopmentLevelCompetence Commitment1 Low High2 Moderate Low3 Moderate Lack4 High HighSituational Leadership StylesDevelopment Levels
40. 40. Positives Is a standard for trainingleaders Is a practical approach andeasily understood and applied Sets clear prescriptions toenhance leadershipeffectiveness Stresses that there is no bestSituational ApproachstyleNegatives Does not have a strong body ofresearch findings Is not clear in explaining howsubordinates developmentlevels improve of theircommitment changes over time Does not provide guidelinesfor how this approach can beused in group settings
41. 41. Is the newest approach to leadership Is the process of how leaders inspire followers toaccomplish their great goals Requires understanding and adaptation to the needs andmotives of followersTransformational Leadership
42. 42. Transformational leadership can be assessed trough theuse of the Multifactor Leadership Questionnaire (MLQ)which measures a leaders behavior in the followingareas:1. Idealized influence2. Inspirational motivation3. Intellectual stimulation4. Individualized considerationTransformational LeadershipStyles
43. 43. Knowledge is his positive power. Wisdomis his wide mission. Passion is his goldenkey. Arabian culture is his bold pride.Creativity is the trait of his techniques, andoriginality is the spirit of his profession.Equipped with faith, ethics, and values, hehas been determined to develop and spreadArabian Martial Arts locally, regionally,and internationally.He is Dr. Walid Kassas, the open-mindedleader who successfully founded a newidentity, created a professional image ofArabian Sports, and reached universalstandards worldwide.Transformational LeadershipModel
44. 44. Transformational LeadershipModelHow does the quality of Dr. Walidleadership influence his athleticprofession?Efficiency, adaptation, and humanresources are the main skills which havebeen evident in his specific leadershipbehaviors and his management of sportprograms and activities.He appreciates the need to understand andadapt to the needs and motives offollowers.He is the change agent, the role model,who can create and articulate a clear visionfor an organization, who empowersfollowers and plant trustworthiness in themto meet higher standards..
45. 45. Transformational LeadershipModelIn Lebanon, 13 clubs are foundednot only in Tripoli but in Beirut ,South, North , and Mountain ofLebanon.In Arab Federation, 16 Arabcountries are members and each onehas many clubs.Internationally, there are more then 70countries too.
46. 46. Positives Is a current model Has strong intuitive appeal Emphasizes the importance offollowers in the leadershipprocess and their growth Places strong emphasis onmorals and valuesNegatives Lacks clarity Is based on MLQ which hasbeen challenged by someresearch Creates a framework thatimplies that transformationalleadership has a trait-likequality Suffers from a heroicleadership bias Has the potential to be used innegative ways by leadersTransformational Approach
47. 47. Provides a framework in which to study the systematicfactors that contribute to a groups outcomes or generaleffectiveness. Aims to help the group accomplish its goals bymonitoring and diagnosing the group and taking therequisite action.Team Leadership
48. 48. Larson and LaFasto have developed questionnaires to be filled by teammembers and the team leader which can aid in diagnosing specific areasof team problems and suggest action steps to be taken by the team. Theyassess teams health in terms of goal, structure, team members,commitment, climate standards, and eternal support; in addition to theleader effectiveness in terms of goal focusing, ensuring a collaborativeclimate, building confidence, setting priorities, and managingperformance. Then, strategic decisions must be made:1. What type of intervention should be used (monitoring or actiontaking)?2. At what level should the intervention be targeted? (internal orexternal)?3. What leadership function should be implemented to improve groupfunctioning?Team Leadership
49. 49. Though the model needs testing, it has strengths:a) Focuses on real-life organizational teams and theireffectivenessb) Emphasizes the functions of leadership that can beshared and distributed within the work groupc) Offers guidance in selecting leaders and team memberswith the appropriate diagnostic and action-taking skillsd) Provides a cognitive model for understanding andresearching organizational teamsTeam LeadershipStrengths
50. 50. Leadership Challenges &Leaders Role
51. 51. 5 Dysfunctions LeadersFaceTaken from The Five Dysfunctions of a Team and Overcoming The Five Dysfunctions Of ATeamby Patrick Lencioni
52. 52. INATTENTIONTO RESULTSAvoidance ofACCOUNTABILITYLack ofCOMMITMENTFear of CONFLICTAbsence of TRUSTThe Five dysfunctions LeadersFace
53. 53. Team with Absence of trust, fear of conflict, lackof commitment, avoidance of accountability,inattention of results make teams Conceal their weaknesses and mistakesfrom one another Hesitate to ask for help or provideconstructive feedback Fail to recognize and tap into one anothersskills and experiences Waste time and energy managing theirbehaviors for effect Ignore controversial topics that are criticalto team success Breeds lack of confidence and fear offailure Create resentment among team memberswho have different standards ofperformance Fail to grow Encourage team members to focus on theirown careers and individual goalsTeams that trust, engage in conflict, commit,hold accountability, and focus on collectiveresults Admit weakness and mistakes and askfor help Take risks in offering feedback andassistance Appreciate and tap into one anothersskills and experiences Look forward to meetings and otheropportunities to work as a group Develop an ability to learn frommistakes Identify potential problems quickly byquestioning one anothers approacheswithout hesitation Minimize individualistic behavior Enjoy success and suffers failureacutely Benefit from individuals whosubjugate their own goals/interests forthe good of the team
54. 54. Demonstrate vulnerabilityLeader Role
55. 55. Demonstrate restraint when teammembers engage in conflictLeader Role
56. 56. Be comfortable with the prospect ofmaking a decision that ultimately turnsout to be wrong Constantly push the group for closurearound issues and adherence toschedules the team has setLeader Role
57. 57. Regularly provide team Rewards Explicitly communicate goals and standards ofbehavior Regularly discuss performance versus goals andstandardsLeader Role
58. 58. Focus onResultsAccountabilityCommitmentConflictTrustWhere we would like tobe!
59. 59. Authentic leadership startswith knowing what your mostdeeply held beliefs, values,and principles are. What doyou really believe aboutpeople? What has motivatedyou? What is your truenorththe internal compassthat guides you through allyour decisions?BILL GEORGE,BESTSELLING AUTHOROF TRUE NORTH