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Chapter 7 – (Dr. Fenwick W. English)

The Art of Educational Leadership Balancing Performance and

Accountability Loretta A. Terry

William Allan Kritsonis, PhD

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Chapter 7

Balancing Performance andAccountability

Loretta A. Terry William Allan Kritsonis, PhD

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How can we fully comprehendwhat artful performers do?

If we cannot permit ourselves tofully comprehend the nature of leadership because of how we have

chosen to define or view it, weshould stop using methods andmodels that leave us perpetually

ignorant and unable to adequatelygrasp what expert practitioners whoare supremely artful performer reallydo

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  Traditional Notions of 

Leadership

ØSocial Sciences

ØScientific Method

Ø Total Quality ManagementØManagement Theory

ØBusiness Management

•

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Business ManagementLiterature

Wiens (2006)Emphasis

Ø Excellence

Ø Effective

Ø Effective habits

Ø Total quality

Counterintuitive

Ø Too prescriptive

Ø Too presumptive

Ø Too generalizing

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PerformancePerformance is anchored in

the essential core of every leader’s deeply held beliefsthat not only guide him or her 

in a role of leadership, but actively shape the world and define the issues in it ( English,

2008).

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Accountability

Educational leaders areaccountable for everything in theeducational system from:

Øpolicy to practiceØ Teaching

ØDefining goals to strategic planning

ØMeasuring progress to improvingperformance

ØSchool finances & budgets to

transportationØ

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Dewey’s Distinction

Le a d e rsh ip

’  John Dewey s Distinction

 Science Limitations on EmpiricismArt

 Values of Moral Discourse

 Problem of Definition Applied Practice

Performance

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To advance educational leadership as a 

 field of professional studies   intellectually and practically in the 

21st   century a better balance between  science and art of leading must emerge 

( ,English 2008  ).

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 Humanities disciplines study

Human Condition 

ØLiterature

ØHistory

ØPhilosophy

ØDrama

Ø Theology

ØSociology

ØAnthropology

ØCultural Studies

Th f h d f

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 The case for the study of educational leadership through

humanitiesMichael Mann(2003)Time to reinsert “life “ into school

administrationby expanding the context of what 

constitutesappropriate text for educational

leadership  preparation. Examination of life

writingscontains a full range of human actions.

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WinstonChurchillVoted Greatestever BrittonGreat Leader

GreatCharacterGreat VisionGreat Ability to

detectweaknesses1940 PM/ UK 

Paradoxical

St th f H iti

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Strength of Humanitiesover 

Social Science  Samier ( 2005)- Positivistic and instructional

approaches are not equipped to deal with humanitiesquestions such as:

ØFreedom

Ø Authenticity 

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Obituaries

Biography-Prosopo graphy -Psychobio graphy

 ters and Journals

Portraits

Profiles

Portrayals

-Auto biographical extensions

Memoirs  Life stories -Auto biography

 First Person Writing Third Person Writing

 First Person Writing Third Person Writing

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Psychobiography

Th A t f Lif W iti

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 The Argument for Life Writingsto Study Educational

LeadershipØAllows leadership researcher to look ata greater number of variables

ØPromotes richness of context to

differentiate forms of leadershipØPromotes the study of the context of 

various arrays of decisions and

subsequent actions and outcomesthat follow

ØEvokes conclusions that arise fromground truth-to analyze how leadersget from here to there

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Robert Greenleaf- AT&T CEO

What leaders are not

ü Ordinary

ü Products of 

position education

income

religion

ethnicity

•

Approach toLeadership

ü Noncoersive

ü Nonmanipulative

ü Quaker beliefs

ü Management ability tostate a goal & reach

it through others

ü Personal growth

ü Servant Leadership

ü Empowermentü Listening

ü Introspection

 

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Learning Extension

Elizabeth -1998 Staring Cate

Blanchett

Daughter of HenryVII becomes queenof England andshrewdly leads thecountry. Thequeen negotiatesher way toconsolidate herauthority in a

divided land

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Learning Extension

Documentary of LNelson Mandela ‘s

life.

Contains footage of Mandela’s sojournback to

Robben Island where

spent two decades inprison. Portrays

Mandel’sleadership style and

work

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Concluding ReflectionQuestions

ØWhat do you actually know about theleader (s) you most admire?

ØWhat are the characteristics thatstand out in you mind about them?

ØWhat did the leaders actually do tomerit being a leader?

ØWhat types of contexts did yourleaders encounter?

•

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Leadership

The day soldiersstop bringing youtheir problems is theday you have

stopped leadingthem. They haveeither lost confidence that youcan help them or 

concluded that youdo not care.

Either case is afailure of leadership” 

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Life isdrawing

without an eraser 

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h h h h  The Art of Educational

Leadership

Balancing Performanceand Accountability 

by Fenwick W. English