1. Transformational leadership
A prerequisite for implementing dynamic curriculum reform
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3. Shakespeare Richard II
``We were not born to sue [plead or request], but to command'', he says (Richard II, I.i.196), noting repeatedly throughout the play (in variants of these words):
Not all the water in the rough rude sea can wash the balm off from an anointed king (Richard II, III.ii.54-5).
Richard expects to be obeyed simply because he is a king, incorrectly believing his authority to be unassailable.
This of course is precisely the managerial mentality that demands obedience on the basis of situational authority alone: ``Im the king (or manager, or personnel committee, or Board) and can do exactly as I please''.
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4. Machiavelli lives on in Modern Leadership -quotes from Machiavelli's The Prince early 1500s
If you have to make a choice, to be feared is much safer than to be loved. For it is a good general rule about men, that they are ungrateful, fickle, liars and deceivers, fearful of danger and greedy for gain.
Those princes (leaders) have accomplished most who paid little heed to keeping their promises, but who knew how to manipulate the minds of men craftily. In the end, they won out over those who tried to act honestly.
You must be a great liar and a hypocrite. Men are so simple of mind, and so much dominated by their immediate needs, that a deceitful man will always find plenty who are ready to be deceived.
Shocking!!!!
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5. Machiavelli'sLaws early 1500s
Law 3: Conceal Your Intentions
Law 6: Court Attention at All Costs
Law 7: Get Others to Work for You, But Always Take the Credit
Law 17: Keep Others in Suspended Terror: Cultivate an Air of Unpredictability
Is this me?
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6. Case study
You are sent on a one-way trip to Mars by NASA and are required to meet with the Main Martian Leader in order to negotiate colonisation rights. How can you be sure that the being you are introduced to, is truly the Main Martian Leader?
7. Successful leaders have:(Anthony Robbins)
Passion no success without a passion for success
Belief must support you in attaining goals
Strategy an intelligent sense of logical progression
Clarity of values no conflict between our values and strategy for achievement
Energy success is inseparable from the physical, intellectual, and spiritual energy
Bonding power ability to connect with and develop rapport
Mastery of communication ability to communicate a vision
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8. Specific outcomes
Understand the vision and processes essential for implementing curriculum reform
Demonstrate competence as curriculum leaders in your school and community
Implement the underpinning principles of transformational leadership
Draw up strategy to implement transformational leadership
Facilitate understanding of individual and team behaviour according to the SLM
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9. No dynamic curriculum reform before transformational leadership
New philosophical base
Organised within new system
Resulting in re-conceptualisation of classroom practice
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Having the curriculum documents (NCS) is not equal to implementing the spirit, intent and logistics in practice
10. The National Department of Education is phasing in CAP
To improve its implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2011. A single comprehensive Curriculum and Assessment Policy document (CAP) was developed for each subject to replace the old Subject Statements (NCS), Learning Programme Guidelines and Subject Assessment Guidelines in Grades R - 12.
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11. Processes imbedded in transformational leadership
Idealised influencing
Inspirational motivation
Intellectual stimulation
Individual consideration
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12. Idealised influencing
Getting collaboration and commitment to develop conditions for successful curriculum reform, i.e. Convincing role-players
Understanding that the level of energy is dependant on internalisation of rationale (why?) behind and goals of renewed curriculum
The intent behind curriculum reform should satisfy all stakeholders needs, wants and values
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13. Transformation process
Dependant on early decisions by originator of coalition leadership, i.e.:
Who is included?
Who is excluded?
Logistics?
Dependent on getting (convincing) the role players to want to participate as well as demonstrate a deep sense of commitment
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14. Convincing stakeholders for curriculum reform means:
Creating a warm climate conducive to:
Renewal
Enthusiasm
Ownership
Accountability
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15. Behavioural research findings:
Only form of sustainable change comes from within.
Fundamental role of leadership to create an environment where people exercise their freedom of choice to change
Peoples level of commitment is relative to their understanding and internalisation of the rationale behind the goals of renewed curriculum
The greater the perceived coherence between individual values, needs, wants and intent of curriculum reform, the higher the individuals motivation
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16. Development of ideal conditions
The essence of idealised influencing is locked into a collaborative process of getting team members committed to developing ideal conditions for successful curriculum implementation.
Ideal conditions represent specific end-state deliverables, values, best practices and new working habits.
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17. Development of ideal conditions
Reiterative process long time
Provides platform for facilitative leader to create understanding of all issues, consequential thinking and what the trade-offs are for each decision
This stage produces waves of intense conflict, disillusionment, confusion and resistance to change
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18. Attitudes towards change
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19. Attitudes towards change
Enthusiasts pioneers, high risk, innovation
Supporters readily accept challenge of new if well founded & tested
Acquiescers receive but not initiate new ideas (path of least resistance)
Laggards sceptical, comfort zone, go with majority
Antagonists explosive resistance to change
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Stages of concern
I have some ideas about something that would work better
I am concerned about relating whatI am doing to what other teachers are doing
How is my use (of change) affecting learners?
6 refocusing
5 collaboration
4 consequences
impact
task
3 management
I seem to be spending all my time getting material ready
2 personal
1 informational
0 awareness
How will using it (change) affect me?
I would like to know more about it.
I am not concerned about the innovation (change)
self
21. Inspirational motivation
Reducing multitude of intricate matters to a few key issues
Simplicity forms a platform for further discussions understanding and consensus
Aim to energise critical mass of all stakeholders (teachers, learners, etc.) towards common goal
Goals broken up into manageable chunks timeframes, acceptance criteria, responsibilities
Controlling of all issues relating to curriculum re-design
Achievements publically recognised
Recognition sparks inspiration
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22. Intellectual stimulation
Policy terminology common understanding/shared mental model
Break paralysing effect of rumours prior to implementation
Continuous Professional Development (CPD) qualityin-service training
Performance assessment- check knowledge of teachers
Utilise co-operative learning context no intimidation
Systematic facilitation of meetings, action plans, information dissemination district office, Prov. Ed. Dept.
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23. Individual consideration
Effectiveness of curriculum reform is dependant on individuals interests, value system, roles, etc.
Leader must show empathy, social judgement, timing, situational analysis skills
Establish one-on-one interpersonal relationship
Leader to focus on individual strengths not weaknesses
Situational differences schools HR management ethos/culture not identical
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24. Situational Leadership Model
Situational facilitation is based on the relationship between:
Amount of guidance & direction (task behaviour) a facilitator gives related to a specific task
Amount of emotional support (relationship behaviour) a facilitator provides
The ability & willingness of learners/ teachers/ peopleto perform the task/function/activity
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25. Behaviour modes
Task/directive behaviour = the extent to which a facilitator spells out the responsibility and/or next steps, i.e. How, what, when ,where, who, etc.
Relationship/supportive behaviour = extent to which facilitator engages in a two/multi way communication listening & supporting
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26. Components/variables of maturity
Ability knowledge, skills, values, attitude (experience) of group or person to do the task/part-task
Willingness extent to which person/group has the confidence, commitment, motivation to do the task/part-task- strong connection with Stages of Concern Model
The specific task defines/the what and how of willingness and ability thus the facilitator needs to display various degrees of task and/or relationship (support) behaviour to manage the gap
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27. Situational Leadership Model
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28. Facilitation toolkit for transformational leaders
Attract strong feelings of identity and emotions
Send clear message of purpose and mission
Generate excitement via heightened expectations
Establish intense one-on-one relationships
Poses empathy for individuals
Arouse interest in change through critical thinking and debate
Challenge the process of change
Be visionary and empowering
Be role models/icons
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30. The transformational Leader provides dynamic action by:
Providing clarity of focus all understand intent and outcomes
Understanding group and change dynamics natural phenomena
Starting and keeping productive group dynamics going uses models
Monitoring progress clear outcomes, accountability of individuals
Effectively networking share ideas, best practices, provide emotional support
Creating clear priorities and systematic implementation
Celebrating small successes
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31. Assignments
7.1.1 List the four social processes/principles underpinning transformational leadership within the context of implementing curriculum reform (4)
Answer
Idealised influencing
Inspirational motivation
Individual consideration
Intellectual stimulation
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32. 7.1.2As a curriculum leader, implement the principles underpinning transformational leadership within the context of implementing a reformed curriculum. Be brief in your approach and only highlight eight (8) aspects of each one of the principles.
Answer
Principle 1 - Idealised influencing
Getting collaboration and commitment to develop conditions for successful curriculum reform, i.e. Convincing role-players
Understanding that the level of energy is dependant on internalisation of rationale (why?) behind and goals of renewed curriculum
The intent behind curriculum reform should satisfy all stakeholders needs, wants and values
Creating a warm climate conducive to renewal, enthusiasm, ownership, accountability
Ideal conditions represent specific end-state deliverables, values, best practices and new working habits.
The five (5) attitudes towards change
The six (6) stages of concern
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33. Principle 2 - Inspirational motivation
Reducing multitude of intricate matters to a few key issues
Simplicity forms a platform for further discussions understanding and consensus
Aim to energise critical mass of all stakeholders (teachers, learners, etc.) towards common goal
Goals broken up into manageable chunks timeframes, acceptance criteria, responsibilities
Controlling of all issues relating to curriculum re-design
Achievements publically recognised
Recognition sparks inspiration
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34. Principle 3 Intellectual stimulation
Policy terminology common understanding/shared mental model
Break paralysing effect of rumours prior to implementation
Continuous Professional Development (CPD) qualityin-service training
Performance assessment- check knowledge of teachers
Utilise co-operative learning context no intimidation
Systematic facilitation of meetings, action plans, information dissemination district office, Prov. Ed. Dept.
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35. Principle 4 Individual consideration
Effectiveness of curriculum reform is dependant on individuals interests, value system, roles, etc.
Leader must show empathy, social judgement, timing, situational analysis skills
Establish one-on-one interpersonal relationship
Leader to focus on individual strengths not weaknesses
Situational differences schools HR management ethos/culture not identical
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36. 7.1.3 Identify five(5) attitudes of change and briefly give meaning to each one of the attitudes.
Answer
Enthusiasts pioneers, high risk, innovation
Supporters readily accept challenge of new if well founded & tested
Acquiescers receive but not initiate new ideas (path of least resistance)
Laggards sceptical, comfort zone, go with majority
Antagonists explosive resistance to change
7.2.1 Labelled diagram (Page 17 of Educational management)
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37. 7.3.1 How does the facilitative leader ensure that the team remains enthusiastic and that teams interest and commitment do not wane after the initiation phase?
Answer
Providing clarity of focus all understand intent and outcomes
Understanding group and change dynamics natural phenomena
Starting and keeping productive group dynamics going uses models
Monitoring progress clear outcomes, accountability of individuals
Effectively networking share ideas, best practices, provide emotional support
Creating clear priorities and systematic implementation
Celebrating small successes
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