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Transcript of Educational leadership
Educational Leadership is based on an understanding of pedagogy. Educational leaders should be authentic and have qualities and behaviors that allow understanding and facilitation of change. They create an environment for alignment of the culture and communication of a learning community, allowing the development and implementation of strategies to achieve desired specific outcomes to enhance teaching and learning.
QUALITIES AND BEHAVIORS
Mutual trust is key in the building of leader relationships: What matters most is people and relationships (Tamati, 2011)
Providing continuity in teaching and learning
Promotes equality in the learning community
Consolidates goals and achievement objectives
Distributed Leadership with the intention of success in teaching and learning
Being professionally prepared for teaching and learning
Having an academic community which create a student centered ethos
Ako (teaching and learning) embodies the understanding that learning is reciprocal: we all have something to teach, and we all have something to learn. (Ministry of Education, 2012) How this is done remains the focus of individual organizations and educational leaders.
Ngā Huanga me ngā Whanonga
Being trustworthy and having
personal integrity, (Bryman, 2007)
Educational leaders clearly communicate:
Shared beliefs (Waters, 2004).
Direction (Bryman, 2007).
High expectations related to student achievement (Blase & Kirby, 2009).
Educational leaders create educationally powerful connections (Robinson, Hohepa & Lloyd, 2009).
Leaders can foster a learning culture by envisioning it and communicating the vision for a process of learning to become part of the culture (Argyris & Schon, 1996).
In a learning culture leaders seek feedback and are willing to ask for and accept help. They are also willing to try new ways of doing things, hence, reflection and experimentation should be strongly held values and leaders must make both time and resources available for members to engage in these practices to solve complex problems (Cardno, 2012, p40).
Leaders need to focus on their own inner lives – their senses of self – so they are modeling lives of purpose, meaning and integrity (Quinlan, 2014)
Engages others in a clear and relevant strategic vision and direction with an emphasis on learning needs (Bryman, 2007).
Provides guidance and a focus on the application of teaching processes such as planning, coordinating and evaluating to foster growth ( Cardno, 2013).
Secures and allocates resources to maximise the participation of individuals and departments in capability building activities such as research
( Bryman, 2007).
Educational leaders inspire and lead change , ensuring the focus is appropriate and understood as either first order (building on existing practice) second-order change (Challenges existing values) (Waters, 2004) and exercise authority when it is necessary and ethically justifiable (Blase & Kirby, 2009).
What matters most is people and relationships (Tamati, 2011)
The issue of support is also echoed by Raelin who proposed the ‘management of autonomy’ is central to the management of the academic (1995, p. 210).(Bryman, 2007)
Leaders ensure there is a trusting and caring environment (Ord et al., 2014)
Ensuring an orderly and supportive environment. (Robinson et al., 2009)
Being trustworthy and having personal integrity,
Treating academic staff fairly and with integrity,
Acting as a role model and having credibility.
Integrity, Credibility (Bryman, 2007)
Exercise authority when it is necessary and ethically justifiable (Blasé & Kirby)
Being responsible, having responsibility, taking responsibility, sharing responsibility. (Tamati, 2011)
Leading change, Problem Solving, Relationships (2012)
Knowledgeable about current practice. (Waters et al. , 2004)
Has situational awareness. (Waters et al. , 2004)
Willing to actively change the status quo. (Waters et al. , 2004)
Knowledge, Skill, Courage, Experience
Trust is achieved through a display of the following categories of behaviour:
Educational leadership as defined and described in this conceptual model is from an adult education perspective. Many of the terms used are generally referred to in the literature in school education. However we believe them to be equally transferable to adult education. In some adult education literature the phrase academic leadership is used as synonymous with educational leadership. This model consists of the following key components: Pedagogy, Qualities and Behaviours, Change, and Strategy. These components are not isolated but strongly connected reflecting the many activities of direct and indirect forms of leadership. We recognize that leadership can come from anywhere in a learning community, front-line or side-lines (Cardno, 2013).
Conclusion: We have defined and described educational leadership from an adult education perspective using a conceptual model. This model recognises the importance of four key components and their relationships and linkages in order for leadership to be effective. The leader recognises, values and develops a foundation of pedagogy. When engaging with others, qualities and behaviours become important in order to attract, inspire and empower them to achieve enhanced learning and teaching outcomes. Effective communication methods are used to lead developments in strategy, and change.