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The Will to Lead, the Skill to Teach: Transforming Schools a

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Briana Long

on 18 February 2014

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Transcript of The Will to Lead, the Skill to Teach: Transforming Schools a

Reversing Perceptions
Petty issues between staff members, instead of working together, hinder the success for all students.



The Will to Lead, the Skill to Teach: Transforming Schools at Every Level
Chapter 4 & 5:
The School Culture Framework: Creating a Culture of Collaboration


Presented By:
Knowles, Ward, Johnson, Long, Woods, Moon, Burton, James
Knowles
Creating a Collaborative Culture
Johnson
Woods
This same approach teachers should take with their students. Teachers must believe their students can learn before they can teach them.

When an educator is provided with all of the knowledge, skills, and resources to be successful in an environment conducive for success, the only thing left is for the educator to produce.

If the teacher culture is toxic, the chance at developing comprehensive school reform is next to impossible.

Teachers who are leaders within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, and influence others toward improved educational practice.

Teacher leaders are guardians of a positive and healthy collegial culture.

Burton
CULTIVATING A HEALTHY FOCUS

One of a school leaders first responsibilities
leaders must comfort those elephants in the room
Luis, Cruz, Principal
Three years later, Baldwin Park H.S.

CULTIVATING A COLLABORATIVE CULTURE
Crucial conversations require collaboration
working within collaborative tems
Long
Leadership at Every Level
Who is most responsible to develop a "healthy culture"?
-Teachers, Site Administrators, parents, students, central administrators- ALL!
Most Important?
-Teachers and Site Administrators
Transformational Leaders
Past: challenges were met with request for funds. (Though funding has increased, school improvement has not necessarily improved with it)
.......Threat of funding loss for those schools has not had effect either.
* Future: "If schools are to improve student performance, the school environment must be properly cultivated to produce the desired outcomes."
More money/punishing schools does not = effective environment (reactionary Strategies)
A call to leaders at ever level in the school
Not stopping to criticize, but to actively influence improvement...positive outlook, belief in goal, communication, positive relationships, support, accountability!
Theory X and Theory Y
Theory x and Y have very different assumptions a leader may hold.
x:
that the average person dislikes work and avoids it, people must be supervised closely and threatened with punishment, workers shirk responsibility and seek formal direction, workers value job security above all else.
y:
employees will view work as natural and play-like is satisfied, people will have self-direction and control on job if committed, average person learns to seek responsibility, average employee values creativity and seeks it.
*Based on McGregor's Human Development Theory, 1960.
*Theory Y: much more desirable, values self-direction and working toward a community of unified professionalss.
Reducing Fundamentalism
Level one:
*Resist change because they were never provided with a clear rationale for change.

Level-one
Level - two
* Distrust their leaders.

Level - three
*They experience task overload.


Level - four
* They have a need to be defined as oppositional.



Leaders:
* Have to hold people accountable for their behavior and for achieving organizational results.




Building Up the Believers
Believers need to be encouraged to lobby for extra assistance for struggling students, professional development opportunities, and changes in traditional but ineffective practices.
-Frederick Taylor (1947) noted, the ultimate goal of management is to produce organizational success.

The first duty of a transformational leader is to provide his or her staff with the resources necessary to achieve the desired objectives.

Leaders must do the following things to support their staff.....
1.clearly establish and communicate an organizational vision and direction.

2.develop and nurture functional relationships with those that they lead.

3.Provide proper training and resources within a functional system.

4. Implement a system of accountability to monitor performance.
*Change has no personal validity.
*They often exist because leaders have poor communication, and there is lack of transparency.
*They may feel that their leaders do not trust them.
* Leaders of level three often fail to properly develop their staff members' skills and resources.
* Their feelings of being overwhelmed and under-prepared cause them to become fearful, anxious, and apprehensive about participating in the change.
*The only tool that leaders can use to lead these staff members is coercion, creating a battle of wills.
* Cooperation would redefine who they are.
* Their their social status among their peers is based on resistance.
* Must focus on maximizing productivity within their schools and reinforcing the success of their employees by building up the Believers.

*The focus of leaders must be on changing behavior, not targeting individuals.
* Responsible for the development and cultivation of those that he or she leads, but that investment has to ultimately achieve tangible results.

If educators want citizens to support public education and provide political and financial support, they must work to reverse this perception.
Most citizens view education and the education profession as valuable, but they also view the system as degenerating rather than improving.
“A collaborative culture is one in which member of a community work interdependently to achieve common goals- goals linked to the purpose of learning for all- which members are held mutually accountable” pg 43.
The Players
• Believers:
o Seek out the best practices and professional models. They seek to support achievement for all students

Tweeners:
o Educators who are new to the school environment
o Will choose a “side” in two-five years

Survivors :
o Teachers who are overwhelmed or “Burned out”
o Feel depressed or like they are merely surviving
o May need more help than can be given at the school level.

Fundamentalists:
o Comfortable with the status quo
o Fight the changes within the school building
o Often responsible for a “toxic” school environment

Believers vs. Fundamentalists

• To create a healthy school environment you must
increase the number of “believers” and decrease the number of “fundamentalists”

Great schools have....

• Disciplined People
• Disciplined Thought
• Disciplined Action

Believers help achieve the school goals- “We” first attitude looking for solutions to problems instead of complaining about the obstacles
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