Ch 8 Performance and National Standards by Fenwick English

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Chapter 8 (Dr. Fenwick W. English) Artful
Performance and National Standards

• Alex Torrez
• William Allan Kritsonis, PhD

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The Art of Educational Leadership

• The main focus of this book is attempting to
  balance artful performance with accountability
  within educational leadership.

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Presenter Notes
Cats

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Artful Leadership

• Pg. 5 Leadership is an art because it involves a
  purposive construction of self
• Pg. 11 Leadership is an acquired set of habits
  and skills
• Pg. 33 Campbells Universal Leadership Journey
• Pg. 40 Leadership is about culture and is stirred
  along the lines of cultural traditions
• Pg. 53 The core values of a leader help him or
  her know how to respond, which challenges to
  accept or to ignore, and how to shape the
  practice of leadership in schools

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Artful Leadership

• Pg. 65 Humans cannot perceive outside of their
  own humanity and its linguistic/cultural and
  contextual frame.
• Pg. 89 The inescapable dilemma of every leader is
  the gap between deeply held personal beliefs
  concerning right and wrong, good and evil, and
  the requirements of working in environments in
  which these principals become muddled in a messy
  world.
• Pg. 121 Leaders are constructed by engaging in
  dramaturgical performance emphasizing the traits
  popularly associated with leadership
  forcefulness, responsibility, courage, decency
  and so on.
• Pg 187 Servant Leadership The Mind and the Heart
  as one

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• Currently the national standards for evaluating
  preparation programs for educational leaders
  focus on accountability and assessment strategies
  that are not reflective of the actual practice of
  educational leadership.

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National Standards

• The ISLIC (Interstate School Leaders Licensure
  Consortium) has been adopted by nearly 30 states
  and has become the basis for a national exam
  known as the School Leaders Licensure Assessment

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Standards Area
1 A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implantation, and stewardship of a vision of learning that is shared and supported by the school community.
2 A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
3 A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
4 A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
5 A school administrator is an educational leader who promotes the success of all
6 A school administrator is an educational leader who promotes the success of all
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Producing an Unequivocal Platform for the
Normalizing Gaze and the Policing Function

• For sanctions to work, those who can be
  disciplined must consent to the process. For such
  possibilities to be accepted, the actions have to
  be perceived as unambiguous, nonpolitical, and
  fairly applied.
• Additional standards page 195

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Retracing the Steps in the Development Process

• Step 1 Reductionism, Rationality, and Core
  Technologies
• Job Standardization eliminates or severely erodes
  the primacy of professional preparation in
  university settings. It also eliminates any
  unique university approach to professional
  preparation.

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Retracing the Steps in the Development Process

• Step 2 The Erasure of Context So One Size Fits
  All
• When the administrators job can be simplified
  and narrowed, a generic test can be employed to
  assess a candidates competence. When a common
  set of standards applies to not only all
  principalships, but all formal leadership
  positions as averred, then all administrators
  become interchangeable parts, and jobs that have
  been de-skilled can be filled cheaply.

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Retracing the Steps in the Development Process

• Step 3 Stifling Research Dissent by the Vicious
  Circle Principle (V.C.P.)
• The national accreditation process headed by
  NCATE welds the enforcement of the ISLLC/ELCC
  standards into a confluence of agencies, each of
  which erodes the autonomy of every preparation
  program in the nation by insisting on an approach
  of uniformity.

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The Other View

• Efficiency in operating schools requires tight
  connectivity between means and ends, inputs and
  outputs. School management and the preparation of
  school administrators needs to be vigorously
  redirected toward the enhancement of the outcomes
  of schooling for children.

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The National Debate on Educational Leadership
Preparation

• Cell A The Pipeline Scenario Not Enough
  Quality Leaders for the Schools
• Increase candidates by lifting the need for
  licensure or previous kinds of experiences school
  leaders are believed to need.
• Erasing the requirement of leaders to have had
  prior classroom teaching experience, and the
  recruitment of leaders from business and the
  military to run schools.

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The National Debate on Educational Leadership
Preparation

• Cell B The Real World Scenario Universities
  Are Too Removed From Reality to Prepare
  Educational Leaders Well
• University programs must retool to become more
  relevant, partner with school districts, use
  research-based practicesthat will have the
  greatest impact on student achievement.

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The National Debate on Educational Leadership
Preparation

• Cell C Some Schools Are Broken Scenario
  Leaders Need Incentives/Competition to Fix
  Them
• The way broken schools are fixed is by
  providing them with leaders who are sufficiently
  motivated to take charge and holding them
  accountable for results.
• School inadequacy is entirely a human problem
  with the lack of insufficient focus and
  unmotivated faculty.

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The National Debate on Educational Leadership
Preparation

• Cell D The Social Justice Scenario Leadership
  Is a Distributed Function
• The achievement gap is built in to existing
  schooling operations. It will not be removed by
  making schools more efficient and no amount of
  accountability for results will change that.
  Schools have to be remade and reworked to
  fundamentally alter what they do.

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Writing in Your Personal Reflective Journal

• How do you reflect on your leadership?
• what workswhats meaningfulwhats rightwhy
  lead