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An Overview of Educational Leadership

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Approaches to and outcomes of Leadership styles. The Reflective Leader ... CONTINGENT LEADERSHIP. ... OUTCOMES OF LEADERSHIP INFLUENCE. INSTRUCTIONAL: INCREASED ... – PowerPoint PPT presentation

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Title: An Overview of Educational Leadership


1
An Overview of Educational Leadership
  • Course 1048
  • OISE/UT
  • Dr. Lyn Sharratt
  • Winter, 2002

2
Session 1 Overview
  • Introductions!
  • Course Texts
  • Course Overview and Expectations
  • BREAK!
  • What is Leadership? (Placemat Activity)
  • Approaches to and outcomes of Leadership styles
  • The Reflective Leader

3
THE CONCEPT OF LEADERSHIP AND THE MENU OF
POSSIBILITIES
  • INSTRUCTIONAL LEADERSHIP
  • . POSITIONAL POWER WHICH ASSUMES EXPERT
    KNOWLEDGE ABOUT TEACHING LEARNING
  • TRANSFORMATIONAL LEADERSHIP
  • . INSPIRES HIGHER LEVELS OF COMMITMENT
  • . INCREASED CAPACITY FOR CHANGE
  • MORAL LEADERSHIP
  • . MEMBERS ADHERE TO ESPOSED MORAL VALUES
  • PARTICIPATIVE LEADERSHIP
  • . MEMBERS INTERACT AROUND IMPORTANT ISSUES
  • MANAGERIAL LEADERSHIP
  • . POSITIONAL POWER WHICH RELIES ON POLICIES
    AND PROCEDURES
  • CONTINGENT LEADERSHIP
  • . ORGANIZATIONAL GOALS CHANGE THROUGH MEMBERS
    RECEIVING APPROPRIATE REWARDS

4
OUTCOMES OF LEADERSHIP INFLUENCE
  • INSTRUCTIONAL INCREASED STUDENT GROWTH
  • TRANSFORMATIONAL INCREASED CAPACITY OF
    ORGANIZATION TO CONTINUOUSLY IMPROVE
  • MORAL MORALLY JUSTIFIED COURSES OF
    ACTIONDEMOCRATIC SCHOOLS
  • PARTICIPATIVE INCREASED CAPACITY OF ORGANIZATION
    TO RESPOND PRODUCTIVELY TO INTERNAL AND EXTERNAL
    DEMANDS FOR CHANGEMORE DEMOCRATIC ORGANIZATION
  • MANAGERIAL ACHIEVE FORMAL GOALS OF THE
    ORGANIZATION
  • CONTINGENT ACHIEVE FORMAL GOALS OF THE
    ORGANIZATIONINCREASED CAPACITY OF ORGANIZATION
    TO RESPOND PRODUCTIVELY TO EXTERNAL AND INTERNAL
    DEMANDS FOR CHANGE

5
REFLECTION
  • Reflection is a rich source of continued personal
    and professional growth.
  • It raises awareness challenges complacency
    encourages a higher level of practice allows for
    redesigning and reconstructing beliefs promotes
    self-directed improvement of practice.

6
Reflective Practice
  • What is it?
  • Reflective Practice is the active calling for
    continuous Personal and Professional scrutiny.
  • Reflection is the essential component of the
    pre-service to in-service learning continuum for
    all educators.

7
NEEDS
  • supportive organizational structure
  • time
  • research environment
  • mentor

8
The Reflective Leader
  • Reflective practice engages leaders and teachers
    in a cycle of thought and action and inquiry
    process, based on professional experience.
  • It allows us to challenge ourselves in a process
    of continuing self-evaluation.

9
Why?
  • The Reflective Leader encourages the Reflective
    Practitioner who motivates the Reflective
    Learner.
  • Students (and adults!) do not learn from
    experiences they dont reflect on!

10
Questions are at the heart of Reflective
Practice!!I still dont have all the answers,
but Im beginning to ask the right questions!
11
Questions to Consider
  • What works What doesnt? What could I do
    differently?
  • What do I do? What does this mean?
  • How did I come to be this way?
  • What have others done?
  • How could I extend or improve on what I do?
  • What do I want to know more about?
  • What is wonderful already?

12
HOW?
  • Through a cycle of thought and action...and
    inquiry
  • Inquiry and Action Research
  • Journal and Group Investigation
  • in a cycle of observe/inquire/hypothesize/test/re
    port
  • Movement from co-operation, collaboration,
    reflection, to silence.

13
The Reflective Leader
  • is a life-long learner with a built-in
    accountability check.
  • Thought develops from continuous interaction.

14
What decision did you make, or discussion did you
have today that would make a difference for kids?
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