chapter15-keys to successful 21st century educational leadership--isllc standards 1-6

7/27/2019 Chapter15-Keys to Successful 21st Century Educational Leadership--IsLLC Standards 1-6

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Keys To Successful 21st

Century EducationalLeadership

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Chapter 15, ISLLC Standards 1-6For your Future and Beyond

Copyright © Allyn & Bacon 2007



6 Focus Action Keys1. Educational Facilitation Focus

– Facilitate the development of a cohesive learning

group which values diversity and explores conflict

constructively

2. Learner Focus

– Understand the context in which leadership is

situated – the learners’ needs, desires, and strengths and the

issues being addressed

Copyright © Allyn &Bacon 2007



6 Focus Action Keys3. Educational Leadership Focus

– Group-centered approach to leadership

development

4. Issue/Action Focus

– learning in action is encouraging on-going

reflection or collective self-examination





6 Focus Action Keys5. Non-Prescriptive Educational Leadership

Focus

– Content of educational leadership efforts will be

determined with and by participants

6. Process as Content Focus

– Facilitation, community building, teamwork, group

planning and decision making, organizationaldevelopment, conflict management, and group

reflection




Visioning Leadership

“Successful 21st century educational

leaders will need to inspire those they

lead by establishing, implementingand assessing an attractive,

worthwhile, achievable vision of thefuture.”



Copyright © Allyn & Bacon 2007

• Seeing Things Differently

– Collect and arrange data to help create a vision

• Doing Things Differently

– Synergy flows when educational leaders and their

followers work together to build and implement a

vision

• Transcending Diversity – Transcend across race, gender, creed, nationality,

handicap or disability

Keys for Aspiring & Current

Educational Leaders




• Answering a Higher Calling

– Be the one who is able to communicate visions that

offer a goal, get a group to work together, and

contribute your best toward the achievement of thatvision

• Ceasing Opportunities

– The force of a vision may be increased by crisis• View crisis as a resource for a group, organization, or

leader


Educational Leaders




• Accepting Reality

– Understand the socially constructed reality of the

staff in order to understand how a particular vision

might affect others

• Valuing the Past, But Knowing When to Leave It

– Vision based on improvements, enhancements, and a

more desirable future


Educational Leaders




• Maximizing Direction

– Enhance the meaning of group life and activities

• Building a Brighter Tomorrow

– Move the group forward toward a particular vision

in spite of challenges and opposition


Educational Leaders



• Conflict Resolution articulated by the leader

will need to correspond to that leader’s

qualities, style and capabilities, for if it does

not, preferred accomplishments will be jeopardized

• Be careful in being biased toward attending to

the interests of followers – Such leaders will tend to de-emphasize visioning,

opting for close relationships with followers

Successful Visioning




3 Elements of Leadership

1. The Leaders

2. The Followers3. The Environment




• The key for 21st century visioning educational

leaders to hold is whether this conflict is life

giving or life disabling.

• Inter-group cohesion should not be so great as

to stifle healthy or constructive disagreements

among groups nor hinder accomplishments so

high level goals.





• The overall performance of organizations is

likely to be enhanced when visioning

educational leaders coordinate the performance

goals of groups in such a manner that one groupis not accomplishing its goals at the expense of

another without concern for another





1. Long Hours• 54-80 hours each week, including evenings and

weekends

2. Too Much on Your Plate• Constantly putting out fires and mending fences

3. Government Mandates and Accountability

• New laws and requirements at the state and federal levelare being passed in record number without adequate

funding provided

Stress Keys for Successful 21st

Century Educational Leadership




4. Critical Issues of Society Brought to School• School safety, substance abuse, teen pregnancy, teen

suicide, learning difficulties, etc.

5. Surpassing Achievement Standards• Insufficient financial support for program and skills

development and a shortage of qualified curriculum

directors and instructional specialists

6. Special Education Requirements• IDEA requirements, Section 504 accommodations, and

other legislative mandates






7. School Funding Issues

8. Little Financial Incentive• A new assistant principal barely makes 5% more than

that of an experience teacher

9. Inability to Fire Incompetent Teachers

10. Contractual Agreements

• Constraints in employee contracts often precludeeducational leaders from making rapid change and

making school improvements more expeditiously






• Education is a process that encourages

continual progress through the improvement of

one’s abilities, the expression of one’s interests,

and the growth of one’s character

• Successful schools are a place where students,

teachers, administrators, and others take pride

and joy in their work • Continuous improvement of teachers and

students working together

Keys to Lasting Educational

Leadership Reforms




• Continuous improvement through greater

empowerment of teacher-student teams

• Reliance on tests as the major means of

assessment of student production will be

inherently wasteful, non-reliable, and not

authentic

• Relationships built in schools that areestablished on trust and collaboration between

school and community



Leadership Reforms



• Teachers are empowered to make continuous

progress in the quality of their learning and

other aspects of personal development, while

they learn valuable lessons from temporaryfailures

• Institute programs of training for new staff

members unfamiliar with the specific cultureand expectations of the school



Leadership Reforms



• Work with teachers, parents, students, and

members of the community as coaches and

mentors so that students’ accomplishments will

be maximized

• Create a more integrated opportunity for

learning and discovery

• Collectively arrive at slogans and schoolthemes to improve working together



Leadership Reforms



• Assignments and tests that focus attention on

numerical or letter grades and production

completion will not fully reflect the quality of

student progress and performance

• Teachers and students will want to do their best

and feel pride in it

• Enrich education by e3xploring ideas andinterests beyond the boundaries of professional

and personal worlds



Leadership Reforms

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