teacher leadership
TRANSCRIPT
Teacher Leadership: Employing the Situational Leadership Model(SLM) to achieve Leaners’
Autonomy
Focus
Present the SLM as a tool of transformational change in classrooms, teams and organizations
Present the role of a teacher as a leader in his classroom , team and organization through the lens of the SLM.
See how the model has been integrated with other important models relevant to learners, teams and organizational autonomy.
Provide suggestions towards becoming a situational teacher leader.
Teaching As a form of Leading
Teaching: Teaching refers to the process of imparting knowledge and skills from a teacher to a learner. It encompasses the activities of educating or instructing. It is an act or experience that has a formative effect on the mind, character or physical ability of an individual.
Leadership: is the ability to inspire or influence others
towards the leader's goal.
Teacher leadership
Teacher Leadership
Teachers provide leadership in classrooms, and the behaviors they exhibit as leaders impact a variety of student outcomes, Specifically, transformational leadership has been shown to be an important predictor of student
Teacher Leadership “
“Teacher leadership facilitates principled action to achieve whole school success. It applies the distinctive power of teaching to shape meaning for children, youth, and adults and it contributes to long-term enhanced community life.”
(Crowther et al., Developing Teacher Leaders, 2002)
What is situational Leadership?
The Situational Leadership® Model (SLM) provides that situational leadership is matching one’s leader’s behavior to the performance needs of the individual or group. It asserts that effective leadership is dependent on the task at hand, the skills of a group, and the degree to which group members are motivated to follow.
What is Situational Leadership
The Situational Leadership® II Model tends to view development as an evolutionary progression meaning that when individuals approach a new task for the first time, they start out with little or no knowledge, ability or skills, but with high enthusiasm, motivation, and commitment.
The SLM, Directing ,coaching, supporting and Delegating
Leadership style
Behavior pattern of an individualWho attempts to influence others
S1, S2, S3, S4
Developmental levels
Degree to which a subordinate have the competence &commitment to accompish a given task
D1,D2, D3, D4S3 S2
S4 S1 D4 D3 D2 D1
Followers’ Readiness Levels
In Situational Leadership, it is the student who determines the appropriate teacher behavior. The student can get any behavior desired depending on the student's behavior.
Readiness refers to the extent to which a student demonstrates the ability and willingness to accomplish a specific task.
Ability is the knowledge, experience, and skill that a student brings to a certain task or activity.
Willingness is the extent to which an individual has the confidence, commitment, and motivation to accomplish a specific task.
The SLM
The SLM Style
S-1: Directing: provide clear instructions and very close supervision.
S-2 : Coaching: Continue to provide direction and close supervision.
Offer rationale and explain decisions. Solicit suggestions and give support to progress.
The SLM Styles
S-3: Supporting. Facilitate and support task accomplishment.
Share decsion making responsibility.
S-4 Delegating: Relinquish decision making and problem solving
The SLM in classroom Setting
The SLM in classroom Setting
Translated in a classroom practice the SLM allows for the teacher to be most effective in their delivery approach by correctly matching the delivery method with the student as he/she learns and works through different development levels. It is important that clear learning objectives and expected learning outcomes are established and communicated from the outset of the experience by both the teacher and student.
The SLM in classroom Setting-GROW
The GROW Model is an acronym standing for (G)oals, (R)eality, (O)ptions and (W)ill, highlighting the four key steps in the implementation of the GROW Model. By working through these four stages, the GROW Model raises an individual’s awareness of their own aspirations, a greater understanding of their current situation, the possibilities open to them, and the actions they could take to achieve their personal and professional goals.
The SLM in classroom Setting-GROWGoalWhat do you want to achieve?When would like to achieve this by?RealityWhat is the current position and what stops you
from moving on?OptionsWhat could you do?WillWhat will you do and what will be the first
step?
SLM in Classroom Setting(MBTI)
The concept of situational leadership and relevant interventions apply with the same level of efficiency across different cultures. When applied effectively, teacher leaders are able to remain focused on the performance of students, and apart from their personal biases or stereotypes about the followers, teachers will increasingly assist followers to move into higher levels of maturity for each task.
SLM in Classroom Setting(MBTI)
The SLM has been used a diversity management tool in classroom by integrating it with MBT:Exampledev level
Needs MBTI SLM style
D1 Structure,Frequent feedback
Judging ,sensing S1
D2 Praise, reassurance,goal clarification
Feeling, Thinking S2
D3 Building confidence Sensing,intution,feeling
S3
D4 Trust, varietyOpportunity to lead
Feeling, Thinking S4
Creating High Performing Organization
Competing cultureone that is flexible towards the external environment, yet the organization has a narrow or vested interest orientation
Conserving culturealso rigid with respect to the status quo, but shows an organizational loyalty
Learning Cultureflexible with regard to the demands of the external environment and organizational dedication.
Stagnation CultureA rigid culture that does not evolve or become better or worse. .
Let us make the DLI a learning Culture
An organisation which facilitates the learning of all its members and continuously transforms itself as a whole.
Systems ThinkingTeam learningShared visionMental modelsPersonal Mastery
,
Developing Situational Teacher Leaders
Know your leadership style and personality type. Hone your diagnostic skills to better understand the needs
of your followers. "different strokes for different folks” Use the style most appropriate for the situation Learn to delegate responsibility Master the skill of varying your leadership style Hone your observational skills Understand your role as a servant leader Use the SLM to work well with diversity. Know your student
learning style. Hone your communication skills through leadership. Dispel
the notion that “one size fits all’ Create learning team and avoid adrenaline addiction within
teams
Let us Act as Effective Teacher Leaders to bring about an autonomous learner who proudly says
Thanks
Ms Seham AltayebSattar Alami