Inviting Teacher Leadership Transformational Servant and Invitational Leadership

“Inviting Teacher Leadership: Transformational, Servant, and Invitational Leadership for Student Success” Richard Benjamin International Alliance for Invitational Education Leadership Institute September 2005 Hong Kong

Inviting Teacher Leadership: Two Interpretations • An Invitation to • A description of Teachers to Teachers who provide Leadership Demonstrate Invitational Teacher – Tao Xhixin Leadership • Teacher Education • Village Renewal

Inviting Teacher Leadership • Invitational Education • Invitational Leadership – Perkey and Siegel

An Invitation to Teachers to provide (Invitational) Leadership • Teacher Leadership Roles – Teacher Leader Network • http: //www. teacherl eaders. org/ • Teacher Leadership Standards – Knowledge – Skills – Dispositions • • Respect Trust Optimism Intentionality – 5 P’s

Intentionality & Purpose • Intentionally ordered • A system has a information – Purkey & purpose - Senge Siegel p 20 • Advance Organizers Data – Data

Teacher Leaders are Vital to Effective & Sustainable School Improvement • Teacher Leaders do not have: – Positional Authority • Teacher Leaders do have / emphasize – – Moral Authority Shared values Technical Authority Invitational Power

Invitational Teacher Leaders • “Invitational Leaders …create a total environment in which each person is cordially invited to develop optimally, both personally and professionally. “ p 22 • “Invitational Leadership …then, becomes a mutual commitment between colleagues, rather than a series of orders issued from the top down. ” p 23

Invitational Leadership is based on Guiding Principles • Respect • Optimism • Trust • Intentionality – Measured by how we treat ourselves and others. – Encourages collaborative risktaking and creative problem solving. – Evidenced by positive & realistic expectations. – Gives direction and purpose to our decisions and makes action possible.

Meaning, Purpose, and Moral Leadership • Moral development – Education in the Moral Domain by Larry Nucci • Personal identity – Who Am I?

Chinese Leadership & Educational Standards • “With the return of Hong Kong to the motherland, there is a need to develop students' national identity…moral and civic education is one of the four key tasks. ” • Hong Kong's Secretary for Education and Manpower Arthur Li • Revised primary school curriculum of the subject General Studies, the strand of "national identity and Chinese culture" has been added • In the proposed new senior secondary curriculum, elements of national education are also found.

Words Convey Our Purpose, and Our Respect • • Reform Re-structure Re-design Re-invent • Transform

Transformational Leadership • Transformational Leadership and School Improvement – http: //www. vtaide. c om/png/ERIC/Tran sformational. Leadership. htm • Link to Invitational Leadership – Purkey & Siegel

Servant Leadership Robert Greenleaf • Scott Peck – “Servant Leadership is more than a concept…any great leader, by which I mean an ethical leader…will see herself or himself primarily as a servant of that group and will act accordingly. I’m not talking only about servant leadership but also about authentic community…” • Peter Senge – “I believe that the book Servant Leadership, and in particular the essay, ‘The Servant as Leader’ which starts the book off, is the most singular and useful statement on Leadership that I have read in the last 20 years. ” Both selections are from Reflections on Leadership: How Robert Greenleaf’s Theory of Servant Leadership Influenced Today’s Top Management Thinkers edited by Larry Spears

The Constructivist Leader Linda Lambert, et. al • Collaboratively engaged in creating • Link to Invitational Leadership • Too often material is ‘covered’ but students are not involved in thoughtful interaction with the content 1 1 – “From Cultural Literacy to Cultural Thoughtfulness” – Worsham

Choice • When students are • Example: invited, the door to – Condominium Sales • “You can leave now!” authentic ‘engagement’ is opened.

The power of volunteering can hardly be overestimated • It isn’t so much that people resist change, they just resist being changed. OR • People don’t dislike learning, they might dislike being taught

Invitational Leadership • Purkey & Siegel • The KSU Leadership Model

Choice Theory • Glasser – http: //changingminds. org/explanations/ theories/control. htm

Cognitive Dissonnance • theory of cognitive dissonance holds that contradicting cognitions serve as a driving force that compels the human mind to acquire or invent new thoughts or beliefs, or to modify existing beliefs, so as to minimize the amount of dissonance (conflict) between cognitions. http: //en. wikipedia. org/wiki/Cognitive_dissonance

Character: Respect

Invitation: Education as a ‘Calling’

Invitational Leadership in Action • Baga va gita India • Thoreau • Back to India Gandhi • Back to USA - MLK • Society as School • Deming • Japan • Back to USA – Unity of teaching, learning, and reflective action • Dewey • Tao Xingzhi – China – Teacher Education and

Artful Leadership • Bernstein Center • Link to Invitational Leadership

Primal Leadership • Emotional Intelligence – I. Q. Or E. Q. ? – Primal Leadership • Harvard Business Review Dec 2001 • Emotional Intelligence: Why It Can Matter More Than I. Q. By Daniel Goleman • http: //www. businesslisten ing. com/primal-leadership -2. php • http: //www. bainvestor. co m/Primal-leadership. html • http: //www. eiconsortium. org/

Moral Leadership • Sergiovanni – Strengthening The Heartbeat: Leading and Learning Together in Schools (2005) • Link to Invitational Leadership

• Ed-Excel Assessment of Secondary School Student Culture Tabulations by School District and Race/Ethnicity Responses from Middle School, Junior High and High School Students in Districts of the Minority Student Achievement Network (MSAN) • • Ronald F. Ferguson, Ph. D. Wiener Center for Social Policy John F. Kennedy School of Government Harvard University May 30, 2002

• Ed-Excel Assessment of Secondary School Student Culture Tabulations by School District and Race/Ethnicity Responses from Middle School, Junior High and High School Students in Districts of the Minority Student Achievement Network (MSAN) • Ronald F. Ferguson, Ph. D. Wiener Center for Social Policy John F. Kennedy School of Government Harvard University May 30, 2002

Proportion reporting “…an important reason when they work hard” Black White Teacher. 47 Encourages . 32 Teacher Demands . 29 . 16

Activity: In small groups decide what exactly a teacher might be doing when he or she “encourages, ” and when he or she “demands. ” • Encourages • Demands

Conditions for FLOW • Clear Goals: an objective is distinctly defined; immediate feedback • The opportunities for acting decisively are relatively high, and they are matched by one’s preceived ability to act, personal skills are well suited • Action and awareness merge • Concentration on the task at hand • A sense of potential control • Loss of self-consciousness, transcendence of ego boundaries Mihaly Csikszentmihali – Flow (1990) & The Evolving Self (1993)

Conditions for “Changing Minds” • Reason - Cognitive • Research - Cognitive • Resonance – Affective • Representational Redescriptions • Resources and Rewards • Real World Events • (Fewer) Resistances • Concepts • Stories • Theories Howard Gardner – Changing Minds 2004

Emotional Intelligence • Daniel Goleman – Primal Leadership • http: //www. eiconso rtium. org/index. ht ml