"This is another telltale sign that we’ve reached a tipping point in education. That so many notable minds are thinking hard about the future of learning is a signal that we just might be on the cusp of bold action."
~ Ken Kay, 2010
Authentic Leadership in Education
Authentic leadership is the key element to enacting change. From the leaders in our government, our Ministry of Education, the administration at the Board level, to the leaders within our schools, we must elect and promote those individuals who are committed to strong leadership and a continued commitment to learning how to intrinsically motivate staff. Michael Fullan (2001) discusses the importance of “moral purpose” in our leaders where character, above all, determines effectiveness. My learning on leadership through my courses coincided with professional events that allowed me to understand that relationship building, which goes hand-in-hand with moral character, is the key to being a great leader. It is not enough to expect that our leaders are organized and efficient with paperwork, they must invest much of their time in building relationships and trust with staff to create a shared ‘moral purpose’ and ensure that all staff members have a clear understanding of the vision at both the school, Board, and Ministry level.
A revolution in our education system will not be possible without effective leadership. Unfortunately, throughout our system, we lack a strategic focus on the importance of good leadership. Good leadership starts with the concept of transformational leaders (Bass, 1990). Transformational leaders carefully consider the needs of individuals and work to develop strong relationships with staff. In contrast, transactional leaders focus on the transaction, or exchange, between an employer and an employee, such as being paid a bonus to complete extra work. Within this exchange there is little motivation for the employee to achieve beyond expectations because they are not personally invested in the work. They do not believe in the 'moral purpose' of their jobs nor are they invested in the vision of the organization. The transaction does not value the employee beyond a monetary payment for service, which eventually leads to unhappiness and poor performance.
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In the context of our education system we can see the parallels to the relationship between the administration and the teachers, as well as between the teachers and the students. If the Board of Education truly desires a change to 21st Century curriculum and wants to inspire teachers to go above and beyond, then a focus on transformational leadership is required from the top down. The same applies to the classroom setting. Teachers offer students rewards for performance in the form of high marks, and occasionally in the form of special privileges or treats for good behaviour. I would argue that this is the fatal flaw in our education system. We point to the overloaded curriculum as the cause for a lack of engagement with our students, but perhaps it is the fact that our students are asked to do nothing more than memorize and regurgitate facts, without any meaningful or lasting connection to the topics. We do little to intrinsically motivate our students and have little understanding of how to inspire them to learn about thoughts and ideas by making relevant connections to their daily lives. I say this as a very general statement and certainly there are many teachers who inspire their students, usually through their own passion and commitment to the subject they teach - but imagine if this was the norm rather than the exception? Imagine what our students could achieve if they felt as passionately about learning as these teachers?
Characteristics of Authentic Leaders
Kevin Kruse (2013) summarizes the work of Bill George (Authentic Leadership, 2003) by listing 4 key characteristics of authentic leaders. While Bill George has always been business focussed, I believe that his work can easily be adapted to an educational setting, or any setting for that matter, because his work is grounded in building character and values - what we currently teach in our schools and refer to as 'character education'.
- Authentic leaders are self-aware and genuine. Authentic leaders are self-actualized individuals who are aware of their strengths, their limitations, and their emotions. They also show their real selves to their followers. They do not act one way in private and another in public; they don’t hide their mistakes or weaknesses out of fear of looking weak. They also realize that being self-actualized is an endless journey, never complete.
- Authentic leaders are mission driven and focused on results. They are able to put the mission and the goals of the organization ahead of their own self-interest. They do the job in pursuit of results, not for their own power, money or ego.
- Authentic leaders lead with their heart, not just their minds. They are not afraid to show their emotions, their vulnerability and to connect with their employees. This does not mean authentic leaders are “soft.” In fact communicating in a direct manner is critical to successful outcomes, but it’s done with empathy; directness without empathy is cruel.
- Authentic leaders focus on the long-term. A key tenet in Bill George’s model is the company leaders are focused on long-term shareholder value, not in just beating quarterly estimates... leaders realize that to nurture individuals and to nurture a company requires hard work and patience, but the approach pays large dividends over time.
"Successful leaders lead with the heart, not just the head. They possess qualities like empathy, compassion and courage. They also have the ability to establish deep, long-term and genuine relationships where others trust them."
~ Bill George, 2008
Changing Leadership in the 21st Century
Of all the courses I have taken over the past three years, the Foundations of Leadership course had a lasting impact on me. I found that the ideas and concepts I learned in the course coincided with administrative changes in my school and I was able to apply what I had learned to contrasting styles of leadership. At the beginning of the course I was asked to share my personal definition of leadership. I believed at the time that leadership was about setting a good example for others. It was about modelling the behaviour and work ethic I would like others to emulate. While I think this still holds true to a certain degree, I now believe that a leader must focus on two main elements in order to be successful. The first is building relationships and developing trust. The second is creating a shared vision and working to ensure that all staff have input and are invested in the goals.
A reflection assignment asked me to locate an online video or podcast that related to the leadership theories we were discussing in the Foundations of Leadership course. I have included it here as part of my Portfolio because it was a video that really resonated with me and was a good example of how good leaders must understand the need to change their own approach, continue to learn and adapt, and rely on the expertise of their team in order to be successful.
"I like this video because it's a reflection of the leadership style of Stanley McChrystal, a four-star general with the U.S. Forces. He spends his life trying to emulate all those great military leaders he admired growing up (Great Man theory) only to find it obsolete and ineffective when it came time for him to lead in a post-9/11 world. |
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As it relates to our course work it's really interesting to see how he has had to adapt from what he thought was effective leadership to what actually works in his reality. It shows clearly the flaws in the Great Man theory, like the influence of social factors on leadership, while also demonstrating once again how the pervasive use of technology has influenced our thinking.
I particularly liked his quote about failure and connected it to great leaders I've known in my life. “Leaders can let you fail and yet not let you be a failure.” It has been my experience that I have greater respect for those leaders who treat me as a professional and give me space to learn and grow, yet still make mistakes, rather than those who micro-manage every detail and try to control everything." (October 5, 2012)
I particularly liked his quote about failure and connected it to great leaders I've known in my life. “Leaders can let you fail and yet not let you be a failure.” It has been my experience that I have greater respect for those leaders who treat me as a professional and give me space to learn and grow, yet still make mistakes, rather than those who micro-manage every detail and try to control everything." (October 5, 2012)
Artefact #1: Transformative Leadership - A Modern Example
Reflection
During the Foundations of Leadership course I was asked to present a modern example of a transformational leader and examine why this person demonstrated authentic leadership. I chose Tim Berners-Lee, the founder of the World Wide Web. Berners-Lee exemplified a transformational leader by building a team of committed individuals to share his vision and who understood that they had a strong moral purpose in creating something to be used for the greater good (although at the time I don't think they imagined the profound effect the WWW has had, but they did understand that it would be of great use for academics to share ideas and opinions). From this assignment I learned that regardless of how wonderful an idea someone may have, without a team with a strong sense of purpose and a personal commitment to the goal, the idea will not succeed. Berners-Lee learned this lesson early on, thinking he had an obvious solution to a difficult problem, yet he was still rebuffed and struggled to build support for his idea. By articulating his vision to a few dedicated followers, he was slowly able to convince a larger audience of the benefits of his idea. The Prezi can also be accessed here.
Completing this particular assignment allowed me to reflect on my own style of leadership and made me think about the type of leader I aspire to be. Berners-Lee had an idea he felt very passionately about and built a solid team around him. These two elements, passion and team-building, are two areas of leadership that I would like to continue to develop in my own practice.
Completing this particular assignment allowed me to reflect on my own style of leadership and made me think about the type of leader I aspire to be. Berners-Lee had an idea he felt very passionately about and built a solid team around him. These two elements, passion and team-building, are two areas of leadership that I would like to continue to develop in my own practice.
Vision
What is Vision and what should it look like?
Put simply, vision is where we want to go. It is an articulated statement that outlines what our goals are and what we want to achieve within our education system. Currently, the Ontario government outlines their priorities in the “Reach Every Student: Energizing Ontario Education” document, and while the initiatives and strategies of the government are listed, the document lacks a clearly articulated vision statement that is 21st Century focused. The closest the document comes to outlining a focused vision statement is: “Our goal is to have 75 per cent of 12 year old students achieving a high standard of proficiency in reading, writing, and mathematics.” (2008, p.5) How would the general public feel about this statement if we were to rewrite it as: “25% of our students will enter high school with only a limited understanding of reading, writing, and mathematics”? Aside from the lack of a clear vision statement it is clear that our measure of success in Ontario is also in need of transformation.
Put simply, vision is where we want to go. It is an articulated statement that outlines what our goals are and what we want to achieve within our education system. Currently, the Ontario government outlines their priorities in the “Reach Every Student: Energizing Ontario Education” document, and while the initiatives and strategies of the government are listed, the document lacks a clearly articulated vision statement that is 21st Century focused. The closest the document comes to outlining a focused vision statement is: “Our goal is to have 75 per cent of 12 year old students achieving a high standard of proficiency in reading, writing, and mathematics.” (2008, p.5) How would the general public feel about this statement if we were to rewrite it as: “25% of our students will enter high school with only a limited understanding of reading, writing, and mathematics”? Aside from the lack of a clear vision statement it is clear that our measure of success in Ontario is also in need of transformation.
My vision for a 21st Century education system means abandoning our traditional, education for the masses, system and transforming it into a knowledge-based system of personalized learning where students can pursue their own unique interests and capabilities. My vision involves a shift to an active learning environment that is student-centred and cross-curricular. Students will represent their learning through projects, performances and technology and will be authentically assessed through self, peer, and teacher evaluations that include assessment on 21st Century skills. Standardized testing will not dominate our focus and we will no longer teach to the test. My vision shifts from the traditional focus on the 3R's (reading, writing and mathematics) to one that embraces the multi-literacies that exist in our culturally diverse, multimodal, and globalized world. Curriculum in Ontario will be reviewed and condensed to include only those topics where students can make meaningful connections to their experiences and interests in the real world. And finally, my vision allows the flexibility for students to move through the education system a their own pace based on their individual needs rather than progressing through school simply based on their age and pre-determined grade level.
The Premier's Technology Council in British Columbia (2010) recommends that five key areas be transformed within their provincial education plan to achieve their vision for a 21st Century education system. While I have many questions as to the practical aspect of how they plan to achieve this vision, as a broad stroke, I believe that this is an excellent first step in transforming the education system in British Columbia. Their vision heavily emphasizes the need for change and a need for the BC education system to move:
It is encouraging that people at all levels are beginning to think seriously about creating a vision for 21st Century education. Once a vision is established then steps can be taken to make this vision a reality. I can connect my thinking on creating a vision for education to the first course I took, Principles of Learning with Bill Hunter, and I have included the artifacts below to demonstrate how my thinking has evolved since then.
The Premier's Technology Council in British Columbia (2010) recommends that five key areas be transformed within their provincial education plan to achieve their vision for a 21st Century education system. While I have many questions as to the practical aspect of how they plan to achieve this vision, as a broad stroke, I believe that this is an excellent first step in transforming the education system in British Columbia. Their vision heavily emphasizes the need for change and a need for the BC education system to move:
- From Learning Information to Learning to Learn - a shift from memorizing content to developing learning skills.
- From Data to Discovery - the teacher and student together work to discover relevant and meaningful content that students are encouraged to discover for themselves using developing learning skills.
- From One-size-fits-all to Tailored Learning - using project-based, problem-based or creation-based learning (what Prensky refers to as Partnering) to allow students to focus on their own interests and use their own experiences and background to progress at a customized level. This indicates that perhaps they are taking the first steps towards moving away from an grade-based system where students progress based on their age rather than their ability level.
- From Testing to Assess to Assessing to Learn - use authentic assessment methods to not only assess what a student has accomplished but provide feedback for future work. Assessment should include a balance between a tool for effective feedback and an external measurement for employers or universities.
- From Classroom Learning to Lifelong Learning - with a focus on learning skills above students can understand that learning does not only occur at school but continues on in the real world long after formal schooling has ended.
It is encouraging that people at all levels are beginning to think seriously about creating a vision for 21st Century education. Once a vision is established then steps can be taken to make this vision a reality. I can connect my thinking on creating a vision for education to the first course I took, Principles of Learning with Bill Hunter, and I have included the artifacts below to demonstrate how my thinking has evolved since then.
Artifact #2: Vision Paper
Reflection
This was the first paper I wrote in the M.Ed program three years ago and the first time I started to think about my vision for education in Ontario. In reading it again I see how far my thinking and learning has come during that time. It is interesting to note that my first instinct right from the beginning was that it was time for a change in the way we educate our students.
I concluded my essay by stating: "As Socrates once said, “I cannot teach anybody anything; I can only make them think.” To prepare students for a wired world, we must allow them to guide their own learning, collaborate together on projects that can be connected to real-world experiences, and encourage them to solve problems using a variety of technological resources. As my learning progressed over the years I have learned that most educators are aware of this need and believe that our current system needs to change - the practicality of making this change is another matter. Taking a risk and trying something new will be the biggest hurdle for teachers and I have discovered that my vision for education will not be a bold, swift and sweeping change (although I wish it would be). Change will be a slow gradual process that allows time for students, parents, educators and administrators time to adjust to the new style of teaching and the new curriculum.
I concluded my essay by stating: "As Socrates once said, “I cannot teach anybody anything; I can only make them think.” To prepare students for a wired world, we must allow them to guide their own learning, collaborate together on projects that can be connected to real-world experiences, and encourage them to solve problems using a variety of technological resources. As my learning progressed over the years I have learned that most educators are aware of this need and believe that our current system needs to change - the practicality of making this change is another matter. Taking a risk and trying something new will be the biggest hurdle for teachers and I have discovered that my vision for education will not be a bold, swift and sweeping change (although I wish it would be). Change will be a slow gradual process that allows time for students, parents, educators and administrators time to adjust to the new style of teaching and the new curriculum.
Artefact #3: GoAnimate Video on Managing Change
In my Staffing and Supervision course we discussed Lafortune's work Professional
Competencies for Accompanying Change (2009) and discussed the conditions for a successful transition to a new style or system. This applies to my vision for education in that change will be a difficult process, therefore, an examination of the process for change should be carefully considered. In Lafortunes' book, she outlines 8 Competencies for change to be effective and the following GoAnimate video is focussed on Competency #5: Utilizing Professional Collaboration to Move the Change Process Ahead. As an example, the video demonstrates some of the factors to consider in making a change in the classroom - in this case, changing from traditional teaching methods to Problem-Based Learning (PBL). Two teachers explain to the class how the change to this new style of learning will be managed and how we will all share in the process. The accompanying Powerpoint provides some additional information on the video and led to discussion with the class on the importance of managing change in any organization.
Reflection
Lafortune's work and Charlotte Danielson's work on Enhancing Professional Practice: A Framework for Teaching (2007) influenced my vision of education by allowing me to see that while the bulk of the change required of our education program is systemic, there is still much work to do for teachers, administrators, and government leaders. At the Ministry level, in conjunction with teacher unions, we must look at motivating teachers to expand their professional practice and continue to learn, adapt and evolve their teaching methods. I believe that this is best accomplished by changing the Teacher Performance Appraisal system. Changing the current model of teacher observation to a system of Action Research, where teachers would be required to examine and report on their own practice, would help teachers to make meaningful growth as professionals. While Danielson outlines a framework for excellence in teaching, inspiring teachers to update their learning may take some intervention in the form of performance appraisals. In order to change to a new curriculum for the 21st century, teachers will need to continually update their skills as professionals and should be encouraged to do so. Administrators will need to work with teachers to guide them through the action research process and develop questioning skills to allow teachers to reflect on their own practice. The Boards of Education will need to support this appraisal system and work with schools to manage the change to a new and meaningful approach, as well as provide opportunities for professional development so that teachers can update their skills. At the Ministry level, leaders will need to ensure consistency in the performance appraisal process by providing funding for professional development for administrators and publish academic papers in support of action research based approaches to performance appraisals. I strongly believe that changing the approach to teacher performance appraisal could have a significant and lasting impact on updating teaching methods and skills, as well as encouraging teachers to focus on 21st century skills in their professional practice.