The Principal:: Creative Leadership For Excellence in Schools

The Principal:
Creative Leadership for Excellence in Schools

By Gerald C. Ubben Larry W. Hughes Cynthia J. Norris
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1. The Principal: A Creative Blend of Substance and Style

Social Systems Theory
The School Improvement Plan
The School: The Context for Leadership Schools as Machines Schools as Organisms Schools as Brains Reflection School expectations Tightly Coupled and Loosely Coupled Organization Leadership Perspectives Single-Loop and Double-Loop Learning
Copyright Allyn & Bacon 2007
1. The
Principal: A Creative Blend of Substance and Style
The Principal: The Role in Context Leadership as Philosophy in Action Espoused Values and Values in Use Leadership from a Values Perspective Shared Vision and Authority Contrasting the Transactional and Transformational Ethical Responsibilities of Transformational Leadership Management and Leadership Roles and Functions Management and Leadership
A Perspective on Leadership
The Principal Chapter 1
Assumptions of Transactional Leadership
Leadership is a function of organizational position. Leadership is goalcentered and goals are driven by organizational needs.
Leadership is bound within the context of the situation (tasks, responsibilities, and presented problems) Leadership is dedicated to goal achievement.
Therefore Transactional Leaders (i.e. Managers):
Control their organizations through the manipulation of power designed to: * Make individuals perform (task), * Feel good about performing (consideration), and * Perform at their level of competency (maturity). - Foster, W. (1989)
The Individualistic View of Leadership Fails to Consider:
That leadership is always context bound
* It occurs in a social community * It is the result of human interaction and negotiations
That it involves mutual negotiations and shared leadership roles
* It cannot occur without followership * Many times the two are
interchangeable
Foster (1989)
Power.
Transformational leadership is accomplished when leaders delegate and surrender power over people and events in order to achieve power over accomplishments and goal achievement Authentic accountability, the authority to match responsibility, is granted.
- Sergiovanni (1989)
Authorship without power is isolating and splintering. Power without authorship can be dysfunctional and oppressive.
- Bolman & Deal, Leading With Soul, 1995, p. 108
Bass First and Second Order Change Theory

First Order Change (Transactional): Determine subordinates needs Seek to provide appropriate rewards Respond to selfinterests that match organizational goals
Second Order Change (Transformational): Raise subordinates awareness Encourage commitment to organizational goals Foster a broadening of subordinates needs and wants -Bass (1985, p.20)
Moral Leadership
Professional Authority (craft knowledge and personal expertise) and Moral Authority (Obligations and duties resulting from shared values and ideas) added to Traditional Authority
Sergiovanni
Moral Leadership: 4 Substitutes for Leadership Added
School Norms A shared covenant binds members around common values and beliefs. The Professional Ideal Members accept responsibility for their professional development and service to students.
Collegiality Members join together in shared support while still developing selfmanagement and selfleadership skills. Rewarding Work Members see their work as meaningful and are accountable.
Transformational Leadership
Such leadership occurs when one or more persons engage with others in such a way that leaders and followers raise one another to high levels of motivation and morality. Their purposes, which might have started out as separate but related become fused. Burns, J., 1978, Leadership.
Leadership is More Than Management for

It is oriented not just toward the development of more perfect organizational structures, but toward a reconceptualization of life practices where common ideals of freedom and democracy stand important. -Foster, W. (1989, p.52)
Transformational Leaders
Engage with followers but from higher levels of morality * Goals and values are enmeshed and leaders and followers are raised to higher levels of judgment Ask from followers Are involved in the creation of new social realities - Foster, (1989)
Such Leadership is Founded on Moral Relationships:
It critiques social conditions (and followers roles in maintaining those conditions). It offers new possibilities (visions) for social arrangements (and points out followers roles in changing situations).
It helps to raise the followers consciousness regarding what is and what could be.
Four Criteria for the Practice of Leadership
Leadership must be critical

Leadership must be transformative Leadership must be educative
Leadership must be ethical

- Foster, (1989)
Leadership as Educative
Fosters an analysis
* Considers organizational history, purpose, and power distribution * Reflects on institutional arrangements
Stimulates a vision
* Encourages consideration of alternative ways of operating * Raises followers consciousness of social conditions
Leadership as Critical
Examines previous conditions of social life and subjects them to critiqueQuestions their appropriateness for all individuals.. Views human beings as capable of reordering their present conditions (i.e. constructing their own reality)
Leadership as Ethical
Is founded on the fact of moral relationships Is intended to elevate people to new levels of morality Is oriented toward democratic values within community Promotes self-reflection and yet interdependent membership within community.
Leadership as Transformative
Is
oriented toward social change human consciousness a community of believers
Raises
Requires
Transformational Leadership is:
A transforming practice
* It is and must be socially critical
An empowerment of followers
* It does not reside in one individual but in
the relationship between individuals
A vehicle for organizational change

* It is oriented toward social vision and change
not simply organizational goals.
Transformation
It is not a radical It happens in restructuring of a everyday events social order; rather it When commonplace is (observed) in small leaders exert some doses in the activities effect on their of various groups and situations individuals who hope to make some sort of - Foster, W. (1989, pp. difference. 52-53).
Cooperation
There is no enduring cooperation without the creation of faith, the catalyst by which human effort is enabled Cooperation, not leadership, is the creative process; but leadership is the indispensable fulminator of its forces.
- Barnard, (1968, p.259)
Leaders Lead By
Challenging the Process Inspiring a Shared Vision Enabling Others to Act Modeling the Way Encouraging the Heart
- Kouzes. J. and Posner, B., 1987, The Leadership Challenges, p. 8.
Leadership, in the final analysis, is the ability of humans to relate deeply to each other in the search for a more perfect union. Leadership is a consensual task, a sharing of ideas and a sharing of responsibilities, where a leader is a leader for the moment only, where the leadership exerted must be validated by the consent of the followers, and where leadership lies in the struggles of a community to find meaning for itself.
- Foster, (1989, p.61)
Leadership: A Creative Process

Personal Pathways to Leadership
Leadership
Is a matter of art rather than science Is aesthetic and moral rather than logicalLeadership is:

Fosters the creative side of the organization which is cooperation.
Feeling Judgment Sense Balance
- Chester Barnard, The Functions of the Executive, 1968.
The Artistry of Leadership

Leadership is an art, a performing art. And in the art of leadership, the artists instrument is the self. Ultimately, leadership development is a process of self-discovery and development. Leadership artistry is an awareness of and faith in ones own values, beliefs, and abilities which form the basis for mobilizing others toward higher purposes
Vertical (LHB) Thinking

1. The method of science experimentation and induction A. A stepwise process. One step follows another in an unbroken sequence. B. Must be correct at every step. This is of the essence. C. Selects and deals with what is relevant. 2. Analogy is that of digging the same hole deeper. 3. Highly esteemed and very valuable in scientific and technical matters. 4. View as the development of a structure.
Lateral thinking- The Opposite of Vertical Thinking (RHB)

1.
Is Not Sequential. Common method here is to begin at 3 the solution end rather than the beginning end of the process. Jump to different points and allow the fragments to coalesce.
2.
Does Not Have To Be Correct at Each Stage. Judgment is suspended. The end may justify the means. May be wrong within the frame of reference in order to update it. Is Not Restricted To Relevant Information. Uses random or irrelevant information to perturb the systemsomething that cannot normally happen within the system itself.
3.
To the extent that creativeness is constructive, synthesizing, unifying, and interpretive, to that extent does it descend upon the internal of the individual
(Maslow, 1976)
Leadership
A Summary of the Principles of Transformational Leadership Based on William Foster, Paradigms and Promises, 1989
Views of Leadership
Transactional Transformational
Transactional Leadership
Leadership is a function of organizational position Leadership is goal-centered and goals are driven by organizational needs Leadership is bound within the context of the situation (tasks, responsibilities, problems) Leadership is dedicated to goal achievement
Transformational Leadership
Is oriented toward social change Raises human consciousness Requires a community of believers (Foster, 1989)
Leadership always has one face turned toward change and change involves the critical assessment of current situations and the awareness of future possibilities. (Foster, p. 52 )
Leadership is More Than Management for

It is oriented not just toward the development of more perfect organizational structures, but toward a reconceptualization of life practices where common ideals of freedom and democracy stand important. (Foster, p. 52 )
Contrasting Leadership Views
Transactional
Transformational
Exchange relationship between leaders and followers Designed to gain support of followers through

Envisions new social conditions Communicates vision through

Concession Negotiations Accommodations
Inspiring Transforming
Challenges followers toward greater human concern
Four Transformational Leadership Criteria
Leaders must be
Critical Educative Transformative Ethical
(Foster, 1989)l
Critical Leaders
Examine current social conditions and question the appropriateness of those conditions for all individuals Believe that individuals are capable of improving their present conditions
Educative Leaders
Encourage an analysis of the organization Raise the consciousness of followers Inspire a vision of alternative organizational structures and power distributiion
Ethical Leaders
Operate from moral relationships Elevate followers to higher levels of morality Foster democratic values through community Encourage self-reflection and interdependence
Transformational Leaders
Engage with followers from higher levels of morality

Goals and values are enmeshed Leaders and followers are raised to higher levels of judgment
Ask from followers Are involved in the creation of new social realities
Principal Roles
Instructional Leader Staff Developer Student Advocate Community Representative Building Manager Networker YOU (Your Own Understanding)
Skills for School Principals

NASSP
Assessment Dimensions of the National Association of Secondary School Principals:

1.
2.
3.
4.
5. 6.
Problem Analysis Judgment Organizational Ability Decisiveness Leadership Sensitivity
7.
Stress Tolerance 8. Oral Communication 9. Written Communication 10. Range of Interest 11. Personal Motivation 12. Educational Values
Survival skills needed by beginning school administrators:

1. 2. 3. 4. 5. 6. 7. 8. Leadership Planning Instruction Personnel Law Finance Facilities Community Relations
Performance domains identified by the National Commission for the Principalship:
Functional domains
Programmatic domains
Leadership Information collection Problem analysis Judgment Organizational oversight Implementation Delegation
Instructional program Curriculum design Student guidance and development Staff development Measurement and evaluation Resource allocation
Performance domains identified by the National Commission for the Principalship:
Interpersonal domains
Contextual domains
Motivating others Sensitivity Oral expression Written expression
Philosophical and cultural values Legal and regulatory applications Policy and political influences Public and media relationships
Curriculum is Shaped by Structure
Structure
Philosophy Policies Procedures Practices
Part of our failure stems from a great irony. Those who still live in the past confidently set the norms for those who will live in the future
Goodlad, 1983
Custodial vs. Creative Leadership

WHAT? HOW?
WHY?
Transactional leaders focus on improvement by tightly coupling (managing) objectives, curriculum, teaching strategies and evaluation.
Transformational leaders coordinate through shared values and beliefs. They understand that autonomy in classrooms is necessary for fundamental change to occur.
Reform I
School District Tightly Coupled: What? How? Top Down Mission Top Down Goals
School A What? How?
School B What? How?
School C What? How?
Reform II
School District Tightly Coupled: Why? Shared Mission Shared Purpose
School A Why?
School B Why?
School C Why?

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The Principal:

Creative Leadership for Excellence in Schools

1. The Principal: A Creative Blend of Substance and Style

The School Improvement Plan

Principal: A Creative Blend of Substance and Style

Copyright Allyn & Bacon 2007

Assumptions of Transactional Leadership

Copyright Allyn & Bacon 2007

Therefore Transactional Leaders (i.e. Managers):

The Individualistic View of Leadership Fails to Consider:

That leadership is always context bound

* It occurs in a social community * It is the result of human interaction and negotiations

That it involves mutual negotiations and shared leadership roles

* It cannot occur without followership * Many times the two are

Copyright Allyn & Bacon 2007

Bass First and Second Order Change Theory

Moral Leadership: 4 Substitutes for Leadership Added

Copyright Allyn & Bacon 2007

Leadership is More Than Management for

Such Leadership is Founded on Moral Relationships:

Four Criteria for the Practice of Leadership

Leadership must be critical

Leadership must be ethical

Copyright Allyn & Bacon 2007

Copyright Allyn & Bacon 2007

oriented toward social change human consciousness a community of believers

Copyright Allyn & Bacon 2007

Transformational Leadership is:

A vehicle for organizational change

not simply organizational goals.

Copyright Allyn & Bacon 2007

Copyright Allyn & Bacon 2007

Copyright Allyn & Bacon 2007

Leadership: A Creative Process

Personal Pathways to Leadership

Copyright Allyn & Bacon 2007

Fosters the creative side of the organization which is cooperation.

Feeling Judgment Sense Balance

- Chester Barnard, The Functions of the Executive, 1968.

Copyright Allyn & Bacon 2007

The Artistry of Leadership

Copyright Allyn & Bacon 2007

Vertical (LHB) Thinking

Copyright Allyn & Bacon 2007

Lateral thinking- The Opposite of Vertical Thinking (RHB)

Copyright Allyn & Bacon 2007

Copyright Allyn & Bacon 2007

Copyright Allyn & Bacon 2007

Copyright Allyn & Bacon 2007

Copyright Allyn & Bacon 2007

Leadership is More Than Management for

Copyright Allyn & Bacon 2007

Contrasting Leadership Views

Envisions new social conditions Communicates vision through

Concession Negotiations Accommodations

Challenges followers toward greater human concern

Copyright Allyn & Bacon 2007

Four Transformational Leadership Criteria

Copyright Allyn & Bacon 2007

Copyright Allyn & Bacon 2007

Copyright Allyn & Bacon 2007

Engage with followers from higher levels of morality