1. 1. HeadTeachersCommunityofLearning(TCOL) BengaluruSouth3Block DecentralisedLeadership necessaryfortodaysdynamiccomplexity ITfC July2015
2. 2. Industrial age schools in Information Age Schoolsandschoolsystemsweredesignedinanindustrialage andwererelativelystable.Now,intheinformationage,school systemshavegrowncomplex,unpredictableanduncertain.For example,schoolleadersfacemanyconflictingassumptions aboutwhatiswrongwithschoolsandhowtofixthem (InformationageICTsdisruptingsystems,institutionsand processesonawidescaleandrapidlymedia,government, business)
3. 3. Schoolleadershipisnowmorecomplex Leadersresponsibilitieshaveincreasedandnowinclude: Instructionalleadershipforstudentlearning Humanresourcesleadershipforteachers(Staffsupportanddevelopment) Communityleadershipfordevelopingandsustainingacollectivevisionforthe school(CommunitysupportbothSDMCandotherlocalinstitutions) Resourceleadershipforgettingfiscal,physical,technologicalandcommunity resources Administrationleadershipforworkingwithsupervisors,managinglocalandstate politics;understanding,andapplyingpolicy Changeleadershipforidentifyinggapsbetweencurrentanddesiredoutcomes, analyzingunderlyingproblems,balancingcompetinginterests,strategizingand implementingappropriatechanges.
4. 4. Leadership style must change Hierarchicalleadershipstrategieshavegrownincreasinglyineffectivefor contemporaryeducationalleadership. DistributedleadershiptheoryLeadershipoccursthroughmanyindividuals acrosstheorganization.Itacknowledgesthecomplexityofschool;thediversity, interdependenceoftheparticipantswithinit;andculturalvaluesofdemocracy. DistributedLeadershipinTheory:Sevenindicators Sharedresponsibility, Sharedauthority, Synergy, Leadershipcapacity, Organizationallearning, equitableandethicalclimateand macrocommunityengagement.
5. 5. Sharedresponsibility Distributedleadershiptheoryregardsleadershipastheaggregatedor synchronizedbehaviorofmanyindividualsratherthananassignedrole Theinvolvementofteachersandstakeholdersindecisionmaking facilitatesleadershipskillsanddevelopsthecapacityforunderstanding thecomplexitiesandchallengesofsustainingleadershipovertime. Sharedauthority Shiftfromcommandandcontroltodemocraticprinciplesof participation,empowerment,dialogue,andcooperationInterpersonal synergiessolidifyasparticipantsdevelopmutualunderstandingsand stronggroupnorms;intentionally Synergy Teachersshare,overlaptheirroles;anddospontaneouscollaboration. Relationshipstakeonagreaterimportancethanroles(ghsa)
6. 6. Leadershipcapacity Leadershipisacollectiveachievementbasedonthecontributionsofeveryparticipant. Theleadershipcapacityofanorganizationdependsonthecollectiveknowledge,skills ofitsmembers.Thosewhopracticedistributedleadershipethicallyusethemselvesand othersasinstrumentsforachievinggoals,encouragingtheassumptionofresponsibility ateverylevel,anddiscouragingpassivefollowership.Itbecomescriticaltoinvestin, develop,andmaximizeparticipantsabilities. Organizationallearning Informationisfactsandfigures;knowledgeisastateofawarenessthatexistswithin andamongpeople.Becauseleadingandmanagingareknowledgebasedactivities,a collectivelyledorganizationmustalsocollectivizetheprocessofcreating,sharing,and applyingknowledge..Participantsviewthemselvesasinterconnectednotisolated,take ownershipofproblemsandresponsibilityforchange,sharecommonvalues, collaborativelyconstructmeaning,andholdmutualbeliefsthattheyworktogetherfor thegoodofthewhole
7. 7. Equitableandethicalclimate Expandingthedecisionmakingprocesstoincludethosewhowillbe affectedbyandhavetoimplementdecisionsincreasesthelikelihood thattheconsequencesofdecisionsgoodorbadwillnotfall disproportionatelytoanyonegroup. Macrocommunityengagement Distributiveleadershiptakesasystemicperspective.Itnotonly concernsitselfwiththeinterconnectednessofimmediateparticipants butalsoconsiderstheorganizationassituatedinitsexternal environment. Distributiveleadersareconnectiveleaders,whoperceivecomplex connectionsamongpeopleandorganizations,andseeingtheir environmentasnetworksofexchangeandreciprocity. ICANTDOALLTHISALONE!!!
8. 8. WhenIhearafellowparticipanttalkingabouttheproblemsathisorherschool,thenI chimeinwithmyownparallelproblems.Wecollaborativelythinkthroughissues,like howwillwemakeourcurriculumatourschoolsourown?Howwillwedealwiththe toneofourschool,thediversity? NCSLbelievesthattheonlinecommunityisincrediblycriticaltothesuccessofits workandtosustainingongoingleadershipdevelopmentamongparticipants.Itsavital pieceofnearlyeveryprogrammeoffering.Itcreatesaspacefordialogue.Itsaforum forcurrentavailableknowledge.Itfacilitatesconversation.Ithaspowerfulcollaborative potential. TheideaoftheschoolHMpromotingaprofessionallearningcommunityforall stakeholdersisvital.Havingaprofessionallearningcommunitythatgrowsand improvesovertimecontributestosustainableleadershipbecausestakeholdershavean understandingofthevisionandaninvestmentinthelongtermgrowthofthe individualsthatconstitutetheentireschoolcommunity. Community of learners BlocklevelcollectiveofHMs+schoollevelcollectiveofteachers
9. 9. Culture of learning. Tomakesenseofthecontext,theneeds,prioritiesanddiverseexpectations Shallowdeeplearningmodel,werejecttheshallow,whichfocuseson memorization,information,replication,extrinsicrewards,compliance,dependence. ..andembracedeeplearning,whichfocusesondialogue,reflection,linkages betweentheoryandpractice,theuseofexpertprofessionals,andthelike.Inour programmesweemphasizeskills,likelistening,dialogue,engagement Schoolleaderslearnhowtocreatesharedmeaningwiththeirstaff.Theycometo realizethattheadultpedagogiescanbetranslatedintotheircurriculumandchange thepedagogiesthattheyusetoinstructchildren. Leadershavearesponsibilitytodeveloptheircolleagues.Therefore,theytrainand encourageexperiencedleaderstodevelopschoolsasprofessionallearning communitiestobuildthenextgenerationofleaders
10. 10. Culture of learning. Tomakesenseofthecontext,theneeds,prioritiesanddiverseexpectations Shallowdeeplearningmodel,werejecttheshallow,whichfocuseson memorization,information,replication,extrinsicrewards,compliance,dependence. ..andembracedeeplearning,whichfocusesondialogue,reflection,linkages betweentheoryandpractice,theuseofexpertprofessionals,andthelike.Inour programmesweemphasizeskills,likelistening,dialogue,engagement Schoolleaderslearnhowtocreatesharedmeaningwiththeirstaff.Theycometo realizethattheadultpedagogiescanbetranslatedintotheircurriculumandchange thepedagogiesthattheyusetoinstructchildren. Leadershavearesponsibilitytodeveloptheircolleagues.Therefore,theytrainand encourageexperiencedleaderstodevelopschoolsasprofessionallearning communitiestobuildthenextgenerationofleaders