User:Tony Cairns/Sandbox


 * 1) DS4OER

Tony Cairns

Leadership in Digital & Collaborative Learning

Postgraduate Certificate in Applied Practice

(Digital & Collaborative Learning)Leadership Assignment 1

Due 27th April 2015

CISC8104

Analyse a leadership theory (recognised in research literature) and evaluate

its impact on your professional practice.

Description

Provide a cohesive essay where you describe yourself as a leader.

You should:

• Select one particular leadership theory that you identify with

I identify with the transformational model of leadership as it reflects: who I am how I work and the

comments and feedback from my students, colleagues and staff over my teaching and training careers.

I strive to motivate, inspire and lead my classroom, colleagues and community. I consult and discuss

decisions with my staff and colleagues. I assist the people I work with to get the resources, training and

expertise they need to do their jobs better.

My style of leadership score is transformational:

Leadership Style Score %

Transformational 48 96

Participative 45 90

Laissez Faire 42 84

Authoritarian 21 42

Procedural 15 30

My Leadership style is transformational; it depends on having and showing charisma & energy to inspire

staff. (See Tony Cairns Education C.V. 2002 attached)

With reference to relevant literature on your chosen leadership theory

explain the key principles of your chosen leadership theory in order to

reflect on its strengths and weaknesses

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Having read and reviewed the relevant literature (see References 1- 20 below in App 2) talked to my

school leaders, colleagues and students and reviewed my own beliefs and behaviour I offer the

following discussion points.

The role of teacher and leader in education is changing rapidly and irreversibly. The exponential

increase in digital information, the speed of its redundancy and the decline in the half- life of its utility

has required a societal, cultural and paradigmatic review of the concept of teaching and learning.

From a hunter gatherer agrarian or even industrial environment the acquisition, retention and value of

accumulated, reviewed and revised knowledge has been a given by for and with teachers. Technology

from stylus, quill to laptop has reduced memory requirements, recall options and relevancy. Teachers as

loci, foci and brokers of information are replaced by machines. Technology makes teachers redundant.

Transformational Leadership is a response, reaction and refutation of the present and future

redundancy of teachers and teaching. By empowering students, staff and teachers to be inspired,

transformed leaders in their own right TLS offers the last best hope for relevance, validity and currency

in an increasingly biased, manipulated and utilitarian world. “Results indicate significant, primarily

indirect effects of this form of leadership on both student achievement and engagement in school.”

(Leithwood and Jantzi 2005 below) I will further examine” the limitations of that leadership style and

argues for complementing it with educational leadership”, (Sammy King-fai Hui, Hoi Yan CHEUNG 2006)

through my discussions with a range of “female leaders (who) were more transformational than male

leaders” (Eagly, Alice H.; Johannesen-Schmidt, Mary C.; van Engen, Marloes 2012 below)

“The future of education will be a connected, customized, amplified, authentic, relevant, and resilient

World of Learning.” (see The Future of Education )

Key Principles of the Transformational Leadership Style

Ronald Riggio in Transformational Leadership describes four key principles of this style of leadership in

education: Idealized Influence, Individualized Consideration, Intellectual Stimulation and Motivation

Idealized Influence TLs are the ideal role model for teachers and students. Teachers become

role models for each other, students learn from TLs, teachers and each other to best model the

roles and responsibilities, respected and reflected by their communities. (the leader walks the

talk – does the right thing)

Individualized Consideration Transformational leaders offer individual support and

encouragement to teachers and students through ongoing positive communication with all

members of the school community. All are encouraged to share their ideas and are recognized

for their individual worth and contribution to the greater good of the community.

Intellectual Stimulation TLs challenge the status quo, the perceived order and ‘the way it’s

always been’. TLs are innovative and creative and inspire creativity in their staff and students.

TLs support teachers and staff to learn new ways of doing things and create a positive and

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affirming environment for all community members to have their say and offer improvements

and new ways of learning to the students.

Inspiration TLs share and articulate the common goals, hopes and dreams of the community

and engender the passion and inspiration for all to achieve that vision

Transformational leadership is a process whereby principals and teachers engage in a mutual process of

raising one another to higher levels of morality and motivation’ see Burns (1978) Transformational

leadership can be seen when the whole school staff and students work together with high level of trust

to achieve their shared goals, Staff and students give up their immediate short term benefits for the

enduring shared goal of lifelong learning and achievement for all.

Transformational leaders inspire staff and students to achieve unexpectedly positive results and

become transformational leaders in their own studies, groups and areas. Ronald E. Riggio (in Bass and

Riggio (2008)) has found that groups led by transformational leaders have higher levels of performance

and satisfaction than groups led by other types of leaders (e.g. Transactional, Authoritarian, Procedural,

Participative and Laissez-faire Leaders) Riggio suggests the reasons are that TLs believe in

empowering their staff to consistently produce their best performance.

Transformational Leaders in Education:

 Believe in the value and primacy of people, people, people in their school and communities,

 Effectively communicate the need, benefits and desirability of change to their schools/staff,

 Encourage feedback across the school, community and country to better serve the school,

 Engage their teachers, students and communities in a shared and well-articulated mission,

 Help make schools, teachers and students successful on their own and societies terms,

 Implement far reaching, positive change within and beyond their schools,

 Lead their schools by their own positive and consistent behaviour,

 Maintain and embody the school’s values in their every action and beliefs,

 Maintain High visibility to teachers, staff and students in the community and beyond,

 Make the tough management decisions consistent with their school’s mission and policies,

 Monitor projects to ensure successful (financial, environmental and personal) completion,

 Respond appropriately to changing external conditions,

Transformational Leadership is synonymous with charismatic leadership, where the leader depends on

their charisma and energy to inspire staff – examples include Martin Luther King, Barack Obama and

Nelson Mandela. Transformational leaders are great at selling ideas to early adopters, reasoning with

the group, persuading the disputatious and delegating authority to the oversight of competent,

procedurally astute and detail wrangling managers.

TL’s inspires staff, students and schools with the vision of what should happen –they enunciate the

groups shared hopes and dreams for the future. They elucidate the main goals, but allow staff to choose

their own path to reaching it. The TL is focused exclusively on managing, supporting and developing the

team. TL’s are always looking for ideas, inspiration and individuals that move towards the groups shared

vision.

TL’s are very visible, and spend a lot of time communicating. Communication is the basis for

achievement by focusing the group on the required outcome. TL’s don’t always lead from the front,

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(more guide on the side than sage on the stage) as they learn to delegate responsibility. TL is the most

prevalent and persistent modern leadership style.

TL’s create knowledge through dialogue and discovery with students and staff. Transformational leaders

construct rich learning experiences and assist students/staff to relate learning to life – real-life relevant

problems and hands on solutions. TLs enable student centred learning where students base their

learning on their interests; needs and wishes framed by the curriculum

TL’s manifest and promote in their actions the key values of Equity, Fairness and Inclusion so that

students have equal opportunities, to access learning that meets their individual needs from and

through their learning experiences.

TL’s build an Inclusive and safe physical, emotional and spiritual environment with their staff and

students to create a nonviolent, non-judgmental and non-threatening (respectful while still challenging)

learning environment.

TL’s promote the expectations for excellence in students and staff and enable the attainment and

experience of excellence in all areas they are learning in. Tl’s have high expectations for all staff and

Students and assist and empower them to reach the best they can possibly be.

TLs promote positive communication within the staffroom, classroom and beyond in the school and

community through the modelling, mentoring and teaching methods they use.

Tl’s assess students, staff and themselves for learning rather than of learning. All Assessment is

Standards based and ongoing and the emphasis is on what students know and what they need to know

rather than what they have yet to learn YET.

TLs believe that Learning and Teaching should be FUN as well as hard work. Tls know that students

create knowledge and make meaning when learning is relevant, enjoyable and empowering. TLs create

and sustain this through discovery-based learning in contextualized and increasingly flipped classrooms

and MLE’s inside and beyond the school and its communities

TL’s are empowered and empowered to learn and teach in an ongoing, iterative and reflective way.

Staff and Students create a positive and realistic vision for the Future based on their empowerment to

learn life-long. TL’s lead by example and are personally and professionally inspired to create

opportunities, systems and paradigms of learning for life.

Strengths of the Transformational Leadership Style

Transformational Leaders (TLs) motivate the team to be efficient & effective. Transformational

leadership tends to lead to good teamwork & creative collaboration. The enthusiasm & energy of a

transformational leader is often infectious. TLs can communicate an inspirational vision of the future.

TLs empower their teachers and students to become leaders in their own right. TLs allow the team

flexibility, relevance and timeliness by using the knowledge in the room and beyond rather than just

using that inside their own heads. TLs allow learners to work and study at their own pace, in their own

ways and with their own media devices.

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The 21st century student demands a much more collaborative, connected approach to learning; one

that recognises information is available anywhere, any time and may not be true. Students have to

learn how to sift and analyse what they know – to look at knowledge from several perspectives.

Teachers now have to accept they are no longer the font of all knowledge. Students must learn that in

their learning today they cannot be just passive recipients who receive others’ knowledge and then

regurgitate facts for examinations.

Transformational leaders develop an on-going programme that challenges students to become active,

resilient inquirers and challenges teachers to adopt modern pedagogy. Since the early 20th century

progressive educators including John Dewey proposed that the purpose of schools is to promote a

democratic way of living. They suggested that the curriculum should be based around community

“problems” and the strategies for exploring and solving them. M

More recently, educational theorists have acknowledged the contribution of the progressive movement

but have articulated other purposes of education. Canadian educationalists Davis and Sumara

particularly have written that teachers should be using their subjects to make students aware of how

their perceptions of the world have come about, what assumptions they are based on, what role

identity has in these perceptions and whether or not they enable or constrain the so-called “good life”.

Such an approach need not necessarily start with the identification of a social issue. However, there is

still considerable benefit involving students in at least some of the curriculum decision-making process,

or using themes that arise from a social issue to understand ourselves and our world better.

Weaknesses of the Transformational Leadership Style (TLS)

Transformational Leaders focuses on the big picture, but they need to be surrounded by people who

take care of the details. Transformational leadership is symbiotic. The transformational leaders focus on

initiatives that add value while the procedural leaders (managers) ensure routine work is done well.

Transformational Leadership Style can lead to failure to achieve the team's goals if it is taken to

extremes, and the TL doesn’t surround themselves with competent, procedurally focussed managers

with an eye for detail and the ability to be enthused and inspired by the transformational leader.

Transformational Leadership may not directly support increases in NCEA pass rates, it may not relate to

the assessment regimes or our schools accreditation requirements of NZQA, or the 85% Level 2

Achievement goals set by the MOE or Minister of education. There is no explicit connection, corollary or

circumstance relating student achievement results to the transactional leadership style. If the extrinsic

motivators for success are NCEA pass fail and endorsement at Merit or Excellence then the TLS may not

necessarily provide the leadership team, BOT, teachers and students with these results. Education is a

multifactorial Black Box and the hopes of running any scientific double blind, valid reliable or repeatable

testing is remote, trends in pass rates, endorsements or student/staff satisfaction may be indicative,

necessary but not sufficient to establish correlations let alone causality. We do not yet know whether

changes in TLS or to TLS will result in better outcomes for our staff and students – until we try it, for

ourselves, in New Zealand Schools we will not truly know if or how it works in our context.

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Transformational leadership is directly related to glocalisation – the interplay of local and global

cultures. TLS is challenged by the decline in heterogeneity and the increase in transnational and Trans

global partnerships (eg. TPPA) Globalization reduces culturally and societally specific identities and traits

of contemporary Transformational Leadership. When the Global becomes Local and vice versa the role

of the TLs change to reflect the monoculture of management, the loss of the individual and the ubiquity

of the technological singularity.

The development of organizational leadership in an academic setting is a key driver for the coming

changes and adaptations of transformational leadership in the digital age. Transformational leadership

promotes the development of teacher and student commitment to school wide goals by aligning these

individual goals with the interests of the school community (as education moves from position-based

roles to projects-based inquiries) - as educational job definitions change so transformational leadership

is redefined to encompass these new roles.

Evaluate how your chosen leadership theory informs your professional

practice with support from a range of examples

My chosen leadership theory (Transformational Leadership) informs my practice in a personal,

professional and practical way on a daily basis. I try in every encounter, exercise and enterprise to be

positive, inspiring and motivating to all I meet and teach. I practice what I will say and how I will say it

and the likely consequences to my expression before most meetings and discussions. I evaluate the

audience, the likely outcomes and the likely effect of my words before I start speaking, during and after

my speeches. I learn from them on a daily and weekly basis and reflect on how I can create a positive

community of scholars in a community setting based on life-long learning. I try and optimize the

opportunities, resources and achievements of my roopu, class and school. I give unceasingly of my time,

resources and passion to making my students, colleagues and college the best they can possibly be. My

chosen leadership theory informs both knowingly and unwittingly my professional and personal practice

in all I say and do. I live the theory and it is one with my practice.

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Appendix 1 – Support from a range of Educational Examples

 Achieving at WHS – Empowering Maori to succeed as Maori at WHS

 Apps Development Making Meaning in the digital Age

 Art Galleries – Visits, consultation, Recording, Documenting, Liaison, Trips for Students/Staff

 Astronomy – G&T/Enrichment Visits and Resource Creation and Distribution, Units created

 Awhina – Weekly Management and Quarterly Timetabling, Resource Provision

 BEANZ – Assist with workshops, Resource Management and Recording, Archiving

 BioLive Assist BioLive/ChemEd 2015 wellington conference  Organize Resources, Speak

 Blending the "e" into assessment: Using Technology to collate evidence of student learning

 Brooklyn Outreach – Take Resources and Mentors to local primary school to teach Students

 CCSE AGM & Meeting

 Chrissie Butler

 Connected Educators – contribute to ongoing & annual workshops seminars & conferences

@ConnectEduNZ

 Connected Learning Webinar for Connected Learning Advisory - Te Ara Whītiki

 CoreED – monthly workshops and annual conferences contributed to and developed

 CoreEd Breakfast Future-focused learning design,  NZCER Gamification, Mana potential

 Creative Commons – develop resources for all students and teachers in NZ and overseas

 Democracy, ethics and the public good

 DVDs – build and maintain a library of documentary and resources for all students and staff

 Eco Group – support demonstrations and presentations for preservation of NZ ecosystems

 EdchatNZ contribute to fortnightly discussions and debate over education in NZ

 EdTech EdTech at Creative HQ Darren Gammie http://journalsurf.co.nz/ Dan Millward

www.gamefroot.com

 EdTech EdTech Monthly meetings  Assist, record and develop networks for Educators

 EdTech EdTech Monthly meetings 20 Jan Evening

 EducampWelly Assist and talk at WellyEd EDUCAMPWELLY

 EduIgnite EduIgnite Wellington | Term 2 2015 Emerging Leaders Aotearoa

 Feminist Group – support and encourage equality and opportunity for women

 Fonterra – work with business in clearing up dirty dairying and pollution of waterways

 G&T – organize, support and arrange resources and events for enrichment students

 Google Classroom Leader

 Google+ and Google+

 GovHackNZ GovHackNZ in Wellington

 Hapara /Google Classroom  hapara and google classroom Workshop assist and discuss options

 He Kakano

 IYPT Nationals Physics Fights and IYPT Regionals Physics Fights

 Jim Al-Khalili - Paradox – the nine greatest enigmas in science

 Kapa Haka

 Kiwicon9 Kiwicon9

 Leading learning from the edges

 LENScience - Bringing teachers and Scientists together

 Library

 Library Speakers

 Literacy in Science

 LoopEd CoreEd Ki te Angitutanga - Motivating Māori student success and achievement

 LoopEd 2014

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 LoopEd 2014: Future-Oriented Education and the "Teachers on the Edge" Research Project - 21

March FREE

 LoopEd 2014: Jane Gilbert: Keynote - 21 March FREE

 LoopEd 2014: Social Media in Education - 21 March FREE

 LoopEd 2014: Wellington: Educational Ecosystem - 21 March FREE

 LoopEd Speak on making Digital resources

 Lord Winston - WELLINGTON

 Mahara

 Making digital Apps

 Maori Science

 Massey Film, Design, Art, Library, Marae, Voyaging,

 Meetings Assist with planning Pond meetings at Brandon street

 MindLab Postgraduate Certificate in Applied Practice (Digital and Collaborative Learning)

 MOE on tki Research for MOE Discuss tki changes and proposals

 mOOCs

 Mt Cook community

 Nat Lib

 NCEA

 NZ’s first education-themed Startup Weekend

 NZCER Meetings about Community and Professional partnerships with schools

 NZGDB/FamNet

 NZQA

 NZT

 OER Digital Skills for Collaborative OER Development and OER Webinar 9 – 10

 OU & CU

 OU Ethics “Society, Identity and Sexuality”

 Overseas Lecturers VUW Science evening Lecture  VUW Science 4.30 - 5.30

 Passion for Learning Conference Gifted Education 22nd March 2014

 PB4L

 Pinterest

 Play launch for NanaoTech

 Politicians

 Pond Set up and create 500 resources in POND

 Progressing Junior Science - National Literacy Workshop (26/3/14)

 RSNZ  Royal society meetings and talks The Spark of Life

 Scholarship

 SciChatNZ Thursdays fortnightly evenings Free

 SciCon resources

 Sean Lyons

 Shakespeare

 SOLO SOLO Pam Hook 4th March Workshop  Work with other teachers to stop Road

 SOLO SOLO at CFG and at WHS PD

 Sports and Cultural Events – Organize themes, costumes, chants, videos and still images

 Start-Up Workshop volunteer, assist 2nd of 3 start-ups to make education resources

 Start-ups  Assist 1st of 3 startups to make education resources

 Stop Mo Green Screens – create a video editing course and work with students on videos

 Organize and assist students and colleagues with the Restoration of the Papawai Stream

 Te Papa Organize visits for Kapa Haka, Art, Fish, Science, Geology, Dinosaurs, Squid, etc.

 Teach Meet NZ Virtual - Google hangout, Wiki and Youtube Educators sharing their

 Radio NZ Science Programmes featuring The Naked Scientists Live

 TVNZ – Sunday Programme on Immunization of Students featuring my WHS Students

 uLearn Talk at uLEARN on creating Digital Resources, POND, Hekenga, PD4Ed an HWL&WIT)

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 University of Otago Bioethics Centre presents

 Victoria University Biology Teachers' Day

 Victoria University of Wellington Biology Teachers Workshop

 VUW  Rethinking Science Investigations

 VUW Attend Science workshops and talks with VUW with Azra Moeed Plan Innovations

 Webinar 9.30 am:  webinar: Experienced Voices & Student-Cantered Learning

 WellyEd meet, assist and plant WellyEd EDUCAMPWELLY

 Weta Stop Mo - Visits, teaching and loans for LOTR and Hobbit

 Where does science end and art begin?

 Women in Genetics, 19 August, Wellington

 Youtube

 Zealandia

 Zoo

 Interview 2013 YouTube

 Interview 2014 YouTube



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Appendix 2 – More support from a range of examples

Transformational leadership in NZ Museums and Galleries (LEOTC)

As National Museums Liaison Manager I established new communication networks between workers

and staff nationwide and provided education courses to improve their practice and professional

associations. I provided the professional information and training needs of over 652 institutions. I

researched the needs and priorities of the community; I established training projects to meet these and

provided an extensive professional information-sharing programme

I raised sponsorship and lottery grant money to assist all these projects. I produced six quarterly

publications, organized over 36 contracted training providers and in-house specialists to create a nation-

wide training and information network.

I developed and gave presentations to many local councils and professional organizations to raise

profile, funds and sponsorship for museums galleries archives and research libraries. I organized over

250 workshops, managed the training providers, and worked with the marketing and promotion teams,

as well as all of the professional groups.

I organized several national surveys of worker’s needs (I created and maintained 23 databases) to

inform outreach and liaison development policy. I maintained the website, published the directories,

newsletters and journals and arranged the training and education workshops, seminars and conferences

for seven years. I continued this work as the Manager of Programme and Planning at Museums

Aotearoa, the Museums of NZ and managed Publication, Communication, ICT, Touring, and Training

Networks nationwide and internationally.Transformational leadership in NZ Museums and Galleries

(LEOTC)

 Archives and Records Association of New Zealand (Professional Contact, Conference Organizer)

 Association of Living History and Open Air Museums (Founder, Organizer)

 Bay of Plenty, East Coast Union of Museums (Contact, Organizer)

 Board member of Asia and Pacific Committee of ICOM.

 Board member of Marketing & Public Relations Committee for ICOM Int. Council .Of Museums

 Exhibitions Group of Aotearoa (Publisher and Organizer)

 Fund-raising Institute of New Zealand (Member and Workshop organizer)

 International Council Of Museums (Publisher of MPR News and conference delegate to ICOM

trienniums in Norway and Melbourne, Spoke at conferences and workshops )

 Member of CECA (International Education Committee) and ICOMMPR (Int. Marketing and PR)

 Museums Association of Aotearoa New Zealand Council Member, Trainer, Publisher, Marketer,

Professional Liaison & Journal Editor. I organized dozens of workshops, seminars and

conferences.

 Museums Australia (Contributor & International Delegate, Speaker and International Links)

 Museums Education Association New Zealand (Publisher of News, Conference, Workshop and

Seminar organizer)

 Nelson, Marlborough, West Coast Museums and Galleries Group (Co - Founder)

 New Zealand Professional Conservators Group, (Publisher and Workshop Organizer)

 Registrars Group of Aotearoa New Zealand (Publisher and Workshop Organizer)

 Volunteer Coordinators of NZ Museums Group (Co – Founder and Workshop Organizer)

 Wellington Arts, Archives and Museums Group (Secretary & Editor and Workshop Organizer)

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Appendix 3 – The Task Sheet

DUE ON THE 27TH APRIL 2015 17:00

Analyse a leadership theory (recognised in research literature) and evaluate its impact

on your professional practice.

Description

Provide a cohesive video, digital presentation or essay where you describe yourself as

a leader.

You should:

 select one particular leadership theory that you identify with

 with reference to relevant literature on your chosen leadership theory

explain the key principles of your chosen leadership theory in order to

reflect on its strengths and weaknesses

 evaluate how your chosen leadership theory informs your professional

practice with support from a range of examples

Videos should be less than 7 minutes’ duration, presentations should be viewable within

10 minutes and essays should be between 2000-2500 words in length.

All images and external references should be correctly noted, including clearly labelling

examples from your own practice.

Weighting 25%

Assessment Criteria

10%: Demonstrating an understanding of the chosen leadership theory and its key

principles

10%: Identifying and evaluating how the leadership theory has informed your own

professional practice

5%: Delivery and presentation of content and referencing (presentation flows and

ideas/argument are clear to create a unified, engaging assessment)

Due Monday 27th April, 5.00pm

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Appendix 4 – References

1. A Review of Transformational School Leadership Research 1996–2005, Kenneth Leithwood, Doris Jantzi ,

Leadership and Policy in Schools, Vol. 4, Iss. 3, 2005

http://www.tandfonline.com/doi/full/10.1080/15700760500244769#preview cited 14/04/2015

2. Aspen Institute Task Force on Learning and the Internet, Learner at the Center of a Networked World, Washington,

D.C.: The Aspen Institute, June 2014.

http://www.aspeninstitute.org/sites/default/files/content/docs/pubs/Learner-at-the-Center-of-a-Networked-

World.pdf

3. Bass, B. M. & Riggio, R. E. (2008). Transformational Leadership. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc

4. Bass, B. M. (1985) Leadership: Good, better, best. Organizational Dynamics, 13, 26-40.

5. Burns, J. M. (1978) Leadership. New York: Harper & Row

6. Challenging leadership rules http://www.stuff.co.nz/auckland/local-news/east-bays-

courier/8161824/Challenging-leadership-rules cited 14/04/2015

7. Constructing High Quality Learning Environments - For 21st century Learners by La Tefy Schoen being a chapter

from the book: "Teaching and Learning: International Best Practice" vol. 8 in Research on Sociocultural

Influences

https://www.academia.edu/173355/Constructing_High_Quality_Learning_Environments_for_Twenty_Fi

rst_Century_Learners_A_Sociocultural_Constructivist_Perspectiveon Motivation and Learning EDs.

Dennis Mc Inerney and Arief Darmanegara Liem

8. Educational Leaders http://www.educationalleaders.govt.nz/ cited 14/04/2015

9. Fullan, M. (2002, December). Leadership and sustainability. Principal Leadership, 3(4), 14–17.

10. How great leaders inspire action http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action cited

14/04/2015

11. http://www.tandfonline.com/doi/citedby/10.1080/0013191042000308369#.VSyhTPmUeSp

12. Leadership in the Age of Complexity: From Hero to Host Margaret Wheatley with Debbie Frieze  ©2010

published  in Resurgence Magazine, Winter 2011 http://www.margaretwheatley.com/articles/Leadership-in-

Age-of-Complexity.pdf cited 14/04/2015

13. Leadership Styles through Movie Scenes https://www.youtube.com/watch?v=cYA7eMoxUBA

14. Pedagogical leadership http://www.educationalleaders.govt.nz/Pedagogy-and-assessment/Pedagogical-leadership

cited 14/04/2015

15. Preparing Teachers for a Changing World  http://www.ero.govt.nz/National- cited 14/04/2015

16. Riggio R, Transformational Leadership — Ronald Riggio, Ph.D. is Henry R. Kravis Professor of Leadership and

Organization at Claremont McKenna College see Youtube

https://www.youtube.com/watch?t=208&v=ZvezV2Zhihg Uploaded on Nov 14, 2013 cited on 15/04/2014

17. Sammy King-fai Hui, Hoi Yan CHEUNG Asia Pacific Journal of Education Vol. 26, Iss. 2, 2006 A Re-examination of

Leadership Style for Hong Kong School-Based Management (SBM) Schools cited 14/04/2015

18. Sir Ken Robinson: Collaboration in the 21st Century a speech in October 2009 at

the Third Creative Places + Spaces: The Collaborative City Conference in Toronto, Canada

19. Teachers as ‘managed professionals’ in the global education industry: the New Zealand experience John Codd

Educational Review Vol. 57, Iss. 2, 2005 cited 14/04/2015

20. Teaching and E-learning: EduTech - Ewan McIntosh: Agile Leadership of Learning

http://www.teachingandelearning.com/2014/06/edutech-ewan-mcintosh-agile-leadership.html cited 14/04/2015

21. Ten Leadership Theories in Five Minutes http://www.youtube.com/watch?v=XKUPDUDOBVo cited 14/04/2015

22. The Five Dimensions Of Learning-Agile Leaders http://www.forbes.com/sites/kevincashman/2013/04/03/the-five-

dimensions-of-learning-agile-leaders/ cited 14/04/2015

23. The implementation principles of pedagogical leadership - Education Review Office

http://www.ero.govt.nz/National-Reports/Alternative-Education-An-Evaluation-of-the-Pedagogical-Leadership-

Initiative-September-2012/Findings/The-implementation-principles-of-pedagogical-leadership cited 14/04/2015

24. Transformational, transactional, and laissez-faire leadership styles: A meta-analysis comparing women and men.

Eagly, Alice H.; Johannesen-Schmidt, Mary C.; van Engen, Marloes L. Psychological Bulletin, Vol 129(4), Jul 2003,

569-591. http://dx.doi.org/10.1037/0033-2909.129.4.569 cited 14/04/2015

25. World of Learning, The Future of Education https://youtube/sZHQyi7T5Go Uploaded on Jul 6, 2011 cited on

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15/04/2014

Appendix 5 – Relevant literature on Transformational Leadership Style

theory

Throughout the 1990s, the New Zealand education system was transformed by neo‐liberal policies that

promoted marketization, school self‐management, local governance and strong centralised forms of

control and accountability. The election of a Labour‐led ‘third way’ government in 1999 has not only

witnessed a continuation of the central thrust and direction of these neo‐liberal policies but has seen

them aligned to a political commitment to globalisation. This article examines the ways in which

neo‐liberalism has changed the context and purposes of public education in New Zealand and considers

the implications of these changes for the professionalism of teachers. It argues that economic

rationalism and managerialism, combined with commercialisation and globalisation, have produced an

erosion of trust and a degradation of teaching as a profession. The paper claims, moreover, that the

political goal of transforming New Zealand into a knowledge economy/society and the promotion of

education as an export industry is changing the relationship between teachers and the nation‐state.

Teachers as ‘managed professionals’ in the global education industry: the New Zealand experience John Codd Educational Review

Vol. 57, Iss. 2, 2005

This paper uses evidence about transformational forms of leadership in schools provided by 32

empirical studies published between 1996 and 2005 to answer questions about the nature of such

leadership, its antecedents, and the variables that both moderate and mediate its effects on students.

Results indicate significant, primarily indirect effects of this form of leadership on both student

achievement and engagement in school. These effects are mediated by school culture, teachers’

commitment and job satisfaction, and a small number of other variables. Few studies have examined

the antecedents or moderators of transformational school leadership A Review of Transformational

School Leadership Research 1996–2005

A Review of Transformational School Leadership Research 1996–2005, Kenneth Leithwood, Doris Jantzi , Leadership and Policy in

Schools, Vol. 4, Iss. 3, 2005 http://www.tandfonline.com/doi/full/10.1080/15700760500244769#preview cited 14/04/2015

A meta-analysis of 45 studies of transformational, transactional, and laissez-faire leadership styles found

that female leaders were more transformational than male leaders and also engaged in more of the

contingent reward behaviours that are a component of transactional leadership. Male leaders were

generally more likely to manifest the other aspects of transactional leadership (active and passive

management by exception) and laissez-faire leadership. Although these differences between male and

female readers were small, the implications of these findings are encouraging for female leadership

because other research has established that all of the aspects of leadership style on which women

exceeded men relate positively to leaders' effectiveness whereas all of the aspects on which men

exceeded women have negative or null relations to effectiveness.

Eagly, Alice H.; Johannesen-Schmidt, Mary C.; van Engen, Marloes L. Psyc hological Bulletin, Vol 129(4), Jul 2003, 569-591.

http://dx.doi.org/10.1037/0033-2909.129.4.569d that all of the aspects of leadership style on which women exceeded men relate

positively to leaders' effectiveness whereas all of the aspects on which men exceeded women have negative or null relations to

effectiveness. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Leadership style has always been a controversial topic in educational administration and management.

Following the recommendation of the Education Commission to introduce school-based management

14

(SBM) into Hong Kong schools in the early 1990s, discussions about the kind of leadership style that is

appropriate for SBM schools have never ceased. The government holds a continuing belief that SBM

schools work better if they are managed by “better” principals, and emphasises the value

of transformational leadership. However, this paper articulates the limitations of that leadership style

and argues for complementing it with educational leadership, which purports that principals have an

obligation to learn with others about ways of promoting student learning. Secondly, the staff should

also be encouraged and helped to carry out certain leadership functions.

A Re-examination of Leadership Style for Hong Kong School-Based Management (SBM) Schools

Sammy King-fai Hui, Hoi Yan CHEUNG Asia Pacific Journal of Education Vol. 26, Iss. 2, 2006

New conditions and demands place new pressures on school principals though the new tasks and

challenges can be viewed positively as bringing new opportunities. There is an introduction of new

concerns of transformational leadership on principals from which they change their conventional

leadership style into a transformative one by experimenting in their day to day activities. They

incorporate various new methods developed and integrated by other principal from the countries

prominent in educational scenario.

Principal as Transformational Leader: Getting to Know New Dimension in School Leadership Babin Pokharel 2014::61

The future of education will be a connected, customized, amplified, authentic, relevant, and resilient

World of Learning.

World of Learning, The Future of Education https://youtube/sZHQyi7T5Go Uploaded on Jul 6, 2011 cited on 15/04/2014

Digital disruption has brought radical changes to many businesses and institutions. The networked

society offers many opportunities for individuals to realize their potential, embark on a path of lifelong

learning and become more-qualified workers and citizens. With the touchstone of putting the

learner/student at the centre of learning networks, it provides four additional pillars for action: access,

interoperability, literacy and trust. Connected learning (is) an approach to learning that strives to

connect and leverage all the various experiences, interests, communities and contexts in which learners

participate in and out of school as potential learning opportunities.

Recommendations

 Redesign learning environments to empower students to learn any time, any place, both in

school and beyond

 Provide educators with skill-building to support and guide learners in a networked learning

environment

 Build an infrastructure that will connect all students in all of the places they learn

 Make sure all learning networks are interoperable – or have the ability to share information and

data

 Adopt policies to ensure children are taught basic skills - or digital literacies - for living and

learning in the digital age

 Create trusted learning environments for children to keep them safe

Aspen Institute Task Force on Learning and the Internet, Learner at the Center of a Networked World,

Washington, D.C.: The Aspen Institute, June 2014. http://www.aspeninstitute.org/sites/default/files/content/docs/pubs/Learner-at-

the-Center-of-a-Networked-World.pdf page 90 and 96 on the PDF downloaded on 15/04/2015

15

This Aspen Task Force view of education and the internet questions the lack of progress in education

given the impact and speed of change in all other sectors.

Recommendations:

 Equity of Access

 Interoperable Systems

 Learners at the Centre of Learning Networks

 Literate for the Digital Age

 Safe & Trusted Networks

Aspen Task Force Learner at the Centre of a Networked World https://www.youtube.com/watch?v=BA-T5fbuBg4

“People think that creativity is this ineffable process that befalls some people and not others and that you

can’t plan for it, you can only hope that it takes place, and my conviction has always been that creativity

is an operational idea, you can plan for it and make it happen systematically” .”We need to make

innovation a habit – we need to make it systematic”. "I often speak to politicians who say the trouble is

you can't define creativity and I say no the trouble is you can't. That's the problem, because you haven't

thought about it and we have”

Sir Ken Robinson: Collaboration in the 21st Century https://youtube/63NTB7oObtw a speech in

October 2009 at the Third Creative Places + Spaces: The Collaborative City Conference in

Toronto, Canada

Constructing High Quality Learning Environments - For 21st century Learners

This paper by La Tefy Schoen on Socio Constructivist Perspectives and education theories examines the

past, present, and possible future of constructivist philosophies in education. Constructivism is

contrasted with behaviourism. Key constructivist branches are discussed and examples are drawn from

classroom practice as well as administrative policy and practice. Practical suggestions are made for

constructivist educators, including suggested curricular revisions for educating students in a globalized

twenty first century environment. Multilingual Competence, Computing skills, Inquiry Methods,

Numeracy and Social Tolerance. La Tefy Schoen concludes “High quality learning environments of the

twenty-first century are those that make the best use of the twenty first century learning theory and are

responsive to the cultural realities of life in the twenty-first century”

Reference: Constructing High Quality Learning Environments - For 21st century Learners by La Tefy Schoen being a chapter from

the book: "Teaching and Learning: International Best Practice" vol. 8 in Research on Sociocultural Influences

https://www.academia.edu/173355/Constructing_High_Quality_Learning_Environments_for_Twenty_First_Century_Learners_

A_Sociocultural_Constructivist_Perspectiveon Motivation and Learning EDs. Dennis Mc Inerney and Arief Darmanegara Liem

16

Bibliography (ERO & MOE)

Teaching, learning and leading

This issue of In Conversation - Know Thy Impact: Teaching, Learning and Leading from the Ontario Ministry of

Education presents a thought-provoking interview with Professor John Hattie. It is a rich, substantial and

extremely readable article in which Professor Hattie sets out his eight mind frames for leaders and teachers

from his research and book on ‘visible learning’.

Using evidence in the classroom for professional learning

by Helen Timperley

This 10-page article from Professor Helen Timperley is based around research into teacher professional

learning. For primary schools it will make a useful contribution to professional conversations in both primary

and secondary.

William Walker Oration: School Leadership and Student Outcomes - Identifying What Works and Why

by Viviane Robinson

This monograph is the ACEL William Walker Oration for 2007, delivered on October 11, 2007 at the national

conference of the Australian Council for Educational Leaders. The analysis presented in this monograph is the

first of a series of analyses for the Education Leadership BES development.

The Current Work of New Zealand Teaching Principals

by Graham Collins

This paper provides a concise look at some of the major issues facing teaching principals in New Zealand

schools.

The Principal’s Priority 1

by Jean Johnson

This article takes a realistic look at the issue of principals as leaders of learning within their schools. Johnson

reports on a range of evidence from principals and teachers in the United States about the opportunities and

obstacles principals face in taking on the role of educational leadership. In New Zealand, similar views were

expressed in people’s feedback on the development of Kiwi Leadership for Principals.

Seven Strong Claims About Successful School Leadership

by Kenneth Leithwood, Christopher Day, Pam Sammons, Alma Harris, and David Hopkins

This is a summary of the key findings of a review of literature around what the authors call 'strong claims'

about successful school leadership. They list seven claims that are not all strong in the same way, but all do

find support in varying amounts of strong empirical research evidence.

Leading curriculum innovation in practice

by Karen Carter and Tricia Sharpe (Eds.)

This report looks at ways in which 50 schools in the United Kingdom embraced a range of activities to

develop their curriculum for the 21st century. It will be very useful for New Zealand schools as they

implement a school-based curriculum that aligns with the revised New Zealand curriculum.

Enhancing Internal Capacity: Leadership for Learning

by Louise Stoll

In this article Louise Stoll argues that a vital clue to understanding why some schools are able to promote and

enhance learning is the level of their internal capacity.

Balanced leadership: what 30 years of research tells us about the effect of leadership on student

achievement

by Tim Waters, Robert J. Marzano, and Brian McNulty

This paper provides a review and quantitative analysis of 30 years of research into the impact of leadership

on schooling.

Leading Change in the Education Sector

17

"To lead change in schools, principals need knowledge and insight into the complex processes of

change and the key drivers that make for successful change. In particular they need to keep their

focus clearly on the central vision for their school..."

From Leading change in Kiwi Leadership for Principals.

Manaakitanga: Leading with moral purpose

Having a sense of moral purpose and a commitment to improved learning and social outcomes is

not just about supporting and guiding students, it also involves a commitment to the professional

growth and support of other school leaders and teachers.

National standards: leadership links

National Standards came into effect in English-medium schools in February 2010 for students in

Years 1 to 8. The standards set clear expectations that students need to meet in reading, writing,

and mathematics in their first eight years at school. There are particular expectations of school

leaders in the implementation of National Standards. This page brings together a series of links to

information and tools that will support school leaders in this important task.

Leadership for Māori education success

Some school leaders are enjoying pockets of success among their Māori learners. The data,

evidence, and experiences that underpin such examples of success are important to hear about and

learn from – so that success might be shared more widely. This section contains a range of success

stories and other related materials.

Educational leadership in action

Kiwi Leadership for Principals (2008) promotes the principal’s role as an educational leader. This

includes influencing teacher practice in order to improve students’ learning and well-being. A key

activity that defines this role for principals is leading change that will impact positively on

outcomes for all students. Over 2008 and 2009, a number of primary school principals took part in

a Ministry of Education-supported initiative that asked them to connect the educational leadership

model (ELM) described in Kiwi Leadership for Principals with a project they were implementing in

their own schools.

Future schools and innovation

Effective school leaders consciously support innovation and keep a focus on education’s ever-

changing landscape as it moves into the future.

Leading and managing change

Managing school change is one of the most complex school leadership tasks. School leaders need to

understand the change process to lead and manage change and improvement efforts effectively.

Organisational change

Learning organisations that are flexible, adaptive, and productive will excel in times of rapid

change. Change on a large scale invariably needs a team approach to leadership.

Strategic leadership

Strategic leadership is based on long-term planning. It involves establishing and maintaining

systems, allocating resources, and communicating vision. Principals need to maintain the focus

clearly on the central vision for their school.

Michael Fullan on Transformational leadership

Michael Fullan (2002) studied the characteristics of successful education leaders and found five qualities

or "action-and-mind sets" that distinguish transformational leaders:

18

 Capacity for making coherence while still being creative

 Commitment to creating and collaborating new knowledge.

 Emotional intelligence to help build enduring relationships.

 Strong sense of moral purpose

 Understanding of the dynamics of change.

(Fullan, 2002, p. 15)

In early 2015 Fullan addressed the Knowledge Seminar, hosted by the Ministry of Education and this

was blogged about by Karen Melhuish Spencer in her 12 March 2015 entry. He noted that “change

leadership is causing people to become motivated to put in the effort to get results when they are not

motivated in the first place - because it works. It's done through creating a change process that is worth

buying into because it gets results - through building relationships. And the people leading need to

convey goals AND strategy.”

Fullan cited the NZ Best Evidence Synthesis BES “Leadership, in particular the degree to which the

educational leader participates as a learner as having the greatest effect size. He described an effective

leader as being a system player, a change agent and leading learning by modelling and creating the

learning culture by visibly being a part of it. Principals as leaders of learning should make themselves

dispensable after five years. Transformational leaders need to create exciting innovative learning

experiences for all students that are

•   Authentic learning with a steep learning curve,

•   Elegant and efficient

•   Irresistible and engaging

•   Technologically ubiquitous and available 24-7

(Fullan 2015 in “Disrupt & Transform” by Karen Melhuish Spencer 12/3/2015)

Appendix 6 – References (Educational Leadership Styles)

Five different styles of leadership

Style Authoritarian Procedural Transformational Participative Laissez-

Autocratic

Transactional: t

he “transaction”

is that the

organisation

Other

rewards (pays)

names

the team, in

return for their

work &

compliance.

Task-

orientated

Bureaucratic

Managerial

Also related to

authoritarian

Charismatic leadershi

p is very similar, where

the leader depends on

his/her charisma &

energy to inspire staff.

Democratic or Consulting

faire

Delegative.

Servant: A

leader who

is not

formally

recognized.

Leads just

by meeting

the needs of

the team.

Whole team

is involved

in decisions.

Napoleon Florence

Examp

Barack Obama Nelson Mandela Mahatma

Nightingale

Gandhi

Amou High: telling, High: telling, Medium: selling, reaso Medium: selling, reasoning, Low: advisi

19

nt of

directing,

contro

controlling.

directing,

controlling.

ning, persuading,

delegating.

persuading,  consulting. ng,

What

The leader has

a lot of

involv

power over

team members &

has the right to

reward good

performance or

punish members

if they don't

reach the agreed

standard.

They tell their

team what they

want done &

how without

often asking for

advice from

team members.

Team members

are given little

opportunity to

make

suggestions,

even if these

would be in the

team's interest.

It should

normally only

be used

occasionally

The focus is on

short-term tasks

so it's more a a

method of

managing

rather a true

leadership

style

Work “by the

book”:team

members follow

procedures

precisely.

Focuses only on

getting the job

done, & can be

quite

autocratic.

Little thought

given to the

well-being of

team members

Task

Orientated vs

relationship

orientated:

both procedural

&

transformational

leaders are

usually needed.

"managers"

focus on tasks

while "leaders"

focus on people.

The leader

inspires team with

their vision of what

should happen. They

supply the main goal,

but allow members to

choose their own way

of reaching it.

The leader is totally

focused

on organizing,

supporting &

developing the team.

The leader is always

looking for ideas that

move towards the

organisation’s vision.

Transformation leaders

are very visible,

& spend lot of time

communicating.

Communication is the

basis for achievement

by focusing the group

on the required

outcome. They don’t

necessarily lead from

the front, as they tend

to delegate

responsibility.

Builds consensus through

participation: the leader

makes the final decision,

but the team to contribute

to the decision-making

process.

The leader asks the team's

opinions & uses these to

make decisions. The team is

kept informed & are

allowed to discuss &

propose changes to policy.

The leader can't know

everything: this is why you

employ skillful team

members.

This style is not a sign of

weakness, more a sign of

strength your team will

respect.

counseling,

participatin

g, observing,

joining.

Team

members

make the

decisions

but leader

is still

responsible

for these.

Leader asks

for the

team's

opinions.

Team is left

to make its

own

decisions

which are

then

sanctioned

by the

leader.

Leader

participate

s in the

discussion

as a normal

team

member

&agrees in

advance to

carry out

whatever

decision the

group

makes.

Team

members

are left to

get on with

their tasks.

Effective if

the leader

monitors

what is

20

Works well

when you're

short on time,

& team is well

motivated

For

some routine &

unskilled tasks.

When

In a crisis.

used

With difficult

employees.

Tasks requiring

great attention

to detail.

Appropriate for

work

involving safety

risks such as

working with

machinery or

where large

sums of

money are

involved.

This is the most

common modern

leadership style.

When organisational

flexibility & a sense of

individual responsibility

is needed,

Where team working is

essential

When quality is more

important than speed or

productivity.

Can achieve

results quickly

In research done

on this groups

were found to be

most

productive und

er autocratic, but

if the leader

was absent

work stopped.

Clearly defines

the tasks & the

roles required.

Puts structures

in place:

planning,

organization &

monitoring is

usually good.

Motivates the team to

be effective &

efficient.

Tends to lead to good

teamwork & creative

collaboration.

The enthusiasm &

energy of a

transformational

leader is often

infectious.

Can communicate an

inspirational vision of

the future

Mutual benefit: allows

members to feel part of the

team & leader to make

better decisions.

Members feel in

control &motivated to

work hard. Increases job

satisfaction by involving

the team in decisions. Helps

to develop team members'

skills.

Most consistent in quality &

productivity

Cons Team doesn't

gain from

creativity &

knowledge of

The inflexibility

& high levels of

control exerted

can demoralize

Procedural &

transformational

leadership are

symbiotic. The

This style may result in

indecision, & some team

members may be left feeling

confused & leaderless.

being

achieved &

regularly

communicat

es this back

to the team.

When you

have

confidence

& trust in

your team.

Where team

members

are

experience

d & skilled;

they can

analyse the

situation &

determine

what needs

to be done

& how to do

it. (e.g. team

of research

scientists).

Increasingly

necessary in

a world

where

leaders

achieve

power on

the basis of

their ideals

& values.

You can't do

everything

so you have

to

set priorities

& delegate

some tasks.

Often less

effective in

terms of

quality and

21

members, so

benefits of

teamwork are

lost.

Staff can't

improve their

job satisfaction

& may resent the

way they are

treated leading

to high

absenteeism &

staff turnover.

Serious

limitations but

still much used.

Sometimes

thought of as

bullying but this

isn't a valid

authoritarian

style.

team members,

& reduce the

organisation's a

bility to react to

changing

circumstances

Similar problems

to autocratic

leadership:

difficulties in

motivating &

retaining team

members.

procedural leaders

(managers) ensure

routine work is done

well, while the

transformational

leaders focus on

initiatives that add

value. The

transformational

leader focuses on the

big picture, but needs

to be surrounded by

people who take care

of the details.

Taken to extremes, can

lead to failure to

achieve the team's

goals.

As participation takes time

things may happen more

slowly than with an

autocratic approach, but

often the end result is

better.

productivit

y than other

methods.

Not good in

competitive

situations.

Often

happens

naturally in

situations

where

managers

are not

exerting

sufficient

control.

Appendix 7 – Transformational Leadership Contacts with ‘Experts’

Transformational Leaders manage a wide range of external contacts with "community and

professional experts" to achieve transformational change in their organizations – these are the

experts I deal with on a regular basis. I define ‘experts’ as people who are not necessarily

educators or teachers, but who have knowledge and expertise in their own professional areas, or

because of their role in the community, and are working with schools in ways that support

learners to connect with that knowledge and expertise. This broad category could include

professionals from a wide range of fields (scientists, artists, engineers, designers, and writers),

people in businesses, people from local iwi, people working in local government, community

leaders, parents and whanau with specialist expertise, and many others.

1. Ag Hort trips, Milan fashion, food trips Orphanage in Nepal trips, London, Korea

Taiwan Physics trips Galapagos trips, Chinese Japanese and Indonesian trips

2. Aquarius Water project, Regional Council, Kaitoke,

3. Art Truck – former teachers, Trade me

4. Bee Man visit with equipment, Science Roadshows, ESOL classes for adults during day,

full continuing education programme during evenings and weekends

5. Bridge building, vets, SPCA, doctors, Earthquake experts, Parkvale mushrooms,

6. Carter Observatory and planetarium, Y9 and all Astronomy and Exoplanet Research

7. CEC photographic tutor for advice on how to make and take photographic records

8. Central Regional health, Mental health, cancer, Chronic Conditions

9. City Gallery, Wellington for Refusal of Time - William Kittredge, Ralph Hotere,

Japanese Artists, Films, Events, Sound Gardens,

10. Colonial Cottage

22

11. Crest, Career Options, Engineering, Automotive, Baby Care with Poly High

12. DOC – Soames Island Annual Visits for Y10 and 1080 debates for Y13

13. Drama to WOW, Fashion to WOW ongoing displays for and with WOW

14. Dry Ice, Liquid nitrogen - cryogenics

15. Duke of Ed courses link to outside agencies

16. Film maker, Film casters, Film Producers, Film making

17. French Pass, Kiwi ranch, Outdoor Pursuit Centre, kayaking tramping Climbing Clubs

18. Gay, Trans, LGBT, Speakers, Events, support, marches,

19. Geo trip, History trip, Economics trips, Legal trip, Ag Hort trips, Fashion, Food, media,

Film trips, WOW,

20. Immunology experts, Vaccination and Public Health Experts for Y13 Biology essays

21. Indonesian university students Visit in groups for weeks every year

22. Iwi – heads of Agreement, Board representatives, Awhina for Maori and Pasifika

23. Iwi – link up Kapa haka to GG and to Brooklyn and to events and Embassies

24. Kiwicon – security convention for colleagues

25. LenScience – Scholarship Bio Programme – Nationwide programmes

26. Marae base for visiting schools, from wairarapa, nelson etc.

27. Massey Researchers, Way finding, Arts, Photography, Stop Mo Green Screen, Fashion,

Start-ups, Robotics, Exercise Suite, Music Suite, Itinerant teachers of music, library,

Alan Wilson Centre, Sleep Clinic,

28. Mt Cook Festival, march, Arts Events

29. National Library - ongoing access to books for Inquires and historical archives

30. National library and Parliament for Events, Openings, Launches, Debates, Demos Model

UN, Eco Group, Feminist Group, Government house – link to staff, Art, Constitutional

issues, women’s genetics evenings

31. Online Learnz Digital fieldtrips

32. Otago university, Maori Cancer Specialist, Henrietta Lax Opening, Visiting Alumni,

National geneographic project

33. Otari Curator for Y9 and Y13 trips, Stream Research and Botanical Research

34. Parrot Dog, Garage project, Tuatara for Brewing and Microbes use advice

35. Pathology Lab visits, Diabetes and immunology expert and Advice, cancer support for

students, Health school, psychiatric and mental Health issue support, Ultra Sound

scanning, Diagnoses using Ultrasound, Homeostasis support, books, DVDs

36. Poets visit, Writers visit, Debaters, speakers, library monthly speakers forum, Wren

green expert on 1080 wrote the key document visited and spent 3 hours with students and

gave lunchtime seminar and public lecture

37. Polar explorers to visit WHS to explain Antarctic conditions and gear

38. Police Community Constable, Powhiri and Assemblies, Advice and Issue

39. Politicians from the main parties, pitching to students, answering students questions and

announcing student related policies at the time of the last election

40. Polynesian Voyaging canoe visit radicalized young Maori achievers

41. Pond, Edchat, CoreEd, cognition, MOE, NZCER, VUW, Start-ups,

42. Royal society, Talks, visiting speakers, meetings, science fair, events., showcases of

teachers and educational resources, what’s on

43. Sea Shepherd links, Greenpeace, 1080 initiatives, Vaccination initiatives

44. Shihad Lead Singer to advise, coach and assist WHS bands and students

45. Spelling Bees, Community Hall, Events, Shows, music, Performance Space for other

schools and groups eg. Destiny church and Gaming venue and showcase for gamers

46. Sports Cultural, fashion, food, maths, chess debating, physics, kapa hake, drama, dance

art, music events

47. Start-ups – help and advice for them and volunteering at Educational Start-up weekend

23

48. Stream Ecology with Otari and Papawai Stream Research and Rehabilitation groups

49. Street Artists, Graf artists, Installation and Community Event Artists, performers,

Jugglers, Unicyclists, Circus and musical performers, Girl Guide Groups

50. Susan Weeks - Engineers to Y10 to visit and discuss key issues

51. Te Papa, Kapa Haka, Art, Fish, Science, Geology, Dinosaurs, Squid, Presentation Space,

Debate Space

52. Trialling of New educational Apps at WHS

53. Viticulture Experts to WHS to make wine and advise on vineyards

54. VUW researchers, Azra, et al, Mallaghan for y13, IYPT, Y10 visits, Alumni, Awhina

links, Callaghan institute, Chem lectures, Extra and Advanced courses, taxidermy, PCR,

Parasites, Biology Day, Education trainees, Visiting scholars, Gamelan, Kapa Haka,

Visiting Speakers, Adams Art Gallery, Library access, Maori and Pasifika Days, Open

days, Physics links through Dr. Hannah, Chem advice, Chem use of labs by students,

science fair hosting, Y10 Physics visits, Bioethics at VUW, DNA analysis of our field,

Radioactive supplies, Rocks, Cemetery, Tombstones, Maurice Wilson Centre, Tuatara

Breeding projects, Marae and links to Dr Ocean Mercier

55. Waikato – learning hubs

56. Wellington Public Library – all key issues, dvds, music, events, zines,

57. Weta workshops – Visits, teaching and loans for LOTR and Hobbit

58. WWF at Botanic gardens for Y9, Curator for visits and Advice, Flowers and Clippings

59. Zeal – Events, Support, Music, Shows, Awhina

60. Zealandia for Takahe and Y10 trips, Animal behaviour, Ecology

61. Zoo – Y13 primates and animal behaviour, Y9 Taonga Maori species, Y13 Research

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Appendix 8 – Transformational leadership for education in a digital culture

Transformational leadership for education in a digital culture

September 24, 2012 Cited 15/04/2015

Stephan J. Franciosi

Published Online: In press

Full Text: HTML, PDF (916 KB)

Abstract

The influence of the digital culture on the modern childhood and adolescent educational context makes it

dynamic and fast-changing. In a field characterised by technological innovation and change, leadership

style is critical to facilitating successful adaptation of useful technology, which contributes to successful

learning outcomes. At the same time, much of the discussion on digital culture and education is focused

on the classroom level, and very little attention is given to leadership frameworks at the school, district or

governmental level. This paper introduces constructs more commonly discussed in the study of

leadership or organisations, and reviews literature on leadership issues in the modern educational

context. It is argued that educational leadership should be more flexible to cope with technology-driven

changes and new developments. This entails moving away from a leader-centric organisational

framework toward a more democratised model. It is suggested that a transformational leadership style is

most appropriate for organisations such as educational systems operating in a field characterised by

change and innovation.

Keywords: educational leadership, educational technology, leadership, organisational theory,

transformational leadership

Introduction

Few would deny that digital culture is creating pressure for change in organised public institutions for

childhood and adolescent education. The permeation of personal computing, networked communication,

and the participatory culture engendered by these technological tools in industrialised societies has

incurred a cultural shift documented by anthropologists and sociologists (Ito et al., 2008; Ito, 2010), as

well as economical and political changes described by legal scholars (Benkler, 2006; Zittrain, 2008).

Since education exists in a socio-cultural context, it must change as well in order to adapt to the

emergent needs of an increasingly digital public (Jenkins, 2009). At the same time, however, schools

have proven to be rather conservative hamlets within the greater society, and in fact, there seems to be

an underlying assumption that schools and school systems should remain relatively unchanged from their

present state in industrialised societies—that is, social organs dominated by hierarchically organised,

state-sponsored institutions with centralised leadership frameworks. Yet this assumption has little basis in

theoretical or empirical evidence, especially when one considers that most of the discussion on digital

culture and education has been at the classroom level, leaving the vital topics of leadership and

organisational theory largely unexplored.

The pressure for educational systems to change makes the role of educational leadership critical. Here, it

is important to note a distinction made between “leader” and “manager.” Leaders are those in positions of

authority or influence that serve to create and/or sustain effective and desirable change in organisations,

while managers are those who serve to ensure, in a word, the opposite—a minimum of deviance from the

status quo (Gibson, 2000). Managers are appropriate when the means and goals of an organisation are

already established and constant, and there is ample precedence to learn from and build expertise. On

the other hand, leaders are needed when change is called for, and more so in an uncertain environment

where the right direction for change is not readily apparent. Since it would be disingenuous to claim that

the future direction of educational development is clear, the nature of educational leadership stands out

as an important consideration in the overall discussion on digital culture and education.

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Although the topic of leadership is pertinent to the current discourse, surprisingly little has been written

about it. While studies on leadership have a long history in the military and business management

disciplines (Northouse, 2010), there is scant literature that deals with educational leadership and

technology. Furthermore, what does exist does not constitute a body of empirical knowledge adequate for

informing optimal decision-making in the educational fields with regard to technology and a digital culture

(McLeod & Richardson, 2011). At the same time, several inferences can be made from the existing

scholarship, and these suggest that technology-driven change should make the future organisational

state of educational systems differ considerably from traditional models.

One purpose of this paper is to bring leadership and organisational theory into the discussion on digital

culture and education by reviewing relevant literature in the field. Practitioners and researchers focusing

on the classroom level should be more informed about the organisational contexts in which they work so

that they might understand the potential alterations to those environments. A second purpose of this

paper is to point out common themes in the extant literature which suggest that the traditional role of an

educational leader as a manager and central authority figure in a relatively stable system is rapidly

becoming, or is already, outdated. Leadership must become more democratised in order to reflect

changes that are occurring in the greater social context. This paper first considers the historical context of

modern education. It briefly traces the development of the educational leadership in the United States

and the industrialised West from the post-World War II era to the present. This history is useful for

illustrating the socio-economic developments that coincide with a transition from a relatively stable

organisation to a more dynamic one. Next, the concept of transformational leadership is introduced, and

its advantages with regard to dynamic and creative organisations are outlined. Following this, the current

state of educational leadership, specifically with regard to technology integration and utilisation, is

examined. Finally, a discussion on the overall implications of the literature is offered.

Educational leadership, past and present

Education in the industrialised West has changed dramatically since the end of the Second World War,

and continues to experience a paradigmatic shift in both socio-cultural context and leadership. Kowch

(2009) outlines the historical development of educational leadership from the 1950’s, when schools

constituted systems that were largely closed off from the surrounding society. The purpose of the schools

was largely to train manufacturing workers in basic reading and writing skills, which was considered a

relatively systematic and well understood undertaking, so leadership was entrusted to expert managers.

In these systems, the function of leadership was based on identifying relatively predictable outcomes and

providing the means to achieve them. Teachers were considered mere cogs in the greater machine, and

the principal or headmaster was the sole person in authority. In the 1960’s and 70’s, attention began to

turn toward individuals rather than organisational systems partially as a result of the socio-cultural climate

of increasing distrust of government during the Viet Nam War and Watergate scandals. This, along with a

shift in focus from training industrial line workers to service workers, gave rise to the instructional or

transformational schools of thought on leadership that emerged in the 1980’s and 90’s. This leadership

framework emphasised relationships within an organisation rather than the roles of individual members.

With the turn of the millennium, the focus shifted to the organisation as a group and decentralisation of

the traditional leadership role. Kowch argues that leadership should now be seen as existing in a more

fluid organisation consisting of transient teams and networks rather than cogs performing repetitive tasks.

From the perspective of strategic decision-making, Cheng (2010) outlines the same societal contexts that

affected the evolution of educational leadership strategies in the United States in a three-wave model. In

the first wave (1950s-1960s), American society was industrial and the economy was production-based,

making educational goals clear and predictable. Strategic leadership during this era was primarily inward-

looking as schools concentrated on providing the relatively measurable skills of reading and math for an

industrial workforce. In the second wave (1970s-1990s), the waning of a production-based economy and

the waxing of service- and information-based industries created a demand for more sophisticated

workforce skills, such as creative problem-solving, which in turn created a demand for higher education.

This era was characterised by more choice for students, which created a commercialised market

environment in which schools vied for “client” students. Educational leadership in this era was faced with

strategic decisions for dealing with the competition and recruiting students. In the final wave, which

includes the present, the internet and affordable computing are creating a globalised environment in

which educational leaders are faced not only with more competition, but with competition from outside of

26

their own localities. In other words, schools have changed from relatively closed systems in which one

leader was responsible and accountable for producing predetermined outcomes, to dynamic systems that

must adopt and respond to rapid societal changes on a global level.

Thus, the modern educational environment in the western industrialised world at the beginning of the

21stcentury is drastically different than that of the second half of the 20th century, primarily due to the

decline of a manufacturing based economy and advance of the information and service based

economies. It is also worth noting how the educational systems of the different eras reflected the

economic base of the societies they served. In both the manufacturing sector and the education system

designed to serve it, tasks are stable and repetitive, so very little creativity or problem solving is

necessary. Also, immediate outcomes are relatively easy to measure so there is a clear indicator of

performance. In such an environment, leadership can be relegated to a manager because it is possible to

concentrate the knowledge necessary to sustain such a system in one individual, and it is desirable to

maintain a steady environment with few deviations from routine. Contrastively, an information/service-

based economy and the educational system designed to serve it are both characterised by change and

innovation. Creativity is important because unforeseen challenges and opportunities that arise must be

dealt with. Human relationships are important because a diminished ability to rely on set routines, and a

continuing necessity for coordinated efforts mean that such connections must constantly be renegotiated.

Most leadership theorists have noted that it is unreasonable to assume that a manager-type leader is

suitable in such a situation.

Although the patterns outlined in this section deal specifically with the western culture, they can be

expected to emerge in any region of the world that experiences similar socio-economic conditions (i.e.,

technically advanced or industrial countries). The question, then, of what type of leadership is required for

a dynamic, and increasingly networked educational system, is one that every region touched by

globalisation and the digital culture will eventually have to face.

Transformational leadership for dynamic organisations

Since the 1970s, much attention has been given to the notion and effectiveness of transformational

leadership in the West (Northouse, 2010, p. 186). Transformational leadership is characterised by a focus

on the concerns and needs of followers to develop them into semi-autonomous entities that can act to

advance the goals of an organisation without the need of constant direction. According to Bass (1997),

this contrasts with transactional leadership, which is another major framework for leadership style in

modern society. Whereas a transformational style emphasises the quality of the relationship between

leader and follower through ethical role-modelling, motivation and care for individual needs, a

transactional style emphasises a contractual relationship between the leader and the follower based on

extrinsic rewards and punishments. In this sense transformational leadership can be considered the more

flexible approach that serves to empower and guide rather than to control subordinates. This style has

even been compared to a completely selfless or “servant” style of leadership (Stone, Russell, &

Patterson, 2004). According to this view, both transformational and servant leadership styles are

characterised by role modelling, motivation, encouragement of risk-taking among subordinates and

“individualised consideration,” but that while a transformational leader is ultimately concerned with the

organisation, a servant leader is more focused on the well-being of followers. Yet, the overall intent of

both transformational and servant leadership is to empower and motivate followers to work autonomously

for the success of an organization.

It is worth emphasising that the notion of transformational leadership is not meant to imply leaderless

organisations. The leader in this model has three important coordinating roles. The first is that of

motivator, which entails instilling in individual followers the will to work toward the goals of the

organisation. To do this, the leader must understand those goals and the context in which the

organisation operates. This is often difficult for individual subordinates to do as they are concentrating on

the task at hand. The second role is that of communicator. Since individuals can very often become

distracted with their own jobs and challenges, they must be reminded periodically of the overall vision.

Finally, a leader must be a facilitator of communication among the members. Risk-taking and

experimentation are encouraged in an organisation emphasising creative solutions, so learning from

mistakes becomes the key to efficiency (Govindarajan & Trimble, 2010). Individuals cannot learn from

each other if they are unaware of each others’ actions, so it falls to the leader to ensure that adequate

and productive communication takes place.

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Organisational and leadership theory suggests the utility of a transformational leadership style particularly

for a tech-driven operational environment. From the literature on business management in the technology

industry, Kouzes and Posner (1996) focus on the “visionary” role of leaders, and admonish them to be

ideal, unique and future-oriented as means of engendering follower support. Pulley, Sessa and Malloy

(2002) outline a leadership development program that they created for Xerox. In the program, they

address five “dilemmas” created by the new dynamic organisational environment. These include the need

to empower individuals without isolating them, and the need to encourage input from the bottom while

providing guidance from the top.

Empirical support from the business world

Transformational leadership is supported by empirical evidence suggesting that it is preferred globally in

human society. According to Bass (1997), empirical studies show that the transformational model is

preferred over transactional by followers across cultures in different countries around the world. In

addition, MacDonald, Sulsky and Brown (2008) show evidence that while perception of a leadership style

can be “primed” in followers, the transformational style is more prototypically “salient” in most individuals.

This suggests that, all else being equal, transformational leadership is more fundamental to human

society and psychology.

There are also studies on outcomes that indicate transformational leadership is more effective than other

models of leadership in dynamic organisational situations where creativity and autonomy among

subordinates are required. Jung (2001) investigated the relationship between creativity and

transformational and transactional leadership styles. He found that divergent thinking is more common in

brainstorming sessions carried out under a transformational leadership condition, and that transactional

leadership may actually be detrimental to creativity. Also, Jung and Sosik (2002) found that

transformational leaders improved autonomy and morale, thereby improving performance among groups

working in Korean firms. More recently, Munir and Nielsen (2009) found that transformational leadership

had a positive impact on the health, and therefore the morale and retention, of Danish healthcare

workers. Finally, Ruggieri (2009) reports that, compared to a strictly transactional (i.e., reward-and-

punishment) leadership style, transformational leaders were associated with a higher rate of job

satisfaction among people working on problem-solving tasks in virtual groups. Yet while transformational

leadership is shown to be effective in certain commercially competitive and healthcare organisations, is it

appropriate for an education system as well?

Empirical support from education

In the field of educational leadership studies, Kirby, Paradise and King (1992) investigated the behaviours

of exemplary educational leaders. They quantitatively studied follower descriptions of “extraordinary”

leaders for such characteristics as charisma and intellectual stimulation. The findings suggested that

leadership which focuses on the development of subordinates is preferred over educational systems that

involve contingent reward. There is also a series of studies showing that a leadership style emphasizing

decentralised authority and subordinate development has positive influences on school culture and,

eventually, learning outcomes. Leithwood and Jantzi (1990) studied the relationship between

administrative strategies and collaborative school cultures. They found that various administrative policies

focusing on staff development, communication of desirable philosophies and decentralised authority and

responsibility could positively affect collaboration in order to enhance improvement initiatives. Later,

Leithwood (1993) argued that evidence indicating a transformational style to instil school change is based

largely on unpublished dissertation research, and that while transformation leadership seems to be

supported in this regard, more research was necessary. More recently, Leithwood and Jantzi (1999)

replicated their earlier study and found, as before, that transformational leadership policies had a strong

influence on organisational culture, and furthermore, the findings also showed a modest positive

influence on student engagement. A further investigation by Leithwood and Mascall (2008) of the

influence of “collective” leadership on learning outcomes revealed a relationship between the two:

transformational leadership styles that engender decentralised authority and collective responsibility

among all stakeholders, including students and parents as well as teachers, had a positive relationship

with the level of school achievement. Interestingly, the authors also point out that the influence of the

principals seems to increase as they allow subordinates more authority.

28

Thus, there is considerable evidence that transformational leadership is effective in educational in

general. This should not be surprising considering that the modern profession of education, like many

modern commercial industries, is a dynamic field demanding creativity and problem-solving skills. This is

true, even when the socio-cultural context is not undergoing rapid technology-driven change. What, then,

is the relationship between this leadership style and education as it exists in a context that is influenced

more drastically by technological innovation?

Transformational leadership for education in the digital culture

Several authors have suggested a re-examination of educational leadership for the purpose of

addressing 21stcentury educational needs. For these scholars, addressing the needs of the digital culture

primarily means the successful integration of technology into pedagogy. Two decades ago in a

remarkably prescient paper, Kearsley and Lynch (1992) attempted a prediction at how technology will

change what is required of an educational system, and discussed how the administrative role would be

influenced. They argued that the traditional training for educational administrators is inadequate to

prepare future leaders because of the newness inherent in a technology-driven system. Later, Gurr

(2004) discussed the notion of “e-leadership” and its role in the modern Australian educational system.

The term seems, since the time of Gurr’s writing, to have evolved to mean leadership in virtual groups, or

groups wherein interaction is mediated strictly through electronic means (Avolio, Walumbwa, & Weber,

2009, p. 439). However, Gurr uses the term to refer to leadership in a context where technological

permeation of society puts intense pressure on educational leaders to integrate digital technologies into

school curricula. Writing from the standpoint of an educator in the field of business management, he

argues that the rapid pace of technological development makes a digitally mediated educational

environment too dynamic for traditional notions of educational leadership, which are too rigidly based on

“leader-centricity.” He states that change is too rapid and new information is introduced at such a rate

that a single individual manager, operating based on standard systems and policies, simply cannot cope.

“Formal” notions of the educational leader may even be detrimental to educational outcomes. Therefore,

Gurr concludes that authority to act must be decentralised.

More recently, Sugar and Holloman (2009) describe the role of a technology leader in education as being

extremely complex and dynamic. In addition to the formal role as technical expert, they argue that it is

more important for a technology leader to be facilitative and concentrate on the development of others.

Additionally, technology leadership involves transformational leadership traits such as promulgator of the

organisational vision for technology use. Similarly, Collins and Halverson (2010) argue that technology

amounts to a game-changer with regard to leadership in education. They claim that new emphases in the

educational environment make technology leadership fundamentally different than traditional notions of

educational leadership. Whereas traditionally leadership has been characterised by expert knowledge of

established routines, it now must account for diversity and reliance on outside sources for knowledge.

Also, according Townsend (2010), educational leaders themselves realise that change in education has

been substantial, both because of newly introduced technological capabilities, and technology-driven

cultural changes.

Some of the literature directed primarily at school administrators advocates for transformational

leadership styles as a means of dealing with technology-driven change. Flanagan and Jacobsen (2003)

examined the difficulties related to technology integration and offered an outline with which school

principals could carry out new duties as leaders. They stress the need to create a vision and a context of

support in order to facilitate teachers to act on their own initiative. Also, Dexter, Louis and Anderson

(2009) emphasised the importance of team coordination in technology leadership. They argued that a

team-based leadership approach is necessary to facilitate an initiative to improve learning outcomes

using technology. They further argued that the coordination of technology roles, whether principal, tech

coordinator, teacher or IT director, is critical to the success of a tech program. Furthermore, the perceived

need to rethink the role of educational administrator has led to the compilation of a list of principles

purported to be suitable for education in a digital culture. The International Society for Technology in

Education (ISTE) (iste.org) has put together standards for educational technology leaders. These

standards are revised on a regular basis, with the latest version having been updated in 2009 as of this

writing. The purpose of the core standards, titled National Education Technology Standards for

Administrators (NETS-A), is to provide guidance to the educational technology leader. The NETS-A

includes transformational leadership themes such as communicating a vision and empowering

29

subordinates to act on their own. Finally, Overbay, Mollete and Vasu (2011) give advice for education

administrators who are implementing new technology initiatives. They admonish school leaders to

prioritise human relationships over the technology itself by listening carefully to teacher input and

addressing their concerns. They also advise administrators to have a plan, but suggest that teachers

must also participate in the planning stage in order to get an accurate picture of what technology will best

fit the context, and to facilitate buy-in. Therefore, the overriding sentiment on leadership for education

technology seems to focus on decentralising authority and enlisting the participation of all stakeholders.

In addition to the literature directed at administrators, there are also articles meant for teachers, calling on

them to be more participative in leadership issues. Yee (2001) argues that educational leaders should

consider teachers and students as their peers when dealing with technology uses in education. Similarly,

Fullan (1993) talks about how teachers can be change agents and identifies certain guidelines that can

attain “interactive professionalism,” and Earle (2002) claims that teachers should be considered

stakeholders in technology integration in order to engender the grassroots support necessary for

success. He cited failure to do so as an obstacle to successful integration. Finally, Sherry and Gibson

(2002) echo the sentiment that teachers must be empowered in order for technology integration to be

successful, and outline several steps for them to become technology leaders in their own right.

Empirical support for transformational leadership in digital education

In support of the theoretical arguments, there are empirical studies suggesting the importance of

technology leadership in education, and the efficacy of a transformational leadership style. Hughes and

Zachariah (2001) investigated the roles and responsibilities of administrators, and the relationship

between administrative leadership styles and the use of technology. They surveyed public school workers

in Ohio and found that transformational leadership attributes positively influenced technology integration.

Anderson and Dexter (2005) investigated the factors that impact the effectiveness of technology on

learning, and concluded that school leadership is more important than other variables such as spending

on infrastructure or the ratio of students to computer. Tan (2010) provides a meta-analysis of 12 empirical

studies that examined the relationship between transformational leadership in schools, technology

integration, and computer competency. She found that transformational leadership was associated with a

higher level of technology integration and use. Hadjithoma-Garstka (2011) found that technology

implementation was more widespread among teachers at schools where principals displayed a “people-

first” approach to leadership rather than a “pacesetting” leadership style. Although this study did not

investigate transformational leadership per se, the description of the more successful leadership style

shared many qualities with descriptions of transformational or servant leadership styles, such as an

emphasis on human relationships, various types of support and encouragement for followers, and

communication of a common vision. Peck et al. (2011) conducted a case study of a technology initiative

at a high school in the United States. They found that there were some problems due to centralised pre-

implementation planning, but that individual administrators and faculty members were quite adept at

finding workarounds on their own initiative. Recommendations for administrators include more flexible

planning and the encouragement of informal support networks to deal with the inevitable glitches. Dexter

(2011a) investigated organisational arrangements and customs to determine the successful leadership

practices of technological integration. She found that successful schools use teams rather than

individuals responsible for technology integration, and predicted that “shared leadership” will characterise

such programs. She concludes that the most important trait for a formal school administrator is to be a

good communicator of a shared vision of technology integration because this contributes to a “recursive

effect” that determines how teams perform. In a report on a technology implementation initiative at a

school in Bombay, Luthra and Fochtman (2011) describe the use of tech leadership teams that included

parents and students as well as teachers, and the encouragement of experimentation by these teams.

They reported that often times teachers would learn from students, who tended to be more tech-savvy.

Luthra and Fochtman conclude that the lesson learned from their experience is that no one individual can

be a technology leader because no one individual has all the knowledge and experience necessary to

make the full use of technology in education. Therefore, there is much evidence for the need to foster

autonomy among followers, and create an organisational culture where each individual is motivated and

capable of working toward a common goal.

30

Current state of leadership for educational technology

While the empirical evidence strongly indicates that a transformational leadership style can facilitate

technology integration in an educational setting, the extent to which current educational leaders around

the world adopt a transformational framework is uncertain. Are current school leaders equipped to cope

with an educational environment that seems much more dynamic and challenging than what has

traditionally been the case? What literature there is provides a mixed view. Banoglu (2011) measured the

technology leadership skills of school principals and found that, in general, they showed a lack of

planning and held unrealistic expectations of teachers with regard to technology use. Also, while their

skills seemed adequate overall, they showed little evidence of vision, which can be considered important

for successful technology leadership based on the previously cited literature. Sisman and Kurt (2011)

investigated leadership qualities in Turkish elementary school principals with regard to educational

technology. They used a survey to determine adherence to the NETS-A standards, and found that while

scores were generally adequate, principals were strong in terms of vision but lacking in terms of support.

Others have pointed out that, despite the potent influence of digital culture on education, there is not

enough technological preparation for educational leaders. For example, Schrum, Galizio and Ledesma

(2011) investigated pre-service preparation and experience among American educational administrators

with regard to technology, and found that most received little or no formal training in educational

technology. In fact, they also discovered demonstrations of technological savvy and/or experience are not

prerequisite to employment as an administrator or principal at the state level in 48 of the 50 United

States, nor prerequisite in many cases at the institutional level. The participants in the study (who

generally believed in the importance of integrating technology in education, and were active in promoting

such integration at their own institutions), were self-taught technology experts. Also, McLeod and

Richardson (2011) reviewed popular academic journals and conference presentations in the field of

education leadership in the United States over the past decade, and found that only a little more than two

percent of the literature specifically addressed technology leadership. They argued that the field of

educational technology leadership lacks a sufficient empirical base to adequately inform policy-making.

Discussion

The common theme suggested by the literature is that the traditional model of educational leadership is

unworkable in the digital culture. Notions of the school administrator as the sole expert with the ability to

devise and implement elaborate plans and policies to account for learning needs are outdated and

harmful. First, it is unrealistic to expect that technological adaptation in education can be planned for

adequately in advance. In an environment that is characterised by a propensity to change rapidly and

often, there is a paucity of reliable precedence with which to construct a dependable plan for the future.

Second, while there has been a traditional reliance on individual or small groups of managers as

“experts,” the pace of technological innovation has the effect of diminishing the difference between expert

and novice. As Luthra and Fochtman (2011) note, students can be more knowledgeable about digital

tools than teachers. Also, since there seem to be few requirements for technological savvy among

administrators (Schrum et al, 2011) it is entirely possible that teachers can be more knowledgeable than

administrators, or that administrators can be more knowledgeable than policy-makers higher up the

governance ladder. Thus, in an environment characterised by newness, an expert on any issue may

emerge at any level of an organisation. It is therefore unwise to rely solely on a small group of pre-

designated individuals at the top to set policy, calling into question the entire concept of hierarchical or

centralised organization.

This is an important insight because it deviates considerably from traditional (and still prevailing) notions

of educational leadership. One discouraging example is that over the past 50 years there has been a

gradual (and continuing) shift of authority in the United States toward “federalism” (Mitchell, Crowson, &

Shipps, 2011). Federalism entails the concentration of educational decision-making authority at the

federal level of government, with a corresponding loss of democratic empowerment at the state and local

levels. This has led in many cases to schools that operate primarily under top-down mandates, where

teachers are discouraged from participation in decision making (Darling-Hammond, 2010). Considering

31

the above-reviewed literature on leadership in the modern educational context, this trend is most likely ill-

advised.

Democratisation of educational systems is a logical replacement to centralised authoritative

organisational structures. The evidence repeatedly shows that successful technological adaptation

requires universal participation among stakeholders. In the case of the digital culture, students and

teachers are at least on par with administrators as far as knowledge and experience, and therefore at

least as qualified to contribute to policy-making. At the same time, to suggest a decentralised

organisation is not to suggest a leaderless organisation. In order to function effectively, a group of

individuals working toward a common goal must have coordination and guidance; otherwise there is no

purpose for an organisation to exist in the first place. However, in lieu of an authoritative transactional

leadership framework that is appropriate for a centralised, hierarchical organisation, a democratised

educational system would benefit from transformational leadership. In a system wherein subordinates are

expected to participate pro-actively in decision making and act autonomously in implementation,

leadership that emphasises the development of individual organisational members is indispensable for

successful outcomes. Also, in a context characterised by innovation and change, it is necessary to

encourage experimentation and risk-taking, as well as communication between individual members of the

organisation so that learning and growth are fostered, and members are better able to coordinate their

efforts. This is not to mention the fact that an innovative environment entails a demand for creative

problem-solving or simply just for creativity in general. As the evidence suggests, a transformational

leadership style is more engendering of creativity than the traditional alternative. Finally, the

transformational leader is tasked with the duty of clarifying organisational goals, and ensuring that all

members understand them. This helps prevent conflicting and paradoxical action in an organisation

where members work for the most part independently.

Conclusion

This paper has reviewed literature outlining historical socio-economic conditions that influence the

leadership and organisational styles of educational systems, and introduced the theoretical concept of

transformational leadership as an appropriate framework for the modern educational context. It was

argued that the influence of the digital culture on education makes it dynamic and fast-changing field, so

rigid traditional models of leadership that emphasise the delegation of routines should be discarded for

more fluid leadership frameworks that emphasise communication and human relationships. This entails

moving away from a leader-centric organisational framework toward a decentralised model. Yet, despite

what type of leadership style that organisational theorists and researchers purport to be desirable, in

reality transformational leadership is most likely not adopted universally. It is therefore hoped that this

paper will prove useful for practitioners and researchers to better understand the organisational

structures in which they work, and for those in positions of authority to better understand which type of

leadership may work for their institutions.

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Biographical Statement

Stephan J. Franciosi, is a doctoral student in Learning Technologies at the Graduate School of Education and Psychology

at the University of Pepperdine in Los Angeles, California. He is EFL instructor under contract at a liberal arts college in

Kyoto, Japan. Franciosi’s research interests include all aspects of Learning Technology and EFL, particularly Digital Game-

Based Learning or gamified EFL.

Email: steve.franciosi@gmail.com

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Appendix 9

Mind Lab Week 4 - LDC - Transformational Leadership Theory and

Leadership Styles

Types of Leadership

Autocratic or Authoritarian Style of Leadership

Under the autocratic leadership style, all decision-making powers are centralised in the

leader. Leaders do not entertain any suggestions or initiatives from subordinates. This

approach provides for quick decision making but is generally not successful in gaining

employee engagement

Laissez-faire or Free-rein Style of Leadership

A person may be in a leadership position without providing leadership, leaving the group to

fend for itself. Subordinates are given a free hand in deciding their own policies and

methods. This can sometimes be a positive leadership style if workers are responsible and

self-starting and do not require a lot of supervision.

Participative or Democratic Style of Leadership

A participative or democratic style of leadership involves the leader sharing decision-

making abilities with group members while also promoting the interests of the group

members and practicing social equality. Employees will likely enjoy this style of leadership

because it gives them a say in many decisions.

Transformational Style of Leadership

The transformational leadership style is one of the most inspiring leadership styles that

enhances the motivation, morale and job performance of followers. The concept was

initially introduced by James MacGregor Burns- a leadership expert and presidential

biographer. According to Burns, transformational leadership can be seen when "leaders

and followers make each other to advance to a higher level of morality and motivation. "

Researcher Bernard M. Bass developed what is today referred to as Bass'

Transformational Leadership Theory based on Burns' original ideas. According to this

theory, transformational leadership can be defined based on the impact that it has on

followers. As time has progressed a number of leadership theories have emerged which

deal with various styles and methodologies about leadership. These theories could be

labelled in four broad headings- namely the Trait theories, Behavioral theories, Contingency

theories and the Power and Influence theories.

Links for the online proofing tools:

1. Leadership profiling assessment - http://www.kent.ac.uk/careers/sk/leadership.htm

2. Identify which leadership styles (Goleman) you are good at and which you may need

to develop further -http://www.skillsyouneed.com/ls/index.php/325444

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3. Emotional Intelligence - http://atrium.haygroup.com/ww/quizzes/emotional-in...

Appendix 10

Mind Lab Week 4 Learning Styles and Learning Spaces: Enhancing

Experiential Learning in Higher Education

Kolb, A & Kolb, D, 2005

Other leadership styles - based on a three-year study of over 3,000 executives, Daniel

Goleman identified six different leadership styles:

 Pace-setting

 Authoritative

 Affiliative

 Democratic

 Coaching

 coercive or commanding

Six Leadership Styles

 Pace-setting leaders expect excellence and self-direction, and can be summed up as

‘Do as I do, now’. The Pace-setter very much leads by example, but this type of

leadership only works with a highly-competent and well-motivated team. It can only be

sustained for a while without team members flagging. Like the Coercive leader, Pace-

setters also show drive to succeed and initiative, but instead of self-control, these are

coupled with conscientiousness.

 Authoritativeleaders move people towards a vision, so are often described as

‘Visionary’. This style is probably best summed up as ‘Come with me’. It is the most

useful style when a new vision or clear direction is needed, and is most strongly

positive. Authoritative leaders are high in self-confidence and empathy, acting as a

change catalyst by drawing people into the vision and engaging them with the future.

 An Affiliative leader values and creates emotional bonds and harmony, believing that

‘People come first’. Such leaders demonstrate empathy, and strong communication

skills, and are very good at building relationships. This style is most useful when a team

has been through a difficult experience, and needs to heal rifts, or develop motivation. It

is not a very goal-oriented style, so anyone using it will need to make sure others

understand that the goal is team harmony, and not specific tasks. It is probably obvious

from this that it cannot be used on its own for any length of time if you need to ‘get the

job done’.

 The democratic leader builds consensus through participation, constantly asking ‘What

do you think?’, and showing high levels of collaboration, team leadership and strong

communication skills. This style of leadership works well in developing ownership for a

project, but it can make for slow progress towards goals, until a certain amount of

momentum has built up. Anyone wishing to use this style will need to make sure that

senior managers are signed up to the process, and understand that it may take time to

develop the consensus.

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 A coaching leader will develop people, allowing them to try different approaches in an

open way. The phrase that sums up this style is ‘Try it’, and this leader shows high

levels of empathy, self-awareness and skills in developing others. A coaching style is

especially useful when an organisation values long-term staff development

 Coercive leaders demand immediate obedience. In a single phrase, this style is ‘Do

what I tell you’. These leaders show initiative, self-control, and drive to succeed. There

is, of course, a time and a place for such leadership: a battlefield is the classic example,

but any crisis will need clear, calm, commanding leadership. This style does not,

however, encourage anyone else to take the initiative, and often has a negative effect

on how people feel.

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