Author: Sea Breeze

Blog Post 4 Response Stella

“If only I had the chance to make a difference in how we do things around here,” Yes, I have had these same thoughts while working for the school district and while living here in Langley Township. You are very fortunate in your new role as VP to be able to implement change.

“Therefore, I would love to see the Board approve the addition of more tiers on the pay scale. As well, there is no bonus structure for our staff yet there are some employees who have an exemplary work ethic. I would love to create a bonus system for the staff members who meet the published expectations and also those who are informal leaders.” Why do you feel informal leaders should receive a bonus? Are you thinking of a monetary bonus?

You wrote “we adhere to the compensation structure as published by SCSBC, which has a maximum of ten years’ experience on the pay scale.” I wonder what you mean by this. Can you elaborate a bit more? Must teachers work ten years before they are eligible for a bonus?

You also wrote “there is no bonus structure for our staff.” To my knowledge, in public education there are no bonus incentives for exemplary teachers. I know that such a system exists in the United States and wonder if that is something we should introduce in Canada? There must be a reason why we have not adopted this system? I would love further insight into this topic. What are the pros and cons of offering a bonus structure for teachers who go above and beyond in their teaching? The only thing I am familiar with is the Prime Minister’s Awards for Teaching Excellence and Teaching Excellence in STEM (Sector, 2018).

“In a recent tweet, Kevin Visscher wrote, “If our school would disappear tomorrow, would the community we are part of, miss us?” As independent schools, we are sometimes engulfed by the public sector around us, leaving us to wonder what mark we are making on the community as a whole.” I can speak for my daughter’s independent Christian school. I believe they have made a significant mark in their community. Not only is their school campus, a beautifully manicured and spacious property with attractive buildings which showcase to the community that they take great pride in being good stewards of their neighbourhood. They also have graciously opened their doors to the community. The Chandos Pavilion is used for many outside events that take place including both Surrey and Langley School District graduation ceremonies in June, as well as other guest speakers and events on the weekend. Their new church building, the Mary Pattison Chapel is home to the Pentecostal Tabernacle church. My high school has also become an integral part of the Walnut Grove Community. It too is located in a beautiful green belt adjacent to the community rec center. Our school track is used by the community for jogging. Our school provides education for 2040 students. It is home to a culinary Chef training program and sells delicious food for an affordable price to the community. Our school has been used for a Citizenship Ceremony and hosts numerous sporting events as well as summer school within the district. Walnut Grove Secondary (WGSS) is an important fixture in our community and would most certainly be missed if its presence was not there any longer.

What about morale?

“Lepsinger (2010) is “surprised by how tolerant many managers are of people who exhibit below-standard performance” (p. 51). In my six weeks as a senior administrator, I’m surprised by how many people work at below-standard expectations.” Stella, can you elaborate a bit here? In what ways are you noticing your staff is working at below-level standards? “There has been a shock in my high school team with my new accountability practices.” Can you share what new practices you have employed?

“However, I find I must fight the desire to tolerate poor performance!” I know that feeling and wonder how department heads and administration can discipline teachers who do not make adequate effort in employing the core competencies? Since unionized teachers have autonomy in their lesson planning and what they teach, I wonder if any protocol measures exist. In my husband’s line of work, if he does not perform according to the North American business culture and bring in lots of sales, he is simply fired.

Unlike the unforgiving business world, where there is no job security, some unionized employees, like the SEA’s and the Janitors at my school and other public school’s I’ve taught at always seem to maximize their “rights” and take advantage of their coffee break. I always see them in the staff room taking breaks. The unionized work environment certainly seems to breed a different work ethic, altogether. Instead of employees striving to outperform one another there is an atmosphere of complacency and just doing what is required according to the job requirement and nothing more. Sometimes unionized teachers may fall into this trap as well, especially teachers who are close to their retirement and who are just tired from so many curriculum changes.

“But it is difficult to approach someone who is not even trying.” This is certainly an interesting dilemma and not an easy one to overcome. Again, this is a question I would like more feedback on. If I were an administrator, I have no idea what steps and procedures must be adhered to in order to turn the situation around? I would hope this information is eventually passed on to me in my educational leadership training for public school administrators. According to Lepsinger (2010) in the business world he asserts in order for a leader to coax an under-performing employee to pick up their socks the leader must focus on things which they are doing well. He writes “even your worst performers do something well” and “find the thing your marginal employee currently does well, no matter how small, and focus on that” (p.58).

“I would love to have my entire staff in the performance review process, yet the school protocol is just a few people per year. Many teachers have slipped through the cracks without much accountability” My colleague says that he has never been evaluated in the last twenty years of teaching. If this is a reality in public school teaching then it is quite understandable that there will be teachers who “fall through the cracks.” This does not make any sense to me. The system does not seem well organized. How is it that in order to get into a B. Ed program at university you need to meet so many requirements, GPA’s etc.., volunteer hours in your teachable area etc.. Then once you are in the program and survive the course work you may only do your practicum in a subject area where you have the bulk of credit hours. The irony being once you walk off the stage with your teacher degree (specializing for example in high school), you are called in to teach in elementary. Then, most often your first bonafide teaching assignments are not in the subject area you trained in. There are so many hoops to jump through but once you get your assignment then there are no further tests or evaluations to keep you striving for perfection.

“My new systems are causing anxiety in many.” I wonder what your new system looks like?

“My desire to reform things must be tempered with creating strategies for gradual improvement in productivity rather than expecting everything from very little.” According to Hughes, Beatty and Dinwoodie (2014) “For teams to act strategically, they must foster a climate of learning in the team itself” (p.215). I’m wondering if it might help your staff buy-in to your desire to see the best in everyone if your school would invest more time in a staff retreat at the start of the school year, perhaps the last week in August when most Christian schools are back to work.

“If I could just add more hours onto a day, I think I could reverse the negative effects of poor organizational decisions from the past! Time, the limiting factor for most leaders, is required to implement new ways. So how does one build trust and cooperation when time is limited?” You’ve asked the million dollar question. However, as much as time can be an Achilles heel, Hughes et al., (2014) asks “Do team members trust each other? If they don’t, then mutual influence and effective collaboration become quite difficult” (p.209). It seems that schools are in a state of constant renewal. Every year teachers come and teachers go (retire/change schools/move into the admin. or are promoted to the school board office; student’s graduate and new students arrive into the school building. Under such an environment, all invested need to continuously readjust and find ways to trust their new colleagues. This process might move along better in a school where everyone buys into the school vision and mission.

A great post Stella. Thanks for sharing your thoughts!

References:

Hughes R., Colarelli-Beatty K. & Dinwoodie D. (2014) Becoming a strategic leader. San  Francisco: Jossey-Bass Second Edition.

Kevin Visscher. (2018, Oct. 18). [Tweet] Retrieved from https://twitter.com/KevinVisscher/status/1053150148333731840

Lepsinger, R. (2010). Closing the execution gap. San Francisco: Jossey-Bass.

Sector, S. A. (2018, October 05). Prime Minister’s Awards for Teaching Excellence and Teaching Excellence in STEM. Retrieved October 25, 2018, from https://www.ic.gc.ca/eic/site/pmate-ppmee.nsf/eng/home

Post 4.1; ldrs501; Health & Education

1. Outline the best steps you envision for developing performance best practices across all areas of the organization where you work/worked previously; addressing the various components of the organization like.
   • Human resources (policies and procedures)

I do not know anything about human resources (HR) and what their policies or procedures are for the Langley School District 35. The HR department is located at the School board headquarters for Langley in Murrayville. The only way I have had any dealings with the school board is when I was hired. There was paperwork to be filled out and they helped me understand the teacher-on-call telephone system. As far as my day-to-day work goes, I rarely ever have contact with them, although I did call HR two weeks ago to verify that my days off work for last week had been accurately entered into the on-line system.

• Corporate identity (public)

The Langley School District public image has improved. When we first moved to the district back in 2010 I recall the school district being in the news quite frequently because of over spending issues and the district not having enough money. I think they had a reputation of having the least money out of all the school districts in the lower mainland. Not to mention, they had also fired some board members or something to that effect. The school board was put on the hotspot for really bad management of school funds. At least that is what I have in my memory, but at the time I was not working for the school district, so I did not have all the facts.  Eight months after moving to Langley our daughter started pre-school at Langley Christian (LCS) and then changed Christian schools in kindergarten moving to Pacific Academy (PA). Around that same time we received a phone call from the school board saying there was a spot for our daughter at one of the French Immersion schools in the district (Brookswood). So, I went for a tour and was flabbergasted at the poor state of the school. The school itself was neglected and in bad need of repairs. I recall walking through the halls and seeing bulletin boards falling off the wall and ceilings I could almost touch. The environment was not welcoming at all, but very dark, not much light. In my mind, I was comparing this to LCS, PA and former private schools where I had taught in the past. My expectations were very high but we only want the very best for our children and aside from this school not having a Christian mandate its environment was not welcoming.

More recently, while completing my Bachelor of Education at TWU I learned from one of my Profs what an amazing reputation the Langley School District has for its implementation of Aboriginal perspective and knowledge in the school curriculum. 

• Organizational culture (internal)

Working for the Langley School District today I can say that I am proud to work for the district. Over the few years I have been employed by the district I feel like we are a family. It has helped by working as a teacher-on-call and being able to work at various schools within the district and then having done my practicum in one high school and having taught at two other high schools now within the district. At Pro D events we all come together and re-unite with each other. Likewise, if you are a coach then this is more constant as you keep re-connecting with other schools at all the sporting events throughout the year.

Teachers for the most part seem connected and happy, but at the same time, the new teachers might feel a bit lost and disconnected. I was talking to one of my colleagues who is also doing her Masters right now and she is looking at teacher health. Apparently, there are many teachers who feel they are over-worked and have no balance in their lives. She wants to address this in creating a new program at our school and perhaps going district wide with this initiative.

2. Identify some of the negative organizational renewal, execution and design challenges in the organization where you work/worked previously to address:
   • The biggest impact these principles have/had on the organization where you work/worked previously.

I have worked under ten different principals and have seen and experienced different styles of leadership in both Christian schools, secular private schools and the public system. I have experienced everything from the transformational servant leadership style which was demonstrated by a principal at a Christian school in Toronto to the micromanager style of management which was spear headed by a female principal. I have had principals who are never at school because they are always at the school board office attending meetings or travelling and representing the school. These kind of principals were at two IB schools. I have only worked under female leadership three times and only once was it in a high school setting, the other two times it was in elementary schools.

I cannot think of any really negative organizational renewal challenges with any of the principals I have worked under. Trying to think back over 25 years ago when I had my first part time job at McDonald’s and Superstore, I vaguely remember who my bosses were? My current principal seems to be doing a great job in his role. He’s certainly very experienced as he has been working in the district for 30 years and has been a principal at a few schools before being transferred to our school. He’s now going to probably remain at our school until he retires. Last year, was his first year and one thing I noticed, he was not very present that first year. He observed the happenings of our school but appeared to be observing more than initiating any changes. This aligns with what I have read in the literature (Hord and Roussin, 2013). This year however, has been very different. For one, our principal walks the halls frequently and visits our classes more often. At our last Pro D he had us all collaboratively have input into a SWAT for our school vision and mission. Hord and Roussin (2013) contend that “effective leaders continually check current performance against the vision” (p.16).  One thing I have noticed this principal do well is acknowledge when you are doing something well. Even last year, when I was knew my principal would frequently give praise to teachers for outstanding efforts. It was nice to be acknowledged in that way. Hord and Roussin (2013) state “Effective leaders also look for positive progress and directly and sincerely recognize and praise teachers (p.17).

• Three to five steps necessary to shift the negative impacts and help the organization where you work/worked previously refocus to reclaim organizational purpose, practice and procedures to a healthy level so they can move more effectively into the future.
• According to Hord and Roussin (2013) there are six strategies that can be employed by school leaders whose goal is to change the direction of a school culture, vision or mission:

Step 1 Creating an atmosphere and context for change

When I started teaching in the Langley School District change was in the air. The province had mandated that a new school curriculum should be employed. Of course this was a time of much friction as many teachers were not automatically sold by this new idea. Bringing teachers on board to collaboratively reflect on what has worked and what is not working sets the stage for change. Hord and Roussin (2013) purport “creating a context conducive to change one will see the entire professional staff coming together to reflect on how they are working to achieve goals for their students” (p.14).

Step 2 Developing and communicating a shared vision

As we have read and discussed, having a clear vision is necessary in order for everyone to be on the same page.  According to Hord and Roussin “(2013) having a clear vision “refers to mental pictures of what a school or a classroom might look like in a changed and improved state-a preferred image of the future” (p.14). They go on to say “effective leaders use every opportunity to refer to the vision of the school during school and community meetings, personal interactions, and written communications” (p.15). Likewise, Galbraith (2014) speaks about the importance of having a common culture which acts as the glue that holds everyone together (p. 200).

Step 3 Planning and providing resources

Hord and Roussin (2013) assert “In effective schools, resources are allocated, and reallocated, in ways that maximize teacher learning, organizational learning and, thus, student learning” (p.15). In order for teachers to do their job well they need to be equipped with the right resources. However, in a time with little funding and sparse school board budgets it can be very challenging.

Step 4 Investing in professional development

Whenever there is a curriculum change new resources are required along with training sessions for teachers. Hord and Roussin (2010) point out that effective leaders “encourage a deep understanding of new ideas through collegial learning opportunities” (p.16). They also go on to say how “enlightened districts are providing schedules where student early release days permits the professional staff to come together regularly and frequently for faculty study” (p.16). In school district 35 we have at least six early release days for teacher collaboration within the school calendar.

Step 5 Checking progress

Once a new curriculum has been employed it is necessary to check in to see how it is being implemented and received by students.  One thing effective leaders do is “continually check current performance against the vision” (p. 16). At my school this is done through Survey Monkey and departmental meeting discussions which are reported back to the principal.

Step 6 Continuing to give assistance

It is important that there is a long window of opportunity for teachers to receive support and peer coaching as they transition from the old method to the new. After dappling with WordPress for the past month and a bit, it is nice to know that Colin is still available for assistance. According to Hord and Roussin (2010) another thing effective schools do is “provide support for each other including peer coaching and mentoring” (p.17). Likewise, effective leaders recognize the value of “celebrating successes” and “praising teachers” for their efforts (p.17). This goes hand-in-hand with Lepsinger’s (2010) idea of “enhancing and maintaining employee self-esteem” (p.59).  Teachers who must make significant adaptations to their teaching methodology may feel incompetent to grasp the new concepts. I am feeling this way at the moment with WordPress and posting work that involves many steps and adding hashtags etc.. It’s all new and uncomfortable. A leader who can come along and “strengthen a person’s belief in his own competence is a foundation of effective management” (p.59).

 

3. Three things you do (3+3+3 = 9 altogether):
   • To promote the positive renewal, execution and organizational design principles in your career practice.

1. Pro D– All teachers are required to attend Professional development days which are planned on specific days throughout the school year. I attend these and look forward to collaborating and learning new teaching tools which will help enhance my lesson/unit plans and assessment.
2. Collaboration Days– Each school in the district offers its staff collaboration days. There are a number old such days scheduled in the calendar and this gives teachers and staff time to come together in-house and work collaboratively on something like cross unit planning or revising rubrics for a specific department. There is a Google doc list of sessions and all staff are free to pick and choose depending on their area of interest. This is one workshop which is cross-departmental in nature.
3. Staff Meetings– All staff are required to attend staff meetings. This is an opportunity to come together as a staff and re-group, focus on the vision/mission of the school and then to highlight what is happening in different departments as well as fun school initiatives.

• To promote the negative practice of these principles.

1. Complain-Sometimes when teachers come together they might start sharing their struggles and complain about the system rather than constructively working to fix it or make it better. Lepsinger (2010) says it is important to focus on what is working well.
2. Miss meetings/pro d/ school collaboration– Some staff intentionally find reasons to avoid attending meetings and being an integral part of the system.
3. Working solo– Some staff are like hermits. They never leave their room or their department. These teachers are not open to collaboration or working as a team and are thus a challenge to get on board.
   • To correct behaviors not conducive to your career health and the principles required to promote healthy strategic practice.
4. Assume Value

Good communication sets the tone for whether employees will perform to their best or not. According to Lepsinger (2010) it is called a “balanced response” or a “communication tool” (p.57).

2. Focus on What is done well

Lepsinger (2010) points out how leaders should take the time to find out what each employee does well and then set goals for them to achieve and provide coaching along the way.

3. Praise and encourage-enhance employee self-esteem

With so many new teachers in the school system it is important to let them know they are doing a good job. Lepsinger (2010) asserts “strengthening a person’s belief in his own competence is a foundation of effective management” (p.59). It really brightens my day when I receive some positive feedback or if I someone says an encouraging word. Employee self-esteem is important to take care of and foster.

References

Galbraith, J. R. (2014). Designing organizations strategy, structure, and process at the business unit and enterprise levels (3rd ed.). San Francisco, CA: Jossey-Bass.

Hord, S., & Roussin, J. (2013). Implementing change through learning: Concerns-based

concepts, tools and strategies for guiding change. Thousand Oaks, CA: Corwin Press.

Lepsinger, R. (2010). Closing the execution gap how great leaders and their companies get results. San Francisco, CA: Jossey-Bass.

Post 4.1; ldrs501; Health & Education

1. Outline the best steps you envision for developing performance best practices across all areas of the organization where you work/worked previously; addressing the various components of the organization like.
   • Human resources (policies and procedures)

I do not know anything about human resources (HR) and what their policies or procedures are for the Langley School District 35. The HR department is located at the School board headquarters for Langley in Murrayville. The only way I have had any dealings with the school board is when I was hired. There was paperwork to be filled out and they helped me understand the teacher-on-call telephone system. As far as my day-to-day work goes, I rarely ever have contact with them, although I did call HR two weeks ago to verify that my days off work for last week had been accurately entered into the on-line system.

• Corporate identity (public)

The Langley School District public image has improved. When we first moved to the district back in 2010 I recall the school district being in the news quite frequently because of over spending issues and the district not having enough money. I think they had a reputation of having the least money out of all the school districts in the lower mainland. Not to mention, they had also fired some board members or something to that effect. The school board was put on the hot spot for really bad management of school funds. At least that is what I have in my memory, but at the time I was not working for the school district, so I did not have all the facts.  Eight months after moving to Langley our daughter started pre-school at Langley Christian (LCS) and then changed Christian schools in kindergarten moving to Pacific Academy (PA). Around that same time we received a phone call from the school board saying there was a spot for our daughter at one of the French Immersion schools in the district (Brookswood). So, I went for a tour and was flabbergasted at the poor state of the school. The school itself was neglected and in bad need of repairs. I recall walking through the halls and seeing bulletin boards falling off the wall and ceilings I could almost touch. The environment was not welcoming at all, but very dark, not much light. In my mind, I was comparing this to LCS, PA and former private schools where I had taught in the past. My expectations were very high but we only want the very best for our children and aside from this school not having a Christian mandate its environment was not welcoming.

More recently, while completing my Bachelor of Education at TWU I learned from one of my Profs what an amazing reputation the Langley School District has for its implementation of Aboriginal perspective and knowledge in the school curricu

 

• Organizational culture (internal)

Working for the Langley School District today I can say that I am proud to work for the district. Over the few years I have been employed by the district I feel like we are a family. It has helped by working as a teacher-on-call and being able to work at various schools within the district and then having done my practicum in one high school and having taught at two other high schools now within the district. At Pro D events we all come together and re-unite with each other. Likewise, if you are a coach then this is more constant as you keep re-connecting with other schools at all the sporting events throughout the year.

Teachers for the most part seem connected and happy, but at the same time, the new teachers might feel a bit lost and disconnected. I was talking to one of my colleagues who is also doing her Masters right now and she is looking at teacher health. Apparently, there are many teachers who feel they are over-worked and have no balance in their lives. She wants to address this in creating a new program at our school and perhaps going district wide with this initiative.

2. Identify some of the negative organizational renewal, execution and design challenges in the organization where you work/worked previously to address:
   • The biggest impact these principles have/had on the organization where you work/worked previously.

I have worked under ten different principals and have seen and experienced different styles of leadership in both Christian schools, secular private schools and the public system. I have experienced everything from the transformational servant leadership style which was demonstrated by a principal at a Christian school in Toronto to the micromanage style of management which was spear headed by a female principal. I have had principals who are never at school because they are always at the school board office attending meetings or travelling and representing the school. These kind of principals were at two IB schools. I have only worked under female leadership three times and only once was it in a high school setting, the other two times it was in elementary schools.

I cannot think of any really negative organizational renewal challenges with any of the principals I have worked under. Trying to think back over 25 years ago when I had my first part time job at McDonald’s and Superstore, I vaguely remember who my bosses were? My current principal seems to be doing a great job in his role. He’s certainly very experienced as he has been working in the district for 30 years and has been a principal at a few schools before being transferred to our school. He’s now going to probably remain at our school until he retires. Last year, was his first year and one thing I noticed, he was not very present that first year. He observed the happenings of our school but appeared to be observing more than initiating any changes. This aligns with what I have read in the literature (Hord and Roussin, 2013). This year however, has been very different. For one, our principal walks the halls frequently and visits our classes more often. At our last Pro D he had us all collaboratively have input into a SWAT for our school vision and mission. Hord and Roussin (2013) contend that “effective leaders continually check current performance against the vision” (p.16).  One thing I have noticed this principal do well is acknowledge when you are doing something well. Even last year, when I was knew my principal would frequently give praise to teachers for outstanding efforts. It was nice to be acknowledged in that way. Hord and Roussin (2013) state “Effective leaders also look for positive progress and directly and sincerely recognize and praise teachers (p.17).

• Three to five steps necessary to shift the negative impacts and help the organization where you work/worked previously refocus to reclaim organizational purpose, practice and procedures to a healthy level so they can move more effectively into the future.
• According to Hord and Roussin (2013) there are six strategies that can be employed by school leaders whose goal is to change the direction of a school culture, vision or mission:

Step 1 Creating an atmosphere and context for change

When I started teaching in the Langley School District change was in the air. The province had mandated that a new school curriculum should be employed. Of course this was a time of much friction as many teachers were not automatically sold by this new idea. Bringing teachers on board to collaboratively reflect on what has worked and what is not working sets the stage for change. Hord and Roussin (2013) purport “creating a context conducive to change one will see the entire professional staff coming together to reflect on how they are working to achieve goals for their students” (p.14).

Step 2 Developing and communicating a shared vision

As we have read and discussed, having a clear vision is necessary in order for everyone to be on the same page.  According to Hord and Roussin “(2013) having a clear vision “refers to mental pictures of what a school or a classroom might look like in a changed and improved state-a preferred image of the future” (p.14). They go on to say “effective leaders use every opportunity to refer to the vision of the school during school and community meetings, personal interactions, and written communications” (p.15). Likewise, Galbraith (2014) speaks about the importance of having a common culture which acts as the glue that holds everyone together (p. 200).

Step 3 Planning and providing resources

Hord and Roussin (2013) assert “In effective schools, resources are allocated, and reallocated, in ways that maximize teacher learning, organizational learning and, thus, student learning” (p.15). In order for teachers to do their job well they need to be equipped with the right resources. However, in a time with little funding and sparse school board budgets it can be very challenging.

Step 4 Investing in professional development

Whenever there is a curriculum change new resources are required along with training sessions for teachers. Hord and Roussin (2010) point out that effective leaders “encourage a deep understanding of new ideas through collegial learning opportunities” (p.16). They also go on to say how “enlightened districts are providing schedules where student early release days permits the professional staff to come together regularly and frequently for faculty study” (p.16). In school district 35 we have at least six early release days for teacher collaboration within the school calendar.

Step 5 Checking progress

Once a new curriculum has been employed it is necessary to check in to see how it is being implemented and received by students.  One thing effective leaders do is “continually check current performance against the vision” (p. 16). At my school this is done through Survey Monkey and departmental meeting discussions which are reported back to the principal.

Step 6 Continuing to give assistance

It is important that there is a long window of opportunity for teachers to receive support and peer coaching as they transition from the old method to the new. After dappling with WordPress for the past month and a bit, it is nice to know that Colin is still available for assistance. According to Hord and Roussin (2010) another thing effective schools do is “provide support for each other including peer coaching and mentoring” (p.17). Likewise, effective leaders recognize the value of “celebrating successes” and “praising teachers” for their efforts (p.17). This goes hand-in-hand with Lepsinger’s (2010) idea of “enhancing and maintaining employee self-esteem” (p.59).  Teachers who must make significant adaptations to their teaching methodology may feel incompetent to grasp the new concepts. I am feeling this way at the moment with WordPress and posting work that involves many steps and adding hashtags etc.. It’s all new and uncomfortable. A leader who can come along and “strengthen a person’s belief in his own competence is a foundation of effective management” (p.59).

 

3. Three things you do (3+3+3 = 9 altogether):
   • To promote the positive renewal, execution and organizational design principles in your career practice.

1. Pro D– All teachers are required to attend Professional development days which are planned on specific days throughout the school year. I attend these and look forward to collaborating and learning new teaching tools which will help enhance my lesson/unit plans and assessment.
2. Collaboration Days– Each school in the district offers its staff collaboration days. There are a number old such days scheduled in the calendar and this gives teachers and staff time to come together in-house and work collaboratively on something like cross unit planning or revising rubrics for a specific department. There is a Google doc list of sessions and all staff are free to pick and choose depending on their area of interest. This is one workshop which is cross-departmental in nature.
3. Staff Meetings– All staff are required to attend staff meetings. This is an opportunity to come together as a staff and re-group, focus on the vision/mission of the school and then to highlight what is happening in different departments as well as fun school initiatives.

• To promote the negative practice of these principles.

1. Complain-Sometimes when teachers come together they might start sharing their struggles and complain about the system rather than constructively working to fix it or make it better. Lepsinger (2010) says it is important to focus on what is working well.
2. Miss meetings/pro d/ school collaboration– Some staff intentionally find reasons to avoid attending meetings and being an integral part of the system.
3. Working solo– Some staff are like hermits. They never leave their room or their department. These teachers are not open to collaboration or working as a team and are thus a challenge to get on board.
   • To correct behaviors not conducive to your career health and the principles required to promote healthy strategic practice.
4. Assume Value

Good communication sets the tone for whether employees will perform to their best or not. According to Lepsinger (2010) it is called a “balanced response” or a “communication tool” (p.57).

2. Focus on What is done well

Lepsinger (2010) points out how leaders should take the time to find out what each employee does well and then set goals for them to achieve and provide coaching along the way.

3. Praise and encourage-enhance employee self-esteem

With so many new teachers in the school system it is important to let them know they are doing a good job. Lepsinger (2010) asserts “strengthening a person’s belief in his own competence is a foundation of effective management” (p.59). It really brightens my day when I receive some positive feedback or if I someone says an encouraging word. Employee self-esteem is important to take care of and foster.

References

Galbraith, J. R. (2014). Designing organizations strategy, structure, and process at the business unit and enterprise levels (3rd ed.). San Francisco, CA: Jossey-Bass.

Hord, S., & Roussin, J. (2013). Implementing change through learning: Concerns-based

concepts, tools and strategies for guiding change. Thousand Oaks, CA: Corwin Press.

Lepsinger, R. (2010). Closing the execution gap how great leaders and their companies get results. San Francisco, CA: Jossey-Bass.

Hi Marcello, I wrote a response to you Saturday night but it did not go through or you have not been able to read it? So here it is again:

Response to Marcello 3.1

Hi Marcello,

Thank you for sharing your insights on some aspects of leadership in your role as principal in Paraguay. I found it interesting to hear about some challenges that you have faced in learning to work strategically with your team. Hughes, Beatty and Dinwoodie (2014) note “There is no doubt that working as a team at the top of an organization is not an easy thing to do” (p.201).  You write “It is not always an easy group to work with since we have inherited our position in the team through formal position. Hughes et al., (2014) mention that one of the reasons such top management teams might have difficulty working as a team is because the right mix of skills is often absent; instead, members are chosen based on their formal position (p. 201). Every member of the equipo directivo was hired for our job and then told by the board to work together as a Strategic Leadership Team (SLT).” I wonder if, you as principal, could speak to the board of directors and ask them to involve you more in the selection process for hiring your own administrative team?

According to Harris (2014) and Fullan (2012) distributed leadership has many benefits. As cited by Fullan (2012, p.27), “Either too much sameness or too much scatter is problematic. Interacting only with the like-minded or being hyperlinked to scads of strangers is dysfunctional. Creative collaboration has a sweet spot that consists of the right mixture of established relationships and newcomers. Within the collaborative cocktail, distributed leadership is pivotally important because it is the “social glue” that supports effective interdependent working” (Harris 2014, p.4).

“Much of my job these last few years has been trying to understand the mindset of my team members and trying to build their sense of confidence and ownership of the mission of the school. Besides our weekly meetings, we have also made time for an annual retreat, going out for dinner, traveling together every two years, and encouraging each other.” In what ways do you encourage each other? Do you think the annual retreat has helped your staff become more invested in the mission of the school?

I really like what you said here “As suggested by Lepsinger (2010) I have also allowed each member to express their point of view and share freely their thoughts and concerns to make them feel like key players in this leadership team (p. 14).” This reminds me of what Atha (2018) wrote “Utilize the team, bring everyone together, review collectively and by all means make problem solving the group activity it is meant to be” (p.14).

“One can get quite discouraged in one sense while making decisions today and not seeing the results, on the other hand, one might not realize what effects one small decision today might create in the future. As strategic leaders in our equipo directivo we occasionally fail to see things long-term and fail to reflect on the possibilities.” This sounds similar to a missionary I once supported. She worked with an American mission agency in Toulouse, France. She and her team-mates worked with North African Muslims who had come to France as refugees. After more than ten years in the field working with these people she became very disillusioned. It seems to be times like this when one must step back and re-evaluate what the mission and vision are and re-examine the Big Picture. Hughes et al., (2014) write “It’s often helpful for these teams to step back and refocus, gain the big-picture perspective and bring it into the foreground again (p.199).

 

“I would like to add another limiting factor in my team systems, “there is no blame.” We try to find someone or something to blame but do not take complete ownership of what has happened. Some team members are more willing to do so than others. Much of this has to do with the culture. Because of low self-esteem, people are less willing to confess shortcomings.” This problem makes me think about Atha’s (2018) view on leaders when he writes “leaders are like symphony conductors who endeavor to maintain a melodious performance in which the contributions of the various instruments are coordinated and sequenced, patterned and paced, while the orchestra members are having various difficulties, stage hands are moving music hands…” (p.16). According to your noted experiences, your staff are just learning how to play their instruments. I think it is important for teams to work cooperatively in order to be successful. Galbraith (2014) sums it up succinctly when he asserts “Success depends on teamwork” (p. 98). Perhaps your staff could use some strategic pro-d workshops on building up their esteem? You could also try fitting this topic of discussion in for your staff collaboration days.

Thanks for sharing Marcello! I am certain that your staff will follow your example, as you lead the way as a strategic transformational leader.

Reference:

Atha, D. (2018). Systems Thinking.  Course Learning Notes. Retrieved from https://create.twu.ca/ldrs501/unit-3-learning-activities/

Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy and change knowledge.

Toronto, ON: Pearson Canada.

Galbraith, J. R. (2014). Designing organizations strategy, structure, and process at the business unit and enterprise levels (3rd ed.). San Francisco, CA: Jossey-Bass.

Harris, A. (2014). Distributed leadership matters: Perspectives, Practicalities and Potential.

Thousand Oaks, CA: Corwin Press.

Hughes R., Colarelli-Beatty K. & Dinwoodie  D. (2014) Becoming a strategic leader. San Francisco: Jossey-

Bass Second Edition.

Hi Kamal, I posted this earlier in the week but you never noticed it. Here it is again.

Blog 2 Response to Kamal

Hi Kamal, thank you for your reflections on the organization and system of Fraser Health. You mentioned how vital it is for our words to be communicated wisely as you stated “I believe the manager has to be careful how it is communicated to the employee without coming across as minimizing their effort and belittling them. Communication is one of the barriers at times and which leads to a negative outcome.” When I reflect on this I think of teachers as managers and how our tone of voice needs to come across in a positive and pleasant tone in order to motivate our learners.  If we teachers sound agitated with our students they will tune out and stop learning. I’m wondering if it would be beneficial for teacher’s and in your case manager’s or perhaps even all employees got further training to learn how to better communicate. Communication is an important skill for life and it should be something everyone learns as part of their education.

“Team environment has a tremendous impact on the outcome of performance for both employees and leaders.”  I like the idea of team retreats for staff to help build a better rapport. In my experience, staff retreats were much more common in the private school system than in the public. It was a great bonding opportunity for all teaching staff and helped all staff buy-in to the school mission and vision. I’m certain because those schools took the time and made staff retreats a priority, they ended up getting a very engaged staff. I would like to see staff retreats occur in the public system but I wonder how a new and aspiring leader could make something like this happen within the confines of the union and tight school budget? I wonder, how effective your management team is at bringing this about?

You mentioned how a supportive environment encourages people and makes them more comfortable with trying new behaviors and taking on challenging assignments.” My principal is great at being supportive. He always comes across as positive and encouraging. He has a “we can make this happen” and “trust me” kind of attitude. There have been moments where I have had to talk to him about an important problem and he does not stress at all but looks back with great calm and levelheadedness. I sense right away that his behavior is due to his 30 + years in education (both as a teacher and as an administrator).  Hughes, Beatty and Dinwoodie (2014) note “People come together and bring multiple perspectives, different sets of data and information, and different experiences” (p.198). In this case, my principal brings a lifetime of teaching and administrating experience and is thus able to be an exemplary encourager and supporter.

After reading your blog it sounds like you have some great ideas but there has not been a chance for you to implement any of these ideas. I wonder why your management team is not making more of an effort to build up people. I agree with what you said “it is important to let employees know their opinion matters, their voice is being heard.” Words of affirmation are powerful. When I am affirmed it makes me feel renewed and ready to take on more challenges. Perhaps that is why I can work so well with our current administrative team. Do you think your management team could emulate the Costco method of success “Costco is successful because “it treats its store managers like entrepreneurs? They are allowed to make decisions and choices that meet the needs of the shoppers in their geographies” (Lepsinger, 2010, p.15). Lepsinger (2010) goes on to assert how important it is for leaders to ensure “everyone’s voice has been heard” (p.15).

Hughes R., Colarelli-Beatty K. & Dinwoodie  D. (2014) Becoming a strategic leader.

San  Francisco: Jossey-Bass Second Edition.

Lepsinger, R. (2010). Closing the execution gap. San Francisco: Jossey-Bass.

Ungerer, M., Ungerer, G, & Herholdt, J. (2016). Navigating strategic possibilities: Strategy

formulation and execution practices to flourish. Randburg: KR Publishing.

 

 

 

Blog 2-Week 3 Response to Stella’s Post

A great post team Change Makers. Thank you Stella for your reflective thoughts this week. Having respect for each other in our diverse professional backgrounds is important just as it is to value one another’s perspectives. You wrote “We have a high degree of respect for each other and our roles, and we value each other’s perspectives.” In such a positive environment it sounds like your team has great potential to be successful. You also quoted Atha (2018) as saying, “As the old African proverb states, ‘it takes a village to raise a child,’ so too does it take a team of people to understand and address the systems within an organization.” To add to this train of thought, there is much value in engaging everyone on staff and getting their feedback on various issues.

Recently, at one of our half-day school collaboration sessions, the principal, being new to the school last year had not yet shown us what his plans were for a new school vision. Before our collaboration, he sent out an email to all staff and asked us to do a SWAT analysis and that together we would create some Wordles describing our new vision together. You stated in your blog the importance of teams being able to take time to hear other’s perspectives” which I believe is a key ingredient for a team to be successful. Furthermore, to help us reflect back on the original vision for our school (now 30 years old) our principal invited those staff members who had been there at the school when it first opened to speak and share their stories and memories. This was a very fruitful decision on his part and the following week he walked around the school asking staff one by one what we thought of the collaboration session. This made me

“As a new member, I am learning to connect quickly with the team when a situation arises instead of thinking that I can do it on my own. The diverse perspectives bring richer ideas and deeper understandings, and the weight of the problem becomes less when it is shared among us four instead of alone.” Your words here reminded me of a verse in the Bible from Ecclesiastes 4:12  which high lights the effectiveness of working together as a team rather than going solo “Though one may be overpowered, two can defend themselves. A cord of three strands is not quickly broken.” According to Atha’s (2018) words, since we are not really ever alone, we can then be encouraged to know that “we are also never alone in any challenge we may be facing” (p.14).

Stella, you wrote “With all of the fires we put out each day, when do we have time for strategic leadership?” I like this question because I have been reflecting on this very point myself when I see how busy our own administrative team are and the number of meetings they attend on top of the discipline issues and all the other responsibilities that come with their job. In my own team, the Health and Safety Committee, we too have a surprisingly long to-do list and we are just one committee of many at the school. One of our four administrators is part of this committee. Usually the meetings go for an hour-hour and a half and usually we are just reviewing incidences that have occurred or things that have not been fixed yet. After sitting around after school for this length of time, we seem to run out of time for any long lasting future thinking strategizing.

“As far as I can see, getting ahead in my organization is about the heart of the person’s not their position.” In my school it is very different.

I also agree with you when you said “having a bigger picture that we are building leaders for the Kingdom of God, not just our school, releases this society to build into others for their sake.” According to Hughes, Beatty and Dinwoodie (2014)  making time to consider the big picture is very beneficial for growth, “it is often helpful for these teams to step back and refocus, gain the big-picture perspective and bring it into the foreground again” (p.199).

Stella, I like the brave stance you took when you saw something that did not sit right with you, you shone a light on the situation and have peace now as you have surmounted one hurdle  leadership hurdle “The other day I hesitated to bring something up because it directly involved the AP’s actions, which I did not think were right. I wanted to know what our policy was for the situation. The team was open to my inquiry, pulled out the policy to work through the issue and then to determine how not to repeat the action in question.”  I think it is important for openness and trust to exist in a team or it will not be effective and fall apart like a pack of Jenga blocks (Atha, 2018).  Hughes et al., 2014 state “if team members don’t trust each then mutual influence and effective collaboration become quite difficult” (p.209). Likewise, the literature also asserts how important trust is in the marketplace “deep customer relationships and customer-focused options are therefore able to create unassailable competitive advantages, as customers who have fostered a strong, trusting relationship with suppliers will not easily defect” (Ungerer, Ungerer and Herboldt, 2016,p.133).

Another good point you mentioned was how important it is to communicate with your team. “When we do not communicate clearly as a team, there are repercussions throughout the organization.” I experienced this today when I thought I had booked two of my classes in the library but somehow there was a breakdown in communication and when I showed up with my class the librarian was confused as she was under the impression that I had canceled my reservation. Atha (2018) also brings up another solid point on the topic of communication. We need to be extra vigilant in the way we use our tone of voice when speaking or communicating with others. Atha asserts “It is therefore important to realize, every word spoken or written, every plan made, every communication released and every explanation given, must be carefully reviewed before being released for public dissemination. The smallest changes can produce large results; to the positive or negative” (p.9). This is an area I really need to work on, staying calm and speaking in a level voice even when I am under pressure or stressed!

“Within the senior admin team, the limiting factors that prevent our work often boil down to time: do we have time to meet when something important comes up? Do we have time to cover all of the important issues in our once-a-week meetings? Do we have time to think bigger picture when we seem to be putting out fires all of the time?” I really relate to this statement as I struggle with time every day. From the time I wake up until I go to bed I am in a race and from the moment I get into the school building my heart is racing to do all the things I need to get done within the structured time limits that school places on me to work within. I have exactly 40 minutes to photo copy, and prep whatever things I need to have prepared for the entire day because as soon as the bell rings I have 5 minutes to be in my class ready to get the 69 minute period going and the rest of the day unfolds that way. Almost every lunch there is a meeting planned and most after schools there are meetings or I am rushing out the door to get my daughter to ballet. On the subject of adding something more to a teacher’s already packed schedule is tough. Just today, another colleague of mine who is doing her Masters has started up a Wellness Initiative for teachers to join. There are a variety of classes she is offering for teacher’s to help take the added stress off their shoulders: A book study, walking club, Social Support Groups, Fitness (low and high impact), and Art classes. I love the idea but the first thing my colleague and I thought was where could we add another commitment to our already over-the-top busy lives? Moreover, I see how precious time is at every single staff meeting I attend. After about 45 minutes teachers are looking at their watches and by the one hour mark, teachers quietly start leaving. It’s really challenging to keep teachers for more than one solid hour.

Thanks for a great post Stella. There’s a lot to consider.

References:

Atha, D. (2018). Learning activity unit 3. Course Learning Notes. Retrieved from

https://create.twu.ca/ldrs501/unit-3-learning-activities/

Galbraith, J. (2014). Designing organizations: Strategy, structure, and process at the business

unit and enterprise levels. San Francisco: Jossey Bass.

Holy Bible: New International Version. (2001). Grand Rapids, MI: Zondervan.

Hughes R., Colarelli-Beatty K. & Dinwoodie  D. (2014) Becoming a strategic leader.

San  Francisco: Jossey-Bass Second Edition.

Lepsinger, R. (2010). Closing the execution gap. San Francisco: Jossey-Bass.

Ungerer, M., Ungerer, G, & Herholdt, J. (2016). Navigating strategic possibilities: Strategy

formulation and execution practices to flourish. Randburg: KR Publishing.

Blog 2-Week 3 Response to Stella’s Post

A great post team Change Makers. Thank you Stella for your reflective thoughts this week. Having respect for each other in our diverse professional backgrounds is important just as it is to value one another’s perspectives. You wrote “We have a high degree of respect for each other and our roles, and we value each other’s perspectives.” In such a positive environment it sounds like your team has great potential to be successful. You also quoted Atha (2018) as saying, “As the old African proverb states, ‘it takes a village to raise a child,’ so too does it take a team of people to understand and address the systems within an organization.” To add to this train of thought, there is much value in engaging everyone on staff and getting their feedback on various issues.

Recently, at one of our half-day school collaboration sessions, the principal, being new to the school last year had not yet shown us what his plans were for a new school vision. Before our collaboration, he sent out an email to all staff and asked us to do a SWAT analysis and that together we would create some Wordles describing our new vision together. You stated in your blog the importance of teams being able to take time to hear other’s perspectives” which I believe is a key ingredient for a team to be successful. Furthermore, to help us reflect back on the original vision for our school (now 30 years old) our principal invited those staff members who had been there at the school when it first opened to speak and share their stories and memories. This was a very fruitful decision on his part and the following week he walked around the school asking staff one by one what we thought of the collaboration session. This made me

“As a new member, I am learning to connect quickly with the team when a situation arises instead of thinking that I can do it on my own. The diverse perspectives bring richer ideas and deeper understandings, and the weight of the problem becomes less when it is shared among us four instead of alone.” Your words here reminded me of a verse in the Bible from Ecclesiastes 4:12  which high lights the effectiveness of working together as a team rather than going solo “Though one may be overpowered, two can defend themselves. A cord of three strands is not quickly broken.” According to Atha’s (2018) words, since we are not really ever alone, we can then be encouraged to know that “we are also never alone in any challenge we may be facing” (p.14).

Stella, you wrote “With all of the fires we put out each day, when do we have time for strategic leadership?” I like this question because I have been reflecting on this very point myself when I see how busy our own administrative team are and the number of meetings they attend on top of the discipline issues and all the other responsibilities that come with their job. In my own team, the Health and Safety Committee, we too have a surprisingly long to-do list and we are just one committee of many at the school. One of our four administrators is part of this committee. Usually the meetings go for an hour-hour and a half and usually we are just reviewing incidences that have occurred or things that have not been fixed yet. After sitting around after school for this length of time, we seem to run out of time for any long lasting future thinking strategizing.

“As far as I can see, getting ahead in my organization is about the heart of the person’s not their position.” In my school it is very different.

I also agree with you when you said “having a bigger picture that we are building leaders for the Kingdom of God, not just our school, releases this society to build into others for their sake.” According to Hughes, Beatty and Dinwoodie (2014)  making time to consider the big picture is very beneficial for growth, “it is often helpful for these teams to step back and refocus, gain the big-picture perspective and bring it into the foreground again” (p.199).

Stella, I like the brave stance you took when you saw something that did not sit right with you, you shone a light on the situation and have peace now as you have surmounted one hurdle  leadership hurdle “The other day I hesitated to bring something up because it directly involved the AP’s actions, which I did not think were right. I wanted to know what our policy was for the situation. The team was open to my inquiry, pulled out the policy to work through the issue and then to determine how not to repeat the action in question.”  I think it is important for openness and trust to exist in a team or it will not be effective and fall apart like a pack of Jenga blocks (Atha, 2018).  Hughes et al., 2014 state “if team members don’t trust each then mutual influence and effective collaboration become quite difficult” (p.209). Likewise, the literature also asserts how important trust is in the marketplace “deep customer relationships and customer-focused options are therefore able to create unassailable competitive advantages, as customers who have fostered a strong, trusting relationship with suppliers will not easily defect” (Ungerer, Ungerer and Herboldt, 2016,p.133).

Another good point you mentioned was how important it is to communicate with your team. “When we do not communicate clearly as a team, there are repercussions throughout the organization.” I experienced this today when I thought I had booked two of my classes in the library but somehow there was a breakdown in communication and when I showed up with my class the librarian was confused as she was under the impression that I had canceled my reservation. Atha (2018) also brings up another solid point on the topic of communication. We need to be extra vigilant in the way we use our tone of voice when speaking or communicating with others. Atha asserts “It is therefore important to realize, every word spoken or written, every plan made, every communication released and every explanation given, must be carefully reviewed before being released for public dissemination. The smallest changes can produce large results; to the positive or negative” (p.9). This is an area I really need to work on, staying calm and speaking in a level voice even when I am under pressure or stressed!

“Within the senior admin team, the limiting factors that prevent our work often boil down to time: do we have time to meet when something important comes up? Do we have time to cover all of the important issues in our once-a-week meetings? Do we have time to think bigger picture when we seem to be putting out fires all of the time?” I really relate to this statement as I struggle with time every day. From the time I wake up until I go to bed I am in a race and from the moment I get into the school building my heart is racing to do all the things I need to get done within the structured time limits that school places on me to work within. I have exactly 40 minutes to photo copy, and prep whatever things I need to have prepared for the entire day because as soon as the bell rings I have 5 minutes to be in my class ready to get the 69 minute period going and the rest of the day unfolds that way. Almost every lunch there is a meeting planned and most after schools there are meetings or I am rushing out the door to get my daughter to ballet. On the subject of adding something more to a teacher’s already packed schedule is tough. Just today, another colleague of mine who is doing her Masters has started up a Wellness Initiative for teachers to join. There are a variety of classes she is offering for teacher’s to help take the added stress off their shoulders: A book study, walking club, Social Support Groups, Fitness (low and high impact), and Art classes. I love the idea but the first thing my colleague and I thought was where could we add another commitment to our already over-the-top busy lives? Moreover, I see how precious time is at every single staff meeting I attend. After about 45 minutes teachers are looking at their watches and by the one hour mark, teachers quietly start leaving. It’s really challenging to keep teachers for more than one solid hour.

Thanks for a great post Stella. There’s a lot to consider.

References:

Atha, D. (2018). Learning activity unit 3. Course Learning Notes. Retrieved from

https://create.twu.ca/ldrs501/unit-3-learning-activities/

Galbraith, J. (2014). Designing organizations: Strategy, structure, and process at the business

 unit and enterprise levels. San Francisco: Jossey Bass.

Holy Bible: New International Version. (2001). Grand Rapids, MI: Zondervan.

Hughes R., Colarelli-Beatty K. & Dinwoodie  D. (2014) Becoming a strategic leader.

San  Francisco: Jossey-Bass Second Edition.

Lepsinger, R. (2010). Closing the execution gap. San Francisco: Jossey-Bass.

Ungerer, M., Ungerer, G, & Herholdt, J. (2016). Navigating strategic possibilities: Strategy

formulation and execution practices to flourish. Randburg: KR Publishing.

Blog 1

Change Makers

ldrs501

Post 2.1

ET2

How does Transformational Servant Leadership affect the development of strategic leadership directions in educational organization?

Transformational Servant Leadership (TSL) is a form of strategic leadership; the two forms of leadership work in sync with each other.  TSL supports the development of strategic leadership in educational settings in succinct ways.

First, TSL leaders are visionaries (George, Page and Williaume, 2018).  As visionary leaders, they look ahead and see what needs to be done.  Not only do they see the next steps but they also motivate others to surpass their expectations (George et al., 2018).  Likewise, according to the literature, “visioning is a strategic thinking skill” (Hughes, Beatty and Dinwoodie, 2014, p.77).  Strategic leaders also keep an eye on the future, planning and visualizing their hopes and dreams. Hugh et al., point out “having a vision is about seeing something. The greatest visionaries are those who are able to paint a picture of a more desirable future” (p.65). Vision is preeminent to strategic thinking and it is also a character trait of transformational leaders (George, Page and Williaume, 2018 and Hughes et al., 2014).

In education for example, educators are constantly keeping an eye on where students are currently, where they are in their unit and gauging how many more classes are needed before students are ready to be tested and move on.  At the same time educators are also thinking about the big picture and where they hope their students will arrive by the end of the unit and by the end of the school year.  Teachers must prepare unit plans in advance of teaching the unit and course outlines in September to help navigate both students and parents with what is expected.  Educators are strategic thinker’s constantly thinking about the school’s future while at the same time observing individual student’s potential and gently prompting them in the right direction.

Moreover, Hays (2008) (as cited in George et al., 2014) asserts that “TSL changes the role of teacher in relationship with students from one of teacher as authority, director, wielder of power, and one who has the last say to teacher who serves students and society: who gives them voice, puts their welfare before self, and serves the interests of learning” (p.13).  Evidently TSL has a tremendous effect on strategic leadership in educational settings.  The TSL leader has the best interests of her/his students at heart and is constantly working within certain parameters to ensure students are being built up and prepared to achieve their goals.  TSL leaders strategically lay aside their own agenda in order to help realize the goals of their students.

Second, TSL leaders are also adept at change (George et al., 2018). George et al., contend that TSL educators have a “deepened appreciation for change” (p.13).  Scholars Hughes et al., (2014) note strategic leaders find value in reframing (p.83).  They go on to say while some people have a “preference for methodical and cautious change” others prefer “change that is more expansive and immediate” (p.83).  Being aware of how one reacts to change can help forecast a person’s penchant for seeing things differently” (p. 83).

Lastly, George et al.’s, (2014) research acknowledged that servant teachers have “understandings that transcend the classroom and make the risk worthwhile” (p.13).  In the same way, according to Hughes et al., (2014) strategic leaders “help create a shared understanding” (p.84).  Administering a common understanding of their vision and mission helps propel these educational leaders in the right direction (Hughes et al.,).

What are the benefits of keeping servant leadership as a central focus in the use of the strategic leadership principles outlined in the principles of Strategic Leadership in the “Personal Learning and Leadership” Learning Activity, the tools outlined in the Hughes, Beatty and Dinwoodie text (pp. 52 – 103) and the various pre and week 1 reading materials in education?

There are numerous benefits for keeping servant leadership a central focus while applying the strategic leadership principles.

Claar, Jackson and TenHaken (2014) believe “servant leadership offers the potential to positively revolutionize interpersonal work relations and organizational life” (p.48).  The positive attributes of servant leaders like “humility, empathy, and agape love” are warm, cozy and inviting (p.48). Imagine working in such an environment where there is just kindness and self-less acts of love?

Goleman, Boyatzis and McKee (n.d.) assert that leaders who are positive and control their emotional intelligence “bring out everyone’s best” (p. 1).  To further the point, great leaders are often attributed with being able to “ignite our passion and inspire the best in us” (p.1).  These leaders have been able to harness their emotions and therefore are able to “drive the emotions of those they lead in the right direction” (p.1).

Furthermore, Goleman et al., (n.d) contend that when people feel good, they work at their best; it lubricates mental efficiency” (p.2).  Not only does it work as a healing salve but as Goleman et al., also point out “positive people can change our very physiology and our emotions” (p.2).

Servant leadership would therefore bring about more engagement from staff (Hughes et al., 2014, p.56).  Staff would feel loved and appreciated.  They would be encouraged to emulate their servant leader and would thus start performing at a higher level.

Servant leaders would create followers who would in turn transform the entire school into a caring place.  This would trickle down to the students who would become over time changed as well.

At staff meetings, there would be more participation and open-ness to experimenting with the new curriculum.  Negativity, pride, selfishness and gossip would all flee.  If servant leadership were the central focus of strategic leadership in schools, there would be a new revolution.

One critical thinking principle I think is helpful in tying the principles of critical thinking with transformational servant leadership in the development of organizational strategies in an educational organization is to think about the Big Picture:

Think Big Picture

I think it is wise to look at information presented and expand the view. Taking a look at the Big Picture helps one understand where the grassroots ideas originate. Transformational servant leadership (TSL) offers something which benefits many and in a Christian school setting it makes sense to instill these Christian values to the next generation.

The foundational base of transformational servant leadership lies in Jesus’ teachings as well as the writings of Robert Greenleaf (George et al., 2018).  I wonder if there would be much buy-in from the public school system, especially when someone highlights TSL’s Christian origins. Currently, in public school education, there is a significant movement to support other causes (ie. SOGI) which goes completely against Christian values. Why then would something with a Christian foundation be warmly embraced in our educational system? How would this be packaged and sold to public universities and teacher training programs?

Furthermore, it is my understanding that to emulate transformational servant leadership is something that can only naturally occur within a human when they have become born again. However, even born again Christians struggle to emulate Jesus’ humble servant-like attitude all the time.  I know that I am far off from being a bonafide servant leader.  I struggle with my flesh all the time and far too often think about meeting my own needs and wants before others.  How much harder then, for those who are not being led by the Holy Spirit to emulate Christ. Therefore, I think TSL is a great strategy to implement in educational settings and would work best in a Christian school environment where all teachers are at least on the same page and the Christian school community would rise up and eagerly support with little or no backlash.  For Christians working in the secular public school system, by nature they can promote TSL but should not expect all their colleagues to practice it, as I believe this would be futile if they do not have a personal relationship with Jesus.

 

References

Aveyard, H., Woolliams, M., & Sharp, P. (2015). A Beginner’s Guide to Critical Thinking and

Writing in Health and Social Care. Maidenhead: McGraw-Hill Education.

Atha, D. L. (Ed.), Castellon, A., George, I., Laird, P., Mitchell, K., Page, D., Peregrym, D.,

Strong, H., Willaume, D., Wollf, R., Wu, T. (2018) MA leadership and MA in educational leadership monograph 2018. Unpublished manuscript. Trinity Western University: Langley BC.

Claar,V., Jackson, L., & TenHaken, V. (2014) Are servant leaders born or made? Servant

Leadership: Theory & Practice, 1, (1), 46-52. http://www.sltpjournal.org/uploads/2/6/3/9/26394582/5_claar_et_al_-_print_v1_i1_2.pdf

Goleman, D., Boyatzis, R., & McKee, A. (n.d.). Primal leadership realizing the power of

emotional intelligence. Retrieved October 8, 2018, from https://acarthustraining.com/documents/Primal_Leadership-by_Daniel_Goleman.pdf

Hughes, R. L., Beatty, K. C., & Dinwoodie, D. L. (2014). Becoming a strategic leader your role

in your organization’s enduring success (2nd ed.). San Francisco, CA: Jossey-Bass.

Blog 1

Change Makers

ldrs501

Post 2.1

ET2

How does Transformational Servant Leadership affect the development of strategic leadership directions in educational organization?

Transformational Servant Leadership (TSL) is a form of strategic leadership; the two forms of leadership work in sync with each other.  TSL supports the development of strategic leadership in educational settings in succinct ways.

First, TSL leaders are visionaries (George, Page and Williaume, 2018).  As visionary leaders, they look ahead and see what needs to be done.  Not only do they see the next steps but they also motivate others to surpass their expectations (George et al., 2018).  Likewise, according to the literature, “visioning is a strategic thinking skill” (Hughes, Beatty and Dinwoodie, 2014, p.77).  Strategic leaders also keep an eye on the future, planning and visualizing their hopes and dreams. Hugh et al., point out “having a vision is about seeing something. The greatest visionaries are those who are able to paint a picture of a more desirable future” (p.65). Vision is preeminent to strategic thinking and it is also a character trait of transformational leaders (George, Page and Williaume, 2018 and Hughes et al., 2014).

In education for example, educators are constantly keeping an eye on where students are currently, where they are in their unit and gauging how many more classes are needed before students are ready to be tested and move on.  At the same time educators are also thinking about the big picture and where they hope their students will arrive by the end of the unit and by the end of the school year.  Teachers must prepare unit plans in advance of teaching the unit and course outlines in September to help navigate both students and parents with what is expected.  Educators are strategic thinker’s constantly thinking about the school’s future while at the same time observing individual student’s potential and gently prompting them in the right direction.

Moreover, Hays (2008) (as cited in George et al., 2014) asserts that “TSL changes the role of teacher in relationship with students from one of teacher as authority, director, wielder of power, and one who has the last say to teacher who serves students and society: who gives them voice, puts their welfare before self, and serves the interests of learning” (p.13).  Evidently TSL has a tremendous effect on strategic leadership in educational settings.  The TSL leader has the best interests of her/his students at heart and is constantly working within certain parameters to ensure students are being built up and prepared to achieve their goals.  TSL leaders strategically lay aside their own agenda in order to help realize the goals of their students.

Second, TSL leaders are also adept at change (George et al., 2018). George et al., contend that TSL educators have a “deepened appreciation for change” (p.13).  Scholars Hughes et al., (2014) note strategic leaders find value in reframing (p.83).  They go on to say while some people have a “preference for methodical and cautious change” others prefer “change that is more expansive and immediate” (p.83).  Being aware of how one reacts to change can help forecast a person’s penchant for seeing things differently” (p. 83).

Lastly, George et al.’s, (2014) research acknowledged that servant teachers have “understandings that transcend the classroom and make the risk worthwhile” (p.13).  In the same way, according to Hughes et al., (2014) strategic leaders “help create a shared understanding” (p.84).  Administering a common understanding of their vision and mission helps propel these educational leaders in the right direction (Hughes et al.,).

What are the benefits of keeping servant leadership as a central focus in the use of the strategic leadership principles outlined in the principles of Strategic Leadership in the “Personal Learning and Leadership” Learning Activity, the tools outlined in the Hughes, Beatty and Dinwoodie text (pp. 52 – 103) and the various pre and week 1 reading materials in education?

There are numerous benefits for keeping servant leadership a central focus while applying the strategic leadership principles.

Claar, Jackson and TenHaken (2014) believe “servant leadership offers the potential to positively revolutionize interpersonal work relations and organizational life” (p.48).  The positive attributes of servant leaders like “humility, empathy, and agape love” are warm, cozy and inviting (p.48). Imagine working in such an environment where there is just kindness and self-less acts of love?

Goleman, Boyatzis and McKee (n.d.) assert that leaders who are positive and control their emotional intelligence “bring out everyone’s best” (p. 1).  To further the point, great leaders are often attributed with being able to “ignite our passion and inspire the best in us” (p.1).  These leaders have been able to harness their emotions and therefore are able to “drive the emotions of those they lead in the right direction” (p.1).

Furthermore, Goleman et al., (n.d) contend that when people feel good, they work at their best; it lubricates mental efficiency” (p.2).  Not only does it work as a healing salve but as Goleman et al., also point out “positive people can change our very physiology and our emotions” (p.2).

Servant leadership would therefore bring about more engagement from staff (Hughes et al., 2014, p.56).  Staff would feel loved and appreciated.  They would be encouraged to emulate their servant leader and would thus start performing at a higher level.

Servant leaders would create followers who would in turn transform the entire school into a caring place.  This would trickle down to the students who would become over time changed as well.

At staff meetings, there would be more participation and open-ness to experimenting with the new curriculum.  Negativity, pride, selfishness and gossip would all flee.  If servant leadership were the central focus of strategic leadership in schools, there would be a new revolution.

One critical thinking principle I think is helpful in tying the principles of critical thinking with transformational servant leadership in the development of organizational strategies in an educational organization is to think about the Big Picture:

Think Big Picture

I think it is wise to look at information presented and expand the view. Taking a look at the Big Picture helps one understand where the grassroots ideas originate. Transformational servant leadership (TSL) offers something which benefits many and in a Christian school setting it makes sense to instill these Christian values to the next generation.

The foundational base of transformational servant leadership lies in Jesus’ teachings as well as the writings of Robert Greenleaf (George et al., 2018).  I wonder if there would be much buy-in from the public school system, especially when someone highlights TSL’s Christian origins. Currently, in public school education, there is a significant movement to support other causes (ie. SOGI) which goes completely against Christian values. Why then would something with a Christian foundation be warmly embraced in our educational system? How would this be packaged and sold to public universities and teacher training programs?

Furthermore, it is my understanding that to emulate transformational servant leadership is something that can only naturally occur within a human when they have become born again. However, even born again Christians struggle to emulate Jesus’ humble servant-like attitude all the time.  I know that I am far off from being a bonafide servant leader.  I struggle with my flesh all the time and far too often think about meeting my own needs and wants before others.  How much harder then, for those who are not being led by the Holy Spirit to emulate Christ. Therefore, I think TSL is a great strategy to implement in educational settings and would work best in a Christian school environment where all teachers are at least on the same page and the Christian school community would rise up and eagerly support with little or no backlash.  For Christians working in the secular public school system, by nature they can promote TSL but should not expect all their colleagues to practice it, as I believe this would be futile if they do not have a personal relationship with Jesus.

 

 

 

 

 

References

Aveyard, H., Woolliams, M., & Sharp, P. (2015). A Beginner’s Guide to Critical Thinking and

Writing in Health and Social Care. Maidenhead: McGraw-Hill Education.

Atha, D. L. (Ed.), Castellon, A., George, I., Laird, P., Mitchell, K., Page, D., Peregrym, D.,

Strong, H., Willaume, D., Wollf, R., Wu, T. (2018) MA leadership and MA in educational leadership monograph 2018. Unpublished manuscript. Trinity Western University: Langley BC.

Claar,V., Jackson, L., & TenHaken, V. (2014) Are servant leaders born or made? Servant

Leadership: Theory & Practice, 1, (1), 46-52. http://www.sltpjournal.org/uploads/2/6/3/9/26394582/5_claar_et_al_-_print_v1_i1_2.pdf

Goleman, D., Boyatzis, R., & McKee, A. (n.d.). Primal leadership realizing the power of

emotional intelligence. Retrieved October 8, 2018, from https://acarthustraining.com/documents/Primal_Leadership-by_Daniel_Goleman.pdf

Hughes, R. L., Beatty, K. C., & Dinwoodie, D. L. (2014). Becoming a strategic leader your role

in your organization’s enduring success (2nd ed.). San Francisco, CA: Jossey-Bass.

Blog 1

Change Makers

ldrs501

Post 2.1

ET2

How does Transformational Servant Leadership affect the development of strategic leadership directions in educational organization?

Transformational Servant Leadership (TSL) is a form of strategic leadership; the two forms of leadership work in sync with each other.  TSL supports the development of strategic leadership in educational settings in succinct ways.

First, TSL leaders are visionaries (George, Page and Williaume, 2018).  As visionary leaders, they look ahead and see what needs to be done.  Not only do they see the next steps but they also motivate others to surpass their expectations (George et al., 2018).  Likewise, according to the literature, “visioning is a strategic thinking skill” (Hughes, Beatty and Dinwoodie, 2014, p.77).  Strategic leaders also keep an eye on the future, planning and visualizing their hopes and dreams. Hugh et al., point out “having a vision is about seeing something. The greatest visionaries are those who are able to paint a picture of a more desirable future” (p.65). Vision is preeminent to strategic thinking and it is also a character trait of transformational leaders (George, Page and Williaume, 2018 and Hughes et al., 2014).

In education for example, educators are constantly keeping an eye on where students are currently, where they are in their unit and gauging how many more classes are needed before students are ready to be tested and move on.  At the same time educators are also thinking about the big picture and where they hope their students will arrive by the end of the unit and by the end of the school year.  Teachers must prepare unit plans in advance of teaching the unit and course outlines in September to help navigate both students and parents with what is expected.  Educators are strategic thinker’s constantly thinking about the school’s future while at the same time observing individual student’s potential and gently prompting them in the right direction.

Moreover, Hays (2008) (as cited in George et al., 2014) asserts that “TSL changes the role of teacher in relationship with students from one of teacher as authority, director, wielder of power, and one who has the last say to teacher who serves students and society: who gives them voice, puts their welfare before self, and serves the interests of learning” (p.13).  Evidently TSL has a tremendous effect on strategic leadership in educational settings.  The TSL leader has the best interests of her/his students at heart and is constantly working within certain parameters to ensure students are being built up and prepared to achieve their goals.  TSL leaders strategically lay aside their own agenda in order to help realize the goals of their students.

Second, TSL leaders are also adept at change (George et al., 2018). George et al., contend that TSL educators have a “deepened appreciation for change” (p.13).  Scholars Hughes et al., (2014) note strategic leaders find value in reframing (p.83).  They go on to say while some people have a “preference for methodical and cautious change” others prefer “change that is more expansive and immediate” (p.83).  Being aware of how one reacts to change can help forecast a person’s penchant for seeing things differently” (p. 83).

Lastly, George et al.’s, (2014) research acknowledged that servant teachers have “understandings that transcend the classroom and make the risk worthwhile” (p.13).  In the same way, according to Hughes et al., (2014) strategic leaders “help create a shared understanding” (p.84).  Administering a common understanding of their vision and mission helps propel these educational leaders in the right direction (Hughes et al.,).

What are the benefits of keeping servant leadership as a central focus in the use of the strategic leadership principles outlined in the principles of Strategic Leadership in the “Personal Learning and Leadership” Learning Activity, the tools outlined in the Hughes, Beatty and Dinwoodie text (pp. 52 – 103) and the various pre and week 1 reading materials in education?

There are numerous benefits for keeping servant leadership a central focus while applying the strategic leadership principles.

Claar, Jackson and TenHaken (2014) believe “servant leadership offers the potential to positively revolutionize interpersonal work relations and organizational life” (p.48).  The positive attributes of servant leaders like “humility, empathy, and agape love” are warm, cozy and inviting (p.48). Imagine working in such an environment where there is just kindness and self-less acts of love?

Goleman, Boyatzis and McKee (n.d.) assert that leaders who are positive and control their emotional intelligence “bring out everyone’s best” (p. 1).  To further the point, great leaders are often attributed with being able to “ignite our passion and inspire the best in us” (p.1).  These leaders have been able to harness their emotions and therefore are able to “drive the emotions of those they lead in the right direction” (p.1).

Furthermore, Goleman et al., (n.d) contend that when people feel good, they work at their best; it lubricates mental efficiency” (p.2).  Not only does it work as a healing salve but as Goleman et al., also point out “positive people can change our very physiology and our emotions” (p.2).

Servant leadership would therefore bring about more engagement from staff (Hughes et al., 2014, p.56).  Staff would feel loved and appreciated.  They would be encouraged to emulate their servant leader and would thus start performing at a higher level.

Servant leaders would create followers who would in turn transform the entire school into a caring place.  This would trickle down to the students who would become over time changed as well.

At staff meetings, there would be more participation and open-ness to experimenting with the new curriculum.  Negativity, pride, selfishness and gossip would all flee.  If servant leadership were the central focus of strategic leadership in schools, there would be a new revolution.

One critical thinking principle I think is helpful in tying the principles of critical thinking with transformational servant leadership in the development of organizational strategies in an educational organization is to think about the Big Picture:

Think Big Picture

I think it is wise to look at information presented and expand the view. Taking a look at the Big Picture helps one understand where the grassroots ideas originate. Transformational servant leadership (TSL) offers something which benefits many and in a Christian school setting it makes sense to instill these Christian values to the next generation.

The foundational base of transformational servant leadership lies in Jesus’ teachings as well as the writings of Robert Greenleaf (George et al., 2018).  I wonder if there would be much buy-in from the public school system, especially when someone highlights TSL’s Christian origins. Currently, in public school education, there is a significant movement to support other causes (ie. SOGI) which goes completely against Christian values. Why then would something with a Christian foundation be warmly embraced in our educational system? How would this be packaged and sold to public universities and teacher training programs?

Furthermore, it is my understanding that to emulate transformational servant leadership is something that can only naturally occur within a human when they have become born again. However, even born again Christians struggle to emulate Jesus’ humble servant-like attitude all the time.  I know that I am far off from being a bonafide servant leader.  I struggle with my flesh all the time and far too often think about meeting my own needs and wants before others.  How much harder then, for those who are not being led by the Holy Spirit to emulate Christ. Therefore, I think TSL is a great strategy to implement in educational settings and would work best in a Christian school environment where all teachers are at least on the same page and the Christian school community would rise up and eagerly support with little or no backlash.  For Christians working in the secular public school system, by nature they can promote TSL but should not expect all their colleagues to practice it, as I believe this would be futile if they do not have a personal relationship with Jesus.

 

 

 

 

 

References

Aveyard, H., Woolliams, M., & Sharp, P. (2015). A Beginner’s Guide to Critical Thinking and

Writing in Health and Social Care. Maidenhead: McGraw-Hill Education.

Atha, D. L. (Ed.), Castellon, A., George, I., Laird, P., Mitchell, K., Page, D., Peregrym, D.,

Strong, H., Willaume, D., Wollf, R., Wu, T. (2018) MA leadership and MA in educational leadership monograph 2018. Unpublished manuscript. Trinity Western University: Langley BC.

Claar,V., Jackson, L., & TenHaken, V. (2014) Are servant leaders born or made? Servant

Leadership: Theory & Practice, 1, (1), 46-52. http://www.sltpjournal.org/uploads/2/6/3/9/26394582/5_claar_et_al_-_print_v1_i1_2.pdf

Goleman, D., Boyatzis, R., & McKee, A. (n.d.). Primal leadership realizing the power of

emotional intelligence. Retrieved October 8, 2018, from https://acarthustraining.com/documents/Primal_Leadership-by_Daniel_Goleman.pdf

Hughes, R. L., Beatty, K. C., & Dinwoodie, D. L. (2014). Becoming a strategic leader your role

in your organization’s enduring success (2nd ed.). San Francisco, CA: Jossey-Bass.