chapter 8 - dr. fenwick english, leadership for dr. kritsonis' phd class

8/8/2019 Chapter 8 - Dr. Fenwick English, Leadership for Dr. Kritsonis' PhD Class

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Chapter 8Chapter 8

Artful Performance and Artful Performance and

National StandardsNational Standards

William Allan Kritsonis, PhDWilliam Allan Kritsonis, PhD



The Art of Educational LeadershipThe Art of Educational Leadership

The main focus of this book is attempting toThe main focus of this book is attempting tobalance artful performance withbalance artful performance with

accountability within educationalaccountability within educationalleadership.leadership.



Artful Leadership Artful Leadership

Pg. 5 Leadership is an art because it involves aPg. 5 Leadership is an art because it involves apurposive construction of self purposive construction of self

Pg. 11 Leadership is an acquired set of habitsPg. 11 Leadership is an acquired set of habitsand skillsand skills

Pg. 33 Campbells Universal Leadership JourneyPg. 33 Campbells Universal Leadership Journey Pg. 40 Leadership is about culture and is stirredPg. 40 Leadership is about culture and is stirred

along the lines of cultural traditionsalong the lines of cultural traditions

Pg. 53 The core values of a leader help him orPg. 53 The core values of a leader help him or

her know how to respond, which challenges toher know how to respond, which challenges toaccept or to ignore, and how to shape theaccept or to ignore, and how to shape thepractice of leadership in schoolspractice of leadership in schools



Artful Leadership Artful Leadership

Pg. 65 Humans cannot perceive outside of their ownPg. 65 Humans cannot perceive outside of their ownhumanity and its linguistic/cultural and contextual frame.humanity and its linguistic/cultural and contextual frame.

Pg. 89 The inescapable dilemma of every leader is thePg. 89 The inescapable dilemma of every leader is thegap between deeply held personal beliefs concerninggap between deeply held personal beliefs concerningright and wrong, good and evil, and the requirements of right and wrong, good and evil, and the requirements of

working in environments in which these principalsworking in environments in which these principalsbecome muddled in a messy world.become muddled in a messy world.

Pg. 121 Leaders are constructed by engaging inPg. 121 Leaders are constructed by engaging in dramaturgical performance emphasizing the traits dramaturgical performance emphasizing the traitspopularly associated with leadership: forcefulness,popularly associated with leadership: forcefulness,

responsibility, courage, decency and so on.responsibility, courage, decency and so on. Pg 187 Servant Leadership: The Mind and the Heart asPg 187 Servant Leadership: The Mind and the Heart as

oneone



Currently the national standards forCurrently the national standards forevaluating preparation programs forevaluating preparation programs for

educational leaders focus on accountabilityeducational leaders focus on accountabilityand assessment strategies that are not and assessment strategies that are not reflective of the actual practice of reflective of the actual practice of educational leadership.educational leadership.



National StandardsNational Standards

The ISLICThe ISLIC(Interstate School Leaders Licensure(Interstate School Leaders LicensureConsortium) has been adopted by nearly 30Consortium) has been adopted by nearly 30

states and has become the basis for a nationalstates and has become the basis for a nationalexam known as the School Leaders Licensureexam known as the School Leaders Licensure

Assessment Assessment



StandardsStandards Area Area

11 A school administrator is an educational leader who promotes the success of all A school administrator is an educational leader who promotes the success of all

students by facilitating the development, articulation, implantation, andstudents by facilitating the development, articulation, implantation, andstewardship of a vision of learning that is shared and supported by the schoolstewardship of a vision of learning that is shared and supported by the schoolcommunity.community.

22 A A school administrator is an educational leader who promotes the success of allschool administrator is an educational leader who promotes the success of all

students by advocating, nurturing, and sustaining a school culture andstudents by advocating, nurturing, and sustaining a school culture andinstructional program conducive to student learning and staff professionalinstructional program conducive to student learning and staff professionalgrowth.growth.


students by ensuring management of the organization, operations, and resourcesstudents by ensuring management of the organization, operations, and resourcesfor a safe, efficient, and effective learning environment.for a safe, efficient, and effective learning environment.


students by collaborating with families and community members, responding tostudents by collaborating with families and community members, responding todiverse community interests and needs, and mobilizing community resources.diverse community interests and needs, and mobilizing community resources.





Producing an Unequivocal Platform for theProducing an Unequivocal Platform for the

Normalizing Gaze and the Policing FunctionNormalizing Gaze and the Policing Function

For sanctions to work, those who can beFor sanctions to work, those who can bedisciplined must consent to the process.disciplined must consent to the process.For such possibilities to be accepted, theFor such possibilities to be accepted, theactions have to be perceived asactions have to be perceived asunambiguous, nonpolitical, and fairlyunambiguous, nonpolitical, and fairlyapplied.applied.

Additional standards page 195 Additional standards page 195



Retracing the Steps in theRetracing the Steps in the

Development ProcessDevelopment Process Step 1: Reductionism, Rationality, andStep 1: Reductionism, Rationality, and

Core TechnologiesCore Technologies

Job Standardization eliminates or severelyJob Standardization eliminates or severelyerodes the primacy of professionalerodes the primacy of professionalpreparation in university settings. It alsopreparation in university settings. It alsoeliminates any unique university approacheliminates any unique university approachto professional preparation.to professional preparation.




Development ProcessDevelopment Process Step 2: The Erasure of Context So One Size FitsStep 2: The Erasure of Context So One Size Fits

All All

When the administrators job can be simplifiedWhen the administrators job can be simplified

and narrowed, a generic test can be employedand narrowed, a generic test can be employedto assess a candidates competence. When ato assess a candidates competence. When acommon set of standards applies to not only allcommon set of standards applies to not only allprincipalships, but all formal leadership positionsprincipalships, but all formal leadership positionsas averred, then all administrators becomeas averred, then all administrators becomeinterchangeable parts, and jobs that have beeninterchangeable parts, and jobs that have beendede--skilled can be filled cheaply.skilled can be filled cheaply.




Development ProcessDevelopment Process Step 3: Stifling Research Dissent by the ViciousStep 3: Stifling Research Dissent by the Vicious

Circle Principle (V.C.P.)Circle Principle (V.C.P.)

The national accreditation process headed byThe national accreditation process headed byNCATE welds the enforcement of theNCATE welds the enforcement of theISLLC/ELCC standards into a confluence of ISLLC/ELCC standards into a confluence of

agencies, each of which erodes the autonomy of agencies, each of which erodes the autonomy of every preparation program in the nation byevery preparation program in the nation byinsisting on an approach of uniformity.insisting on an approach of uniformity.



The Other ViewThe Other View

Efficiency in operating schools requiresEfficiency in operating schools requirestight connectivity between means andtight connectivity between means andends, inputs and outputs. Schoolends, inputs and outputs. Schoolmanagement and the preparation of management and the preparation of school administrators needs to beschool administrators needs to bevigorously redirected toward thevigorously redirected toward the

enhancement of the outcomes of enhancement of the outcomes of schooling for children.schooling for children.



The National Debate on EducationalThe National Debate on Educational

Leadership PreparationLeadership Preparation

Cell ACell A The Pipeline Scenario: Not The Pipeline Scenario: Not Enough Quality Leaders for the Schools Enough Quality Leaders for the Schools

Increase candidates by lifting the need forIncrease candidates by lifting the need forlicensure or previous kinds of experienceslicensure or previous kinds of experiencesschool leaders are believed to need.school leaders are believed to need.

Erasing the requirement of leaders to haveErasing the requirement of leaders to have

had prior classroom teaching experience,had prior classroom teaching experience,and the recruitment of leaders fromand the recruitment of leaders frombusiness and the military to run schools.business and the military to run schools.





Cell BCell B The Real World Scenario:The Real World Scenario:Universities Are Too Removed FromUniversities Are Too Removed FromReality to Prepare Educational LeadersReality to Prepare Educational Leaders

WellWell University programs must retool toUniversity programs must retool to

become more relevant, partner withbecome more relevant, partner with

school districts, use researchschool districts, use research--basedbasedpracticesthat will have the greatest practicesthat will have the greatest impact on student achievement.impact on student achievement.





Cell CCell C Some Schools Are Broken Scenario:Some Schools Are Broken Scenario:Leaders Need Incentives/Competition to FixLeaders Need Incentives/Competition to FixThemThem

The way broken schools are fixed is byThe way broken schools are fixed is byproviding them with leaders who are sufficientlyproviding them with leaders who are sufficientlymotivated to take charge and holding themmotivated to take charge and holding themaccountable for results.accountable for results.

School inadequacy is entirely a human problemSchool inadequacy is entirely a human problemwith the lack of insufficient focus andwith the lack of insufficient focus andunmotivated faculty.unmotivated faculty.





Cell DCell D The Social Justice Scenario: LeadershipThe Social Justice Scenario: LeadershipIs a Distributed FunctionIs a Distributed Function

The achievement gap is built in to existingThe achievement gap is built in to existingschooling operations. It will not be removed byschooling operations. It will not be removed bymaking schools more efficient and no amount of making schools more efficient and no amount of

accountability for results will change that.accountability for results will change that.Schools have to be remade and reworked toSchools have to be remade and reworked tofundamentally alter what they do.fundamentally alter what they do.



W

riting in Your PersonalR

eflective JournalW

riting in Your PersonalR

eflective Journal

How do you reflect on your leadership?How do you reflect on your leadership?

what workswhats meaningfulwhatswhat workswhats meaningfulwhatsrightwhy leadrightwhy lead

chapter 8 - dr. fenwick english, leadership for dr. kritsonis' phd class

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