The Centrality of Relationships for Effective Leadership, Teaching, and Scholarship in Graduate

Education

Jim Killacky

Appalachian State UniversityJanuary 31, 2008

On leadership

“It’s not ideas, nor vision, nor tools that truly matter in therapy. If you debrief patients at the end of therapy about the process, what do they remember? Never the ideas…it’s always the relationship.” (Yalom, 2005, p. 62)

On Leadership

• The conductor’s role is to put all the players at ease so that they can play at their best and produce a collective high quality work of art and beauty

Lorin Maazel

NY Philharmonic

December 31, 2007

Teaching

My approach to teaching is grounded in learner centered concepts and is recognized for its value in creating

inclusive learning environments and transferring knowledge beyond the classroom to practice. I attend

to voice, meaning, mutual construction of knowledge, and

transfer of learning.

Teaching

If I communicate clear goals and objectives and help establish a

collaborative, engaging classroom climate, Then, student active participation will increase, the

learning of course content will be enhanced, concepts will be

remembered, and transfer of learning will be strengthened.

• Learning point 1: People learn to the degree that they can interact with others and provide their perspectives within a community of scholars.

• Learning point 2: Everyone in the class has something to offer and something to learn, including the instructor.

• Learning point 3: Students and the instructor are jointly responsible for designing a learning process in which all participants benefit.

Teaching

Teaching

• Learning point 4: Students can listen to other views without losing their voices.

• Learning point 5: Creating open space between students and the instructor can increase connections and promote productive classroom dialogue, and enhance learning of course content.

• Learning point 6: Using multiple learning modalities respects varied learning styles and enhances students’ mastery of course content.

Teaching

• Learning point 7: People learn when they are presented with clear expectations for their performance.

• Learning point 8: People learn best when instructors provide clear and timely feedback in written and oral form.

• Learning point 9: Students tend to respond to the application of group work concepts.

• Learning point 10: Students benefit from the chance to reflect on their learning and to connect the learning of course content with their lives outside the classroom setting.

Scholarship

I describe myself as a scholar practitioner. This term conveys the relationship between scholarship and practice.

Valuing and practicing collaboration, most of my writing has been done with other colleagues. I have directed 15

dissertations and served on many more dissertation committees. I serve on editorial boards and as a reviewer. I collaborate frequently with former

students in presentations and publications.

Scholarship: Research Interests

• Post Katrina Issues in Community & Technical College Leadership and Administration

• Leadership in Community and Technical Colleges

• Distance Education for Doctoral Students

• Creatively fusing adult doctoral students and the doctoral journey

• Corrections Education• Addressing emotional and behavioral

disorders in university classrooms

Leadership in the Academy and Beyond

Leadership is important to my role as a faculty member. Leadership is a way for

me to give back to my academic and professional communities. Through my

leadership and teaching roles in my university positions and in state,

regional, and national professional service, I have identified some points

that inform my efforts in practicing effective leadership.

A.T.T.P

• A = Assumptions & Values

• T1= Theoretical Perspectives

• T2 = Techniques

• P = Practice

My Theoretical Perspectives Center Around…

• Humanism

• Progressivism

• Constructivism

• Radicalism

My Techniques Center Around…

Mutual Construction of Knowledge in

Learning Situations

My Work Practice Centers Around…

Applications of ATTP- With special

emphasis on useful transfer of learning in real world settings

Effective Leaders…

(1). Motivate People to their highest

potential

Effective Leaders…

(2). Give their skills away and provide climates in which members

have a voice

Effective Leaders…

(3). Understand group concepts

Effective Leaders…

(4). Are centered and grounded

Effective Leaders…

(5). Are trustworthy and trusted

Effective Leaders…

(6). Need a rich knowledge of their responsibilities and an

understanding of their limitations

Effective Leaders…

(7). Understand and effectively practice the role of networking, relationship development, and

maintenance

Effective Leaders…

(8). Are Accessible & Helpful

Effective Leaders…

(9). Lead by example, and do things that need to be done even if they

are not easy

Effective Leaders…

(10.) Take care of themselves and enjoy life!

These assumptions exemplify my version of the “A” in ATTP and represent a significant portion of what I offer to the work of the ASU Doctoral Program in Educational Leadership and the College of Education.

I hope we may now have a lively conversation!

References for Presentation on LeadershipJim Killacky

Appalachian State UniversityJanuary 31, 2008

• Barth, R.S. (2001). Learning by heart. San Francisco: Jossey-Bass

• Birnbaum, R. (1991). How colleges work: The cybernetics of academic organization and leadership. San Francisco: Jossey-Bass

• Bolman, L., & Deal, T. (1991). Reframing organizations: The leadership kaleidoscope. San Francisco: Jossey-Bass

• Bolman, L., & Deal, T. (2001). Leading with soul. San Francisco: Jossey-Bass.

• Caffarella, R. (2002). Planning programs for adult learners. 2nd edition. San Francisco:Jossey-Bass.

• Diamond, R. (ed). (2002). Field guide to academic leadership. San Francisco: Jossey-Bass.

• Diamond, R., & Spuches, C. (2002). Building on style for more effective relationships in Diamond R., (ed), Field guide to academic leadership. San Francisco: Jossey-Bass.75-86

• Drucker, P. (1990). Managing the non-profit organization. NY: Harper Business.

• Elias, J., & Merriam, S. (2005). Philosophical foundations of adult education. 3rd. edition. Malabar: Krieger.

• Friere, P. (1972). Pedagogy of the oppressed. NY: Herder & Herder.

• Hulse-Killacky, D., Killacky, J., & Donigian, J. (2001). Making task groups work in your world. Upper Saddle River, NJ: Merrill Prentice-Hall.

• Killacky, J. & Hulse-Killacky, D (2004). Groupwork is not just for group class anymore: Teaching generic group competency skills across the counselor-education curriculum. Journal for Specialists in Group Work 29(1), 87-96.

• Kouzes, J. & Posner, B. (1990). The leadership challenge: How to get extraordinary things done in organizations. San Francisco: Jossey-Bass.

• Lick, D. (2002). Leadership and change. In Diamond R., (ed), Field guide to academic leadership. San Francisco: Jossey-Bass. 27-47.

• McKnight, J. (1995). The careless society: Community and its counterfeits. NY: Basic Books.

• O’Banion, T. (1997). A learning college for the 21st century. Washington, D.C.: American Association of Community Colleges.

• Remley, T., & Herlihy, B. (2006). Ethical, legal, and professional issues in counseling. 2nd edition. Upper Saddle River, NJ: Merrill Prentice-Hall.

• Vaughan, G. (1992). Dilemmas of leadership: Decision making and ethics in the community college. San Francisco: Jossey-Bass.

• Yalom, I. (2005). The Schopenhauer cure. NY: Harper Collins.