Leadership in Digital & Collaborative Learning (LDC) - Thought Leadership & Epistemology
Week 1 Required reading:
'Reconceptualising
Leadership: The Implications of the Revised NZC for School Leaders
Extracts from the case study:
The theoretical framework of this project draws on the work of Gilbert (2005) with reference to the ‘knowledge
society’. Gilbert challenged long-held views about education and knowledge, making a distinction
between knowledge conceptualised as a noun and a verb. Knowledge conceptualised as a noun tends to enable autocratic
and bureaucratic styles of leadership, while knowledge conceptualised as a verb may enable democratic,
distributed and transformational styles of leadership, which are necessary for the effective implementation of
the NZC,
Beachum and Dentith (2004) identified the structure of the school and school system leadership as the first obstacle that needs to be
examined. Therefore, for the qualities of teacher leaders to be cultivated, a shift in leadership practices is
also necessary (Wynnem, 2001). Crowther, Kaagan, Fergusson, and Hann (2002) have examined the role of
principals in fostering teacher leadership through distributed leadership and collective ownership of visions and
processes in schools (Table 1).
The revised NZC required a significant shift for many schools. It required much greater
collaboration amongst teachers, leaders, students and parents. I felt strongly that the notion of knowledge as
a verb (Gilbert, 2005) could be enacted in robust curriculum leadership that broke disciplinary silos. If the idea
of knowledge as a noun is what creates separation between disciplines, seeing knowledge as a verb would
imply seeing each discipline as a community of practice (Gilbert, 2005) which could establish links with other
communities of practice. This space of linkages would give teachers a perfect opportunity to perform their
leadership, to see their disciplines, themselves and their students differently, which would in turn enable more
equitable practices.
Distinctions between an
understanding of knowledge as a noun or a verb (Table 2).
Focus towards the principles of the revised NZC (Table 3).
The many changes in schools appear to have overwhelmed teachers and leaders and many felt insecure.
A change of culture goes hand in hand with a change of conceptualisations of knowledge and of leadership.
Leaders not only need to see their role differently, but engage and relate differently with their day-to-day
realities. This transition requires safe spaces for thinking and coming to terms with these new relationships.
Although one cannot change another person, a person may change as a result of something you do. Effecting
change in others is an explicit part of the job of an adviser and a leader.
Key goal: improving my ability
to effect change (i.e., provoke learning) in others.
A test was: to develop patience and understanding, to think about best way for me to challenge people’s thinking
and methods and to interrogate my own views that there was a ‘way’ things should be done.
Conclusion:
- The NZC challenges us to think very deeply
about core values and beliefs and how these might look in practice.
- There is evidence that distributed
leadership is emerging as a desired goal.
- We need to question the long-held views of the centrist
role of the principal (Crowther et al., 2002). Principals are trying to do this but they need more support
because it involves changing identities for them and teachers (Alsup, 2005; Bendixen, 2010). Such shifts can
sometimes conflict with expectations about leadership that emerge from boards of trustees, communities and
government agencies. It will be interesting to observe how traditional hierarchies of leadership in schools will
be renegotiated in the future.
- Most schools had developed their ‘visions’ for what they wanted
graduates to be, but few had gone the next step of asking what those visions meant for programmes and
plans in any comprehensive way. The emphasis has been largely on components of NZC.
- While distributed leadership could bring about more cohesive and collaborative curriculum development,
existing traditional and hierarchical modes of leadership (supported by accountability processes) create a strong
constraint.
- A change of perception in school leadership could help principals and middle
leadership to share leadership and ownership of curriculum development.
Personal View:
- As a transformer a school leader should help people grow and encourage them to speak out and share their view.
- School leaders should go beyond the traditional bounds of leadership and understand that dialogue is the key to connecting with others
- Have a 'Growth Mindset' to show colleagues, parents, students and community members that you are always learning.
What hamper us most in life, is the picture in our heads of how it is supposed to be. You do not have to be in a leadership position to lead. In being a role-model you can lead and inspire people from where you are.
