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Leadership in the Academe

Leadership in the Academe. *The Leadership Dimension *The Academic Dimension. Victor Ordonez March, 2009. IFE 2020. INSTRUCTION AND SUPERVISION?. MANAGEMENT OF EDUCATIONAL ACHIEVEMENT?. What factors help make an effective academic leader ?. KNOWLEDGE OF PEDAGOGY?.

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Leadership in the Academe

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  1. Leadership in the Academe *The Leadership Dimension *The Academic Dimension Victor Ordonez March, 2009 IFE 2020

  2. INSTRUCTION AND SUPERVISION? MANAGEMENT OF EDUCATIONAL ACHIEVEMENT? What factors help make an effective academic leader ? KNOWLEDGE OF PEDAGOGY? PROFESSIONAL VISION AND REFLECTION?

  3. The Leadership Dimension WORKSHOP ONE Answer the Leadership Beliefs Inventory.

  4. Create a table like the one below and add up your scores.

  5. Research Finding

  6. Research Finding

  7. Research Finding

  8. Research Finding

  9. Research Finding

  10. IF SCORE A IS HIGHER THAN SCORE B: YOU THINK LIKE A LEADER. IF SCORE B IS HIGHER THAN SCORE A: YOU THINK LIKE A MANAGER. IF SCORE A IS SAME AS SCORE B: PLEASE STANDBY.

  11. TRANSFORMER TRANSACTOR

  12. TRANSFORMER TRANSACTOR IF SCORE A IS SAME AS SCORE B: HERE YOU ARE.

  13. TRANSFORMER TRANSACTOR Which one would you like to see as your leader? Which one gets the better results?

  14. Some websites for futher information: • Leadership Beliefs Inventory • www.Leadrshipnow.com/leadershop/51903-7.html • http://books.google.com/books?id+sq12zbgs-jyYC&dq=sashkin+lotleadership&printsec=frontcovver&source=bl+ots=90vnl More detailed personal inventories • John Smith: mySkillsProfile.com (leadership Potential Indicator) • http://books.google.com/books?id=q12zbgs-jyYC&pg=PA328&^lpg=PA3289dq=leqdership+beliefs+inventory&source=bl+ots Others: Edward Pajak, teafher types “Honoring Diverse Teaching Styles www.amazon.com/honoring-Diverse -Teachig-Styles-Supervisors/dp/0871207761

  15. John Smith’s grids • Implementation skills vs. leadership • Director; Presenter; Regulator; Personal Performer • Managing change vs. planning and organizing • Modernizer; Organizer; Implementer; Traditionalist • Results orientation vs. planning and organizing • Corporate Manager; Individual Contributor; Planner; Steady Plodder • Managing change vs. inter-personal skills • Catalyst; Explorer; Adaptor; Luddite

  16. Some websites for futher information: • Leadership Beliefs Inventory • www.Leadrshipnow.com/leadershop/51903-7.html • http://books.google.com/books?id+sq12zbgs-jyYC&dq=sashkin+lotleadership&printsec=frontcovver&source=bl+ots=90vnl More detailed personal inventories • John Smith: mySkillsProfile.com (leadership Potential Indicator) • http://books.google.com/books?id=q12zbgs-jyYC&pg=PA328&^lpg=PA3289dq=leqdership+beliefs+inventory&source=bl+ots Others: Edward Pajak, teafher types “Honoring Diverse Teaching Styles www.amazon.com/honoring-Diverse -Teachig-Styles-Supervisors/dp/0871207761

  17. WORKSHOP TWO Case Exercise: Setting up a Globalization Center

  18. Part One: First three things • Part Two: Level of Importance • Part Three: Predictive likelihood

  19. Implications: Lessons Learned • The urgent vs. the important • Hierarchies vs. Networks • Prioritization: • Managing time, resources, vision/task, people (internal and external) • Doing a job well vs. making people know that you are doing a job well • Performance vs. image • Predictive optimism vs. problem anticipation • Confidence vs. caution

  20. The Academic Dimension What is the vision that drives you?

  21. The University Administrator Managerial Leader “The Manager” (the boss, the head, etc.) Academic Leader “The Coach” (the advisor, the strategist, etc.) Community Link

  22. WORKSHOP THREE 1. Complete the statements in the table found in MY EDUCATIONAL PHILOSOPHY PROFILE. 2. Using Rhine’s chart of educational philosophies, write under Column A the philosophy which closely resembles each of your statements.

  23. 3. Review the answer in boxes under Column A. Determine which is the dominant educational philosophy and write it in the last box under Column A.

  24. 4. Exchange your paper with another participant. Peer will verify your self-rating and write the corresponding philosophy they see under Column B for each of the completed statements. Peer will also fill up the Dominant box at bottom of Column B.

  25. How does your self-rating in A compare with the peer rating in B? If the ratings differ, what accounts for the variance?

  26. “Without a vision to challenge followers with, there's no possibility of being a leader”.

  27. Vision of Learning General Philosophies of Life Philosophies of Education Learning Theories LESSON PLAN

  28. Vision of Learning Traditional Contemporary General Philosophies of Life Philosophies of Education *Essentialism *Progressivism T E A C H E R● C E N T E R E D LEARNER● C E N T E R E D Paradigm Shift Learning Theories **Behaviorism Paradigm Shift **Constructivism Best possible scenario? Fluctuating mixturefocused on learner needs. Teacheras disseminator Studentas passive receptacle Curriculumis fixed,structured, segmented, and sequel Learning tasks are individual-oriented Learner assessment focused on quizzes, test, exams, individual presentations Teacher as facilitator Student as engaged discoverer Curriculum is flexible Learningtasks are group-oriented Learner assessment focused on projects, portfolios, etc.

  29. Vision of Learning Traditional Contemporary General Philosophies of Life Philosophies of Education *Essentialism *Progressivism T E A C H E R● C E N T E R E D LEARNER● C E N T E R E D Paradigm Shift Learning Theories **Behaviorism Paradigm Shift **Constructivism Best possible scenario? Fluctuating mixturefocused on learner needs. Teacheras disseminator Studentas passive receptacle Curriculumis fixed,structured, segmented, and sequel Learning tasks are individual-oriented Learner assessment focused on quizzes, test, exams, individual presentations Teacher as facilitator Student as engaged discoverer Curriculum is flexible Learningtasks are group-oriented Learner assessment focused on projects, portfolios, etc.

  30. Compare your answers with the others in the group. What similarities and differences occur? Which philosophy is predominant in the group?

  31. If you were to do this activity with the teachers and coordinators in your university or ministry or organization, what do you think will be the result? What does this activity say about how people think about education? Do people have the same ideas? What do you think causes the difference in thinking? What are the positive and negative consequences of having different people think abut education in different ways? What can you do to address these consequences?

  32. Research Finding: Personal Educational Philosophy Academic Visioning Educational Philosophy

  33. Educational Philosophy Research Finding: Leader’s Communication of Educational Philosophy

  34. ? Educational Philosophy Personal Educational Philosophy Needs of Times

  35. Vision of Learning Traditional Contemporary General Philosophies of Life Philosophies of Education *Essentialism *Progressivism T E A C H E R● C E N T E R E D LEARNER● C E N T E R E D Paradigm Shift Learning Theories **Behaviorism Paradigm Shift **Constructivism Best possible scenario? Fluctuating mixturefocused on learner needs. Teacheras disseminator Studentas passive receptacle Curriculumis fixed,structured, segmented, and sequel Learning tasks are individual-oriented Learner assessment focused on quizzes, test, exams, individual presentations Teacher as facilitator Student as engaged discoverer Curriculum is flexible Learningtasks are group-oriented Learner assessment focused on projects, portfolios, etc.

  36. Vision of Learning General Philosophies of Life Articulating the vision Philosophies of Education Learning Theories KNOWLEDGE OF PEDAGOGY COACHING SYSTEM DESIGN Sustaining the vision Implementing the vision MANAGEMENT OF EDUCATIONAL ACHIEVEMENT INSTRUCTION AND SUPERVISION

  37. FACULTY DEVELOPMENT ? SYSTEM DEVELOPMENT

  38. For each strategy, write your action by using the numbers below: 1 - which one you are implementing in some way; 2 - which one you can immediately implement; and 3 - which one you can implement as a long-term program.

  39. Research Finding ADMINISTRATOR AS INSTRUCTIONAL LEADER INCREASE IN STUDENTS’ ACHIEVEMENT

  40. “Where there is no vision, the people perish”. -Proverbs 29:18

  41. “Where there is vision, the people flourish”.

  42. Leadership in the Academe *The Leadership Dimension *The Academic Dimension Victor Ordonez March, 2009 IFE 2020

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