Educational leadership

Educational leadership

David R Cole

Centre for Educational Research

Bubble

What is educational leadership?

What is ‘the bubble’? - how is it created?

Are we all in competition? (to be the leader)• Dominoes• Market forces• will to power• Instinct (nature)• Societal rules• Civil society…

Is leadership natural?

• The gift of ‘the few’…• Part of a highly ordered and

hierarchical system• Good fortune – breeding?• Due to the dynamics of herd mentality

& conformism: i.e. following-leading?• Extenuated/compromised by the

media, politics and economics…

What are the constraints on leadership?• Image – what does a leader look like?• Values (of whom)?• Personal charisma• Social forces…• Funding• Context• Time (to have a vision and to develop a

strategy) rather than solving problems as they emerge

What are the models of leadership?• Bottom up?• Top down?• Distributed… (How?) – e.g.

molecular/molar• How open are the systems in which we

work?• Who determines what counts as a

system of power and its consequent subjugation?

Huitt, 1999

John Dewey

“I believe that education is the fundamental method of social progress and reform…I believe that the art of thus giving shape to human powers and adapting them to social service, is the supreme art; one calling into its service the best of artists…I believe finally that the teacher is engaged, not simply in the training of individuals, but in the formation of proper social life…”

- Dewey, My pedagogic creed, Article V

Adaptive behaviours (Martin, 2007)

The Ideal teacher-student relationship

The journey of teaching (Cole, 2009).

Personal English teaching developmentt

Articulation of English teaching

philosophy

Reflective competency (Taylor, 2007)

references

• Cole, DR. (2009). The power of emotional factors in English teaching, Power and Education, 1 (1) 57-70

• Huitt, W. (1999). Becoming a Brilliant Star. Paper presented at the Tenth Annual Youth-At-Risk Conference, Savannah, GA, March 1.

• Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413-440

• New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope and M. Kalantzis (Eds.) Multiliteracies: Literacy learning and the design of Social Futures. New York, NY: Routledge, 9-37.

• Taylor, W. (2007). Reflective Competency. Portland: Department of Homeopathic Medicine

Thank You

Contact: david.cole@uws.edu.au