This document discusses in-service teacher training programs and 21st century school leadership. It contrasts 20th century and 21st century leadership approaches, focusing on leadership for learning, collaborative cultures, and continuous change. 21st century leadership targets developing a learner-centered culture and vision-driven change. Effective leadership requires assessing school culture, professional collaboration, and staff efficacy. The document also discusses teaching 21st century skills like creativity, collaboration and problem-solving. Leadership approaches covered include traits, skills, styles, situational and transformational leadership. Key leadership pillars and challenges are also addressed.

1. IN-SERVICE TEACHER TRAINING PROGRAM
Key to School Effectiveness
21st Century School Leadership
Samar Bouzeineddine
Nov. 8, 2014

2. Objectives
1. Contrast leadership and management
2. Contrast 20th school leadership and 21st leadership
3. Interpret 21st school leadership target
4. Analyze leadership pillars
5. Comprehend and apply leadership approaches and types
6. Reflect on leadership challenges and leader role

3. Managers
• Managers know how to
plan, budget, organize, staff,
control, and problem solve
• Managers deal mostly with
the status quo
• Management is a bottom
line focus: How can I best
accomplish certain things?
• Management is doing things
Managers Vs. Leaders
right
Leaders
• Leaders create and
communicate visions and
strategies
• Leaders deal mostly with
change
• Leadership deals with the
top line: What are the things
I want to accomplish?
• Leadership is doing the
right things

4. Learning
Leadership for….
Collaborative
Cultures
Vision-Driven
Leadership
Continuous
Change

5. Learning in the Past Learning in the Future
School Leadership

6. 20th Century Leadership
• Studied best teaching
practices…looked at teacher
behavior
• Assumed learner needs
were known…work skills
for business and industry
and skills for college and
careers
21st Century Leadership
• Study learning…look at
student engagement in
problem solving, critical
thinking, and creativity
• Understand future skills are
not known…must build
basic knowledge and the
capacity and desire to learn
Leadership for Learning

7. 20th Century Leadership
• Focused on school
climate and
collegiality…create
congenial work
environment and social
relationships
21st Century Leadership
• Focus on a learner-centered
culture…create
professional collaboration
and professional learning
Leadership for Collaborative Cultures

8. 20th Century Leadership
• Change was sporadic and
first-order…usually
mandated from the
government and seldom
lasted or valued
• Change was made and
expected it to be long
term or even permanent
21st Century Leadership
• Change is constant and
second-order…urgency to
change is ever-present
and always will be
• Change is a continuous
progression of reflection
and collaboration…
collective problem
solving that builds
commitment and efficacy
among staff
Leadership for Continuous Change

9. 20th Century Leadership
• Schools seldom
developed change
plans…when they did
they were strategic
• The strategic plan
required a vision…which
the principal wrote,
printed, and posted in all
classrooms
21st Century Leadership
• Comprehensive, systemic
plans are the basis for
continuous change…broad
in scope and engaging all
staff in the development,
implementation, assessment,
and refinement
• Change is vision driven
…describing where we want
to be in five years and
grounded in best practices
Vision-Driven Leadership

10. 21st School Leadership Target

11. • As principals, how do we determine the current state of
our school’s culture?
• How do we measure the health of our school’s culture?
School Culture Triage Survey
The real questions are ….

12. • Professional collaboration: Do teachers and staff
members meet and work together to solve professional
issues – instructional, organizational, or curricular issues?
• Affiliative and collegial relationships: Do people enjoy
working together, support one another, and feel valued
and included?
• Efficacy or self-determination: Are people in the school
because they want be? Do they work to improve their
skills as true professionals?
Administering the Survey

13. 21st Century Learner/Teacher
A Vision of K-12 Students Today

14. Global
Awareness
Economic &
Business
Literacy
Environmental
Literacy
Civic
Literacy
Health
Literacy
21st Century Themes

15.  Learning and
Innovation
1. Creativity and innovation
2. Critical thinking and
problem solving
3. Communication and
collaboration
21st Century Skills

16.  Information & Technology
1. Information Literacy
2. Media Literacy
3. ICT Literacy (Information
Communication Technology)
21st Century Skills

17.  Life & Career
1. Flexibility & Adaptability
2. Initiative & Self-direction
3. Social & Cross-cultural Skills
4. Productivity & Accountability
5. Leadership & Responsibility
21st Century Skills

18. • It’s important to scaffold teachers in teaching 21C skills explicitly
• Teachers can’t assume kids know how to do be collaborative or be
What does this mean for the classroom
teacher?
problem solvers, etc.
• This is the huge challenge for teachers currently---to step back from
content knowledge exclusively and take more responsibility for the
direct teaching of these more “soft” or cross-disciplinary skills that
relate to any content discipline.
• In thoughtful classrooms, talk about thinking is part of every subject
and every lesson. There is no, “Okay, now we’ll do our thinking
lesson.” Instead there is, “Now we’re going to think scientifically,” and
“Now we’re going to think like authors.”
• Conversations about thinking should happen at every grade level.

19. • Project-based learning offers rich opportunities for providing
instruction in specific thinking skills and strategies while
emphasizing subject area learning in authentic contexts.
• By teaching 10-15 minute mini-lessons on skills while students are
working on projects, teachers can organize instruction so students can
immediately apply what they have learned in meaningful contexts.
• Effective explicit instruction generally consists of six components:
1. Selection of an appropriate skill or strategy for instruction
2. Labeling and categorizing of the skill
3. Modeling of the skill through a think-aloud
4. Guided practice of the skill with a partner or small group
5. Explanation of how and when to use the skill or strategy
6. Ongoing coaching on how to use the skill effectively
Teaching Specific Skills

20. Nature’s Heart Beats

22. Leaders in Religion, Media, Technology

23. Competencies Do’s Characteristics
Behaviour Attitudes
Leadership’s Pillars

24.  Strategic vision and the
ability to share that
 Clear communication
and messages
 Success beyond narrow
professional boundaries
 Leading by influence,
Competencies
not control
 Creating alliances and
devolved management
 Flexibility and versatility

25. Do’s
 Put performance at the
top of the agenda
 Translate vision into
action
 Influence behaviours
through diversity and
mutual respect
 Rouse the workforce
from indifference to
enthusiasm
 Develop a workforce
with focus and relentless
desire to improve

26.  Bold
 Firm or bloody-minded
 Charismatic
 Visionary - Macro view
 Assured/Confident
 Self-aware
 Inspiring
 Focused
 Energetic & Passionate
 Persuasive/Influential
Characteristics

27. Behaviour
 Decision-making
 Risk taking
 Crossing the
line/Pushing the
boundaries
 Joined-up thinking/acting
 Team-building
 Communicating
 Encouraging and
motivating
 Leading by example
 Saying ‘thank you

28. Attitude
 ‘Can Do’
 Challenging
 Establishing high
standards for self and
others
 Trusting
 Delegating
 Promoting learning
 Empowering!
 Welcoming diversity

29. ‘Leaders are born, not made.
Who would want to be led by
you?’

30. Leadership
Strategies/Approaches

31. • Has its roots in leadership theory
• Suggests that certain people are born with special traits
that made them great leaders
• Identifies the major traits – intelligence, self-confidence,
determination, integrity, sociability
• Used by organizations to identify how individuals will fit
within their organizations
• Used for personal awareness and development (analyze
strengths and weaknesses)
Trait Approach

32. Positives
• Fits into the popular idea
(leaders are special people)
• Is validated by research studies
• Provides an in-depth
understanding of the leader
component
• Provides some benchmarks
against which individuals can
evaluate their own personal
leadership attributes
Negatives
• Has failed to provide a
definitive list of leadership
traits
• Has failed to take into account
the impact of situations
• Has no adequately linked the
traits of leaders with other
outcomes such as group and
team performance
• Is not useful for training and
development
Trait Approach

33. • is a leader-centered perspective (Depth)
• Emphasizes the competencies of leaders
• Depends on three basic personal skills: technical,
human, and conceptual
• Was developed in 1990s to explain the capabilities
(knowledge and skills)
• Defines five components of effective leader
performance: competencies, individual attributes,
leadership outcomes, career experiences, and
environmental influences
Skills Approach

34. • Problem solving skills
• Social judgment skills
• Knowledge
Competencies
• General cognitive ability
• Motivation
• Personality
Individual
Attributes
Affected by career experiences and
environment
Skills Approach

35. Positives
• Is a leader-centered model
• Places learned kills at the
center of effective leadership
performance
• Is available to everyone
• Provides a map that explains
how effective leadership can
be achieved
• Provides a structure for
leadership education and
development programs
Negatives
• Is weak in predictive value and
does not explain a person’s
competencies lead to effective
leadership performance
• Claims not to be a trait
approach but individual traits
play a large role
Skills Approach

36. • Focuses on what leaders do rather than who leaders are
• Suggests that leaders engage in two types of behaviours:
task behaviours and relationship behaviours
Task Behaviour
The degree to which you help
others by defining their roles and
letting them know what is expected
of them
Relationship Behaviour
The degree to which you try to
make subordinates feel
comfortable with themselves, each
other, and the group itself.
Style Approach

37. • To find a universal set of leadership behaviours capable
of explaining leadership effectiveness in every situation
• Originated from three different lines of research: Ohio
State University studies, University of Michigan studies,
Blake and Mouton Managerial Grid to find the best way
for leaders to combine task and relationship behaviors.
Style Approach

38. Positives
• Has broadened the scope of
leadership research to include
the leaders’ behaviours rather
than only their personal traits
• Is a reliable approach
• Underscores the importance of
the two core dimensions of
leadership behaviour: task and
relationship
• Provides us with a broad
conceptual map useful in gaining
understanding of our own
leadership behaviours
• Reminds leaders that their
impact on others occurs along
both dimensions
Negatives
• Does not show association
between leaders behaviours and
outcomes: morale, job
satisfaction, and productivity
• Does not define a universal set
of leadership behaviours that
result in effective leadership
• Implies but fails to support fully
the idea that most effective
leadership style is a high-high
style
Style Approach

39. • Situational leadership is a prescriptive approach to
leadership that suggests how leaders can become
effective in many different types of organizational
settings involving a wide variety of organizational tasks.
• This approach provides a model that suggests to leaders
how they should behave based on demands of a particular
situation.
Situational Leadership

40. Leadership
Style
Directive Supportive
1 High Low
2 High High
3 Low High
4 Low Low
Development
Level
Competence Commitment
1 Low High
2 Moderate Low
3 Moderate Lack
4 High High
Situational Leadership Styles
Development Levels

41. Positives
• Is a standard for training
leaders
• Is a practical approach and
easily understood and applied
• Sets clear prescriptions to
enhance leadership
effectiveness
• Stresses that there is no best
Situational Approach
style
Negatives
• Does not have a strong body of
research findings
• Is not clear in explaining how
subordinates development
levels improve of their
commitment changes over time
• Does not provide guidelines
for how this approach can be
used in group settings

42. • Is the newest approach to leadership
• Is the process of how leaders inspire followers to
accomplish their great goals
• Requires understanding and adaptation to the needs and
motives of followers
Transformational Leadership

43. • Transformational leadership can be assessed trough the
use of the Multifactor Leadership Questionnaire (MLQ)
which measures a leader’s behavior in the following
areas:
1. Idealized influence
2. Inspirational motivation
3. Intellectual stimulation
4. Individualized consideration
Transformational Leadership
Styles

44. Knowledge is his positive power. Wisdom
is his wide mission. Passion is his golden
key. Arabian culture is his bold pride.
Creativity is the trait of his techniques, and
originality is the spirit of his profession.
Equipped with faith, ethics, and values, he
has been determined to develop and spread
Arabian Martial Arts locally, regionally,
and internationally.
He is Dr. Walid Kassas, the open-minded
leader who successfully founded a new
identity, created a professional image of
Arabian Sports, and reached universal
standards worldwide.
Transformational Leadership
Model

45. Transformational Leadership
Model
How does the quality of Dr. Walid’
leadership influence his athletic
profession?
Efficiency, adaptation, and human
resources are the main skills which have
been evident in his specific leadership
behaviors and his management of sport
programs and activities.
He appreciates the need to understand and
adapt to the needs and motives of
followers.
He is the change agent, the role model,
who can create and articulate a clear vision
for an organization, who empowers
followers and plant trustworthiness in them
to meet higher standards..

46. Transformational Leadership
Model
In Lebanon, 13 clubs are founded
not only in Tripoli but in Beirut ,
South, North , and Mountain of
Lebanon.
In Arab Federation, 16 Arab
countries are members and each one
has many clubs.
Internationally, there are more then 70
countries too.

47. Positives
• Is a current model
• Has strong intuitive appeal
• Emphasizes the importance of
followers in the leadership
process and their growth
• Places strong emphasis on
morals and values
Negatives
• Lacks clarity
• Is based on MLQ which has
been challenged by some
research
• Creates a framework that
implies that transformational
leadership has a trait-like
quality
• Suffers from a heroic
leadership bias
• Has the potential to be used in
negative ways by leaders
Transformational Approach

48. • Provides a framework in which to study the systematic
factors that contribute to a group’s outcomes or general
effectiveness.
• Aims to help the group accomplish its goals by
monitoring and diagnosing the group and taking the
requisite action.
Team Leadership

49. • Larson and LaFasto have developed questionnaires to be filled by team
members and the team leader which can aid in diagnosing specific areas
of team problems and suggest action steps to be taken by the team. They
assess team’s health in terms of goal, structure, team members,
commitment, climate standards, and eternal support; in addition to the
leader effectiveness in terms of goal focusing, ensuring a collaborative
climate, building confidence, setting priorities, and managing
performance. Then, strategic decisions must be made:
1. What type of intervention should be used (monitoring or action
taking)?
2. At what level should the intervention be targeted? (internal or
external)?
3. What leadership function should be implemented to improve group
functioning?
Team Leadership

50. • Though the model needs testing, it has strengths:
a) Focuses on real-life organizational teams and their
effectiveness
b) Emphasizes the functions of leadership that can be
shared and distributed within the work group
c) Offers guidance in selecting leaders and team members
with the appropriate diagnostic and action-taking skills
d) Provides a cognitive model for understanding and
researching organizational teams
Team Leadership
Strengths

51. Leadership Challenges &
Leader’s Role

52. 5 Dysfunctions Leaders
Face
Taken from “The Five Dysfunctions of a Team “
and “ Overcoming The Five Dysfunctions Of A
Team”
by Patrick Lencioni

53. INATTENTION
TO RESULTS
Avoidance of
ACCOUNTABILITY
Lack of
COMMITMENT
Fear of CONFLICT
Absence of TRUST
The Five dysfunctions Leaders
Face

54. Team with Absence of trust, fear of conflict, lack
of commitment, avoidance of accountability,
inattention of results make teams
• Conceal their weaknesses and mistakes
from one another
• Hesitate to ask for help or provide
constructive feedback
• Fail to recognize and tap into one another’s
skills and experiences
• Waste time and energy managing their
behaviors for effect
• Ignore controversial topics that are critical
to team success
• Breeds lack of confidence and fear of
failure
• Create resentment among team members
who have different standards of
performance
• Fail to grow
• Encourage team members to focus on their
own careers and individual goals
Teams that trust, engage in conflict, commit,
hold accountability, and focus on collective
results
• Admit weakness and mistakes and ask
for help
• Take risks in offering feedback and
assistance
• Appreciate and tap into one another’s
skills and experiences
• Look forward to meetings and other
opportunities to work as a group
• Develop an ability to learn from
mistakes
• Identify potential problems quickly by
questioning one another’s approaches
without hesitation
• Minimize individualistic behavior
• Enjoy success and suffers failure
acutely
• Benefit from individuals who
subjugate their own goals/interests for
the good of the team

55. Demonstrate vulnerability
Leader Role

56. Demonstrate restraint when team
members engage in conflict
Leader Role

57.  Be comfortable with the prospect of
making a decision that ultimately turns
out to be wrong
 Constantly push the group for closure
around issues and adherence to
schedules the team has set
Leader Role

58. • Regularly provide team Rewards
• Explicitly communicate goals and standards of
behavior
• Regularly discuss performance versus goals and
standards
Leader Role

59. Focus on
Results
Accountability
Commitment
Conflict
Trust
Where we would like to
be!

60. “Authentic leadership starts
with knowing what your most
deeply held beliefs, values,
and principles are. What do
you really believe about
people? What has motivated
you? What is your true
north—the internal compass
that guides you through all
your decisions?”
BILL GEORGE,
BESTSELLING AUTHOR
OF TRUE NORTH