Transforming the Culture of School Leadership : Humanizing Our Practice

by Joseph M. Giancola

• ISBN13: 9781412916103
• ISBN10: 1412916100
• Format: Paperback
• Copyright: 2005-05-11
• Publisher: Corwin Pr

Summary

"In an era of accountability, it is all too easy for school leadership initiatives to dehumanize the culture of the educational workplace. Yet Giancola and Hutchison provide an alternative view of school leadership-one that supports a humane dimension which will transform the culture of school leadership, even in the most challenging of times. This book belongs in the hands of every school leader whose goal is to make a difference in the lives of students, teachers, and administrators." -Richard and Jo Anne Vacca, Professors Emeriti Kent State University " Transforming the Culture of School Leadership is a must-read for teachers and administrators who want to transcend roles so often found in today's schools--roles that produce noncooperation, mistrust, and isolation between teaching and administrative staff." -Jeffrey Harr, Teacher/Curriculum Leader Stanton Middle School, OH Compassion leads to cooperation, and personal transformation is the key to lasting school change! How do successful schools create meaningful change? How can stakeholders improve and impact final decisions in the change process? Lasting organizational improvement and effective leadership blossom in climates of compassion, trust, and productive relationships. The authors describe the key to true organizational transformation in the one-on-one conversations and relationships that take place in a school. Personal transformation, one person at a time, is the key to building a team of educators who are heading in the same direction for the best interests of students, teachers, and administrators. This exploration of the Humane Dimension of school leadership illustrates the lasting effects of transformed school cultures. Transforming the Culture of School Leadership melds research, theory, and the spiritual aspects of educational leadership to demonstrate how to encourage personal transformation. Giancola and Hutchison draw on a combined 50 years of classroom and school experience to relate their observations about the Humane Dimension including: Developing a team before developing a vision Creating a climate of win/win consensus building, negotiating, and decision making Helping team members become leaders Implementing curriculum-driven staff development A culture of transformation nurtured through the Humane Dimension improves districts, strengthens schools, and empowers educators!

Table of Contents

Foreword	xi
Richard Hawthorne
Preface	xv
Acknowledgments	xix
About the Authors	xxi
Introduction to the Humane Dimension	1	(18)
Background	2	(4)
Portrait of a Teacher	2	(1)
Portrait of an Administrator	3	(1)
Landscape of the School	4	(2)
Moving On	6	(1)
The Humane Dimension at Work	6	(7)
Inputs and Outputs	7	(1)
The Potential Gap Between Teachers and Administrators	8	(2)
The Cyclical Nature of the Humane Dimension	10	(3)
Integrating Routine Management (i.e., the Managerial Domain) and the Humane Dimension	13	(4)
Transformation's Capacity to Connect Potential Gaps Between Two Cultures	15	(2)
Applying the Humane Dimension	17	(1)
Reflection	18	(1)
Humane Dimension Component 1: Communication Based on Trust	19	(12)
Trust Means to Rely on Others	21	(1)
Trust Means to Have Faith in Someone	22	(2)
Trust Means to Confide in Someone	24	(1)
Trust Means to Expect Confidently From Others	25	(4)
Implications for Practice: Suggestions From Practitioners on Communication Based on Trust	29	(1)
Planting the Seeds (Today)... The Acorn	29	(1)
Searching for First Results (Short-Term)... The Seedling	29	(1)
Looking for Growth (Intermediate-Term) ... The Sapling	29	(1)
Transforming the Culture (Long-Term) ... The Oak Tree	30	(1)
Applying the Humane Dimension	30	(1)
Reflection	30	(1)
Humane Dimension Component 2: Empowering Relationships	31	(15)
Traditional Conceptions of Power in Schools	32	(4)
Understanding of Parts Versus Understanding of Systems	34	(1)
Unexamined Professional Roles	35	(1)
An Alternative Conception of Power in Schools	36	(1)
Implications for an Alternative Conception of Power	37	(6)
Group Deliberations	38	(1)
Issues of Adult Ways of Knowing	38	(1)
Notions of Educational Leadership	39	(1)
A Changed Bureaucratic Structure in Schools	40	(2)
A New Motive Behind Education Reform	42	(1)
Implications for Practice: Suggestions From Practitioners on Empowering Relationships	43	(2)
Planting the Seeds (Today)... The Acorn	43	(1)
Searching for First Results (Short-Term) ... The Seedling	43	(1)
Looking for Growth (Intermediate-Term) ... The Sapling	44	(1)
Transforming the Culture (Long-Term) ... The Oak Tree	44	(1)
Applying the Humane Dimension	45	(1)
Reflection	45	(1)
Humane Dimension Component 3: Other-Centered Purpose	46	(14)
An Assessment of the Current State of Other-Centeredness in Organizations	48	(4)
Trust	51	(1)
Empowering Relationships	51	(1)
Other-Centered Purpose	52	(1)
An Assessment of an Emphasis on Results and Expectations of Public Schools	52	(1)
The Need for Humility and Expanding Other-Centeredness in an Organization	53	(3)
Other-Centered Purpose as a Community Builder Through Sensemaking	56	(1)
Implications for Practice: Suggestions From Practitioners on Other-Centered Purpose	57	(2)
Planting the Seeds (Today) ... The Acorn	57	(1)
Searching for First Results (Short-Term) ... The Seedling	58	(1)
Looking for Growth (Intermediate-Term) ... The Sapling	58	(1)
Transforming the Culture (Long-Term) ... The Oak Tree	58	(1)
Applying the Humane Dimension	59	(1)
Reflection	59	(1)
Humane Dimension Component 4: Personal and Organizational Transformation	60	(13)
Systemic Development Versus Organizational Transformation	63	(2)
Assessment of a System	63	(1)
Strategic Planning of a System	64	(1)
Transformation	64	(1)
Passion for Ideas Versus Compassion for People	65	(1)
Fear Versus Faith	66	(1)
Traditional Silo Structures Versus Professional Learning Communities	67	(1)
Personal and Organizational Transformation	68	(2)
Invisibly Joined to One Another	68	(1)
Dimensions That Transcend Time and Space	69	(1)
Implications for Practice: Suggestions From Practitioners on Personal and Organizational Transformation	70	(2)
Planting the Seeds (Today) ... The Acorn	70	(1)
Searching for First Results (Short-Term) ... The Seedling	71	(1)
Looking for Growth (Intermediate-Term) ... The Sapling	71	(1)
Transforming the Culture (Long-Term) ... The Oak Tree	71	(1)
Applying the Humane Dimension	72	(1)
Reflection	72	(1)
Elements of a Transformed Leadership Culture	73	(26)
Element 1: Team First/Vision Later	75	(4)
Truthfulness to Each Other: The First Source of Team	75	(1)
Similarity in Beliefs About What Is Important: The Second Source of Team	76	(1)
The Structured Interview	76	(1)
Cardinal's (1985) Core Beliefs and Behaviors	77	(2)
Element 2: Constructivist Practices for Administrators	79	(9)
Background	79	(1)
Virtues of a Constructivist Leader	80	(8)
Element 3: Participatory Leadership Structures	88	(3)
Past Problems	88	(1)
Present Promise	88	(2)
A Generic Model of Participatory Leadership Structures	90	(1)
Element 4: Win/Win Consensus Building, Negotiating, and Decision Making	91	(4)
Win/Win's Three Steps	92	(3)
Applying the Humane Dimension	95	(1)
Element 1 Exercise: Team First/Vision Later	95	(1)
Element 2 Exercise: Constructivist Practices for Administrators	96	(1)
Element 3 Exercise: Participatory Leadership Structures	97	(1)
Element 4 Exercise: Win/Win Consensus Building, Negotiating, and Decision Making	97	(1)
Reflection	98	(1)
Elements of a Transformed Teacher Culture	99	(36)
Element 1: Nontraditional Conceptions of Leadership	100	(7)
Thoughtful Conceptions of Teacher Leadership	101	(1)
Guidelines for Teacher Leadership in Schools	102	(5)
Element 2: Constructivist Practices for Teachers	107	(11)
The Virtues of Constructivist Professional Development	108	(3)
Practices and Policies That Promote a Constructivist Pedagogy of Staff Development	111	(6)
Summary	117	(1)
Element 3: Curriculum-Driven Staff Development	118	(5)
Curriculum-Driven Staff Development Scenarios	120	(3)
Element 4: Appraisal Systems Fit for a Culture of Professional Worth	123	(7)
Traditional Teacher Appraisal Schemes	124	(2)
Teacher Appraisal in the Managerial Domain	126	(1)
Teacher Appraisal in the Humane Dimension	127	(2)
Teacher Appraisal and Communication Based on Trust	129	(1)
Teacher Appraisal and Empowering Relationships	129	(1)
Teacher Appraisal and Other-Centered Purpose	129	(1)
Teacher Appraisal and Personal and Organizational Transformation	130	(1)
Summary	130	(1)
Applying the Humane Dimension	130	(1)
Element 1 Exercise: Nontraditional Conceptions of Leadership	130	(1)
Element 2 Exercise: Constructive Practices for Teachers Exercise	131	(1)
Element 3 Exercise: Curriculum-Driven Staff Development Exercises	132	(1)
Element 4 Exercise: Appraisal Systems Fit for a Culture of Professional Worth	133	(1)
Reflection	134	(1)
Handling Challenges and Pitfalls	135	(11)
What Are the Challenges and Problems?	138	(1)
Dealing With Pitfalls and Failure: A Conversation With the Reverend Bruce Chouinard	139	(2)
Four Levels in Dealing With Failure	141	(4)
Failing in Our Communications Based on Trust	142	(1)
Failing in Empowering Relationships	143	(1)
Failing in Other-Centered Purposes	143	(1)
Failing in Personal and Organizational Transformation	144	(1)
From Face-to-Face Encounters to Cultural Connection	145	(1)
Evidence of the Humane Dimension in Schools	146	(12)
Jeff Harr, Middle School Language Arts Teacher	148	(1)
Donna Hess, Middle School Language Arts Teacher	149	(1)
Arden Sommers, High School Assistant Principal	150	(1)
Roger Sidoti, High School Principal	151	(3)
Overt (Evident Through Simple Observation and Inquiry)	151	(1)
Subtle (Evident Through Deeper Probing of Attitudes)	152	(2)
David Brobeck, Superintendent	154	(1)
Joan Hogrefe, Elementary Principal	155	(1)
In Closing...	156	(2)
Resource A. Staff Development Activities for Component 1: Communication Based on Trust	158	(5)
Resource B. Staff Development Activities for Component 2: Empowering Relationships	163	(6)
Resource C. Staff Development Activities for Component 3: Other-Centered Purpose	169	(5)
Resource D. Staff Development Activities for Component 4: Personal and Organizational Transformation	174	(6)
Resource E. Adventure Education Center: Overview	180	(3)
Resource F. A Generic Process of Procedures for Win/Win	183	(4)
References and Suggested Readings	187	(8)
Index	195