Transcript of On becoming a transformational Leader: What is and what

not?
What do i need to learn??
Compare transformational and transactional leadership
Identify the factors that contribute to becoming a transformative leader
Participate actively in the discussion

Bernard Bass has developed an approach that focuses on both Transformational and
Transactional Leadership.

What is Transactional
Leadership??
The more Traditional Transactional Leadership involves leaders-follower exchanges
necessary for achieving agreed-upon performance goals between leaders and
followers. These exchanges involve four (4) dimensions:

4 Dimensions:
Contingent reward
Management by exception (active)
Management by exception (passive)
Laissez faire

THREE GOALS OF TRANSFORMATIONAL LEADERSHIP

(Leithwood,1999)

Helping staff develop and maintain a collaborative, professional school culture.

What do i need to know???
The idea of Transformational leadership was first developed by James McGregor Burns
in 1987.

On becoming a transformational Leader: What is and what not?

What is TRANSFORMATIONAL
LEADERSHIP??

According to him,
TRANSFORMATIONAL LEADERSHIP can be seen when leaders and followers make
each other to advance to a higher level of moral and motivation.

Through the strength of their vision and personality,

transformational leaders are able to inspire followers to change expectations,
perceptions and motivations to work towards common goal.

Transformational leadership is based

on leaders shifting values, beliefs and needs of their followers in three important ways:

Increasing followers awareness of the importance of task

and the importance of performing them well.
Making followers aware of their needs for personal growth,
development and accomplishment
Inspiring followers to transcend their own self-interests
the good of the organization
Later, researcher Bernard M. Bass expanded Burns original idea to develop what is
today referred to as Bass Transformational Leadership Theory.

According to Bass, Transformational leadership

can be defined based on the impact that it has on followers. Transformational Leaders,
Bass suggested, garner trust, respect and admiration from
their followers

Considering Bass theory, transformational leadership

then can be described as a type of leadership style that leads to positive changes in
those who follow.

How can you say you are a

Transformational Leader??
Transformational Leaders
are generally ENERGETIC, ENTHUSIASTIC and PASSIONATE.

INSPIRATIONAL MOTIVATION
Transformational leaders have a clear vision that they are able to articulate to followers.
These leaders are also able to help followers experience the same passion and
motivation to fulfill these goals.
INDIVIDUALIZED CONSIDERATION
Transformational leaders also involves offering support and encouragement to
individual followers. In order to foster supportive relationships, transformational leaders
keep lines of communication open so that followers feel free to share ideas and so that
leaders can offer direct recognition of each followers unique contributions.

INTELLECTUAL STIMULATION
Transformational leaders not only challenge the status quo; they also encourage
creativity among followers. The leader encourages followers to explore new ways of
doing things and new opportunities to learn.

Bass exemplifies the four components of Transformational Leadership.

Not only are these leaders concerned and involved in the process;
they are also focused on helping every member of the group succeed well.
Transformational
Leadership
Individualized
consideration

Intellectual
stimulation

Inspirational motivation

Idealized
Influences

IDEALIZED INFLUENCE

The Transformational
leaders serves as a role model for followers. Because followers trust and respect the
leader, they emulate the leader and internalize his or her ideals.
Transformational Leaders involve staff in collaborative goals setting, reduce teacher
isolation, use bureaucratic mechanisms to support cultural
changes, share leadership with others by delegating power, and actively communicate
the schools norms and beliefs.

Fostering teacher development.

It suggested that teachers motivation for
development is enhanced when they internalize goals for professional growth. When the
leader gives the staff a role in solving non-routine school improvements problems, they
should make sure goals are explicit and ambitious but not unrealistic.

Helping teachers solve problem more effectively.

Transformational Leadership is valued
by some, says Leithwood, because it stimulates teachers to engage in new activities
and put forth that extra effort. He found that Transformational Leaders use practices
primarily to help staff members work smarter, not harder.
Transactional Leadership is sometimes
called bartering. It is based on an exchange of services (from a teacher, for instance) for
various kinds of rewards (such as a salary) that the leader controls, at least in part.

Mitchell and Tucker add that Transactional

Leadership works only when both leaders and followers understand and are in
agreement about which tasks are important.
Leithwood (1994) conceptualizes transformational leadership
along eight (8) dimensions.

Building school vision

Establishing school goals
Providing Intellectual stimulation
Offering individualized support
Modeling best practices and important organizational values
Demonstrating high performance expectations
Creating a productive school culture
Developing structures to foster participation in school decisions
Here are some specific ideas,
culled from several sources on Transformational leadership (Sagor, Leithwood, Jantzi,
Poplin)
Visit each classroom everyday; assist in
classrooms; encourage teachers to visit
one anothers classes.
Involve the whole staff in deliberating on
school goals, beliefs, and visions at
the beginning of the year.
Let teachers know they are responsible for
all students, not just their own classes.

Find the good things that are happening

and publicly recognize the work of staff and students who have contributed to school
improvement. Write private notes to teachers expressing appreciation for special efforts.

Applying this to student learning and development,

transformational leadership has a very strong link with transformative education. It aims
to transform student as lifelong learners who are functionally literate capable of undoing
misconceptions.
How can I employ It??
Lower the affective filter that circles around the learning environment.
This is very much connected with the social regard for learning domain.
Utilize differentiation. Design respectful tasks that will be suited for various kind of
learner. This gives much consideration to diversity of learner domain.
Apply the Greatest Rules of Responsibility (GRR)
paradigm. The curriculum and subject matter
domain could best be carried on if the
fusion of concepts, old and new, is guided by
the teacher at first.
Transcript of Becoming an Exemplary
Becoming an Exemplary
Instructional Leader

What do I need to Learn?

Identify the skills and characteristics of an instructional leader

Explain the concepts and news along instructional leadership;
Analyze the roles and functions of the
principal as instructional leader;
Reflect on how a teacher can become
a good instructional leader;
Reflect on how a teacher can
become a good instructional leader; and
Make a career plan.

those actions that a principal takes, or delegates to others,

to promote growth in student learning

Instructional leadership

I encourage educational achievement by

making instructional quality the
top priority of my school and
bring that vision to realization

Redefining roles to
become primary
learner in a
community striving
for excellence
in education

Instructional Leader

Conventional Principal

PRINCIPAL

Spending majority of
his time dealing
with strictly
administrative duties

1990s
instructional leadership became school-
based management and facilitative
leadership

1980s
instructional leadership was principal-
centered; focus was on curriculum and
instruction

Instructional leadership:
an overview

As imperative to improved instruction and student

achievement (MacElwain,1992)

Is the organizational glue that keeps things in track (Elmore, 2002)

Specific branch of educational leadership

that addresses curriculum and
instruction (Bird and Little, 2008)

is not exercised by one person

but one person does
create a condition through
which all teachers and
administrators become
more responsible for their
professional learning and
important role in sustaining
school improvement (Barth, 2001)

Instructional leadership:
concepts and views

INSTRUCTIONAL
LEADERSHIP:
BEST PRACTICES

Shares leadership
Taps expertise of teachers
Leads a learning community
Acts as learners
Collaborates in leading
Visits classroom
Monitors curriculum and instruction
Uses data to make instructional decisions

Instructional leaders influence others

to understand and agree with
what needs to be done and how.
Principals share the leadership
with teachers to promote reflection
and collaborative investigation
to improve
teaching and learning

INSTRUCTIONAL LEADERS SHARE LEADERSHIP

Instructional leaders set the direction and influence the members

of the organization to work together toward meeting organizational goals by
providing individual support, challenging teachers to examine their own
practices and serving models of best practice

INSTRUCTIONAL LEADERS TAP THE EXPERTISE OF TEACHERS

Principals collaborate with teachers to

evaluate issues related to curriculum,
instruction and assessment.
Teachers provide valuable insights
and ideas to principals as they
work together toward school improvement

INSTRUCTIONAL LEADERS COLLABORATE IN LEADING

Principals must become role models for
learning while continually seeking tools
and ideas that foster school improvement
They need to manage the structures and
processes of their schools around instruction

INSTRUCTIONAL LEADERS LEAD A LEARNING COMMUNITY

Effective principals make student success

pivotal to their work and accordingly,
pay attention
to and communicate about
instruction, curriculum and
student mastery of learning
objectives, and are visible in the school

INSTRUCTIONAL LEADERS (PRINCIPALS AND TEACHERS) AS

LEARNERS

Good principals foster the idea of

working together as a valuable
enterprise because they
understand that this kind
of collaborative learning community
ultimately will build trust, collective
responsibility and a schoolwide focus
on improved student learning

INSTRUCTIONAL LEADERS (PRINCIPALS AND TEACHERS) AS

LEARNERS

Effective principals skillfully gather information that determines

how well a school organization is meeting goals and use that information to
refine strategies designed to meet or extend the goals
Always in constant state of analysis, reflection and refinement

INSTRUCTIONAL LEADERS USE DATA TO MAKE INSTRUCTIONAL

DECISIONS

Principals need to possess basic skills for

using these data for setting directions,
developing people and reinventing
the organization. The use of appropriate
data helps to maintain a consistent
focus on improving teaching and learning,
and consequently, effective principals
accept no excuses for lack
of success to improve student learning

INSTRUCTIONAL LEADERS USE DATA TO MAKE INSTRUCTIONAL

DECISIONS

Not only do effective principals focus attention on

curriculum and teaching, they also understand teaching and possess
credibility in the eyes of their staff
Principals support instructional activities and programs by modeling expected
behaviors, participating in staff development and consistently prioritizing
instructional concerns on a day-to-day basis

INSTRUCTIONAL LEADERS MONITOR CURRICULUM AND INSTRUCTION

principals are in the best position to help

teachers improve in areas
of weakness
and can accomplish this
through observations
and dialogue that show respect
for teachers as professionals

INSTRUCTIONAL LEADERS VISIT CLASSROOMS

CONVENTIONAL VS INNOVATIVE INSTRUCTIONAL LEADERSHIP

principal center
THE
PRINCIPAL AS
INSTRUCTIONAL LEADER:
A FOCUS

The principal as instructional leader

is the pivotal point within the school who affects the quality of individual
teacher instruction, the height of student
achievement and the degree of efficiency in school functions
The instructional leader is an
administrator who emphasizes
the process of instruction and
facilitates the interaction of teacher,
student and curriculum (Smith,2008)

THE PRINCIPAL AS INSTRUCTIONAL LEADER: A FOCUS

The principal as instructional leader must address

certain managerial tasks to ensure an efficient school
(FINDLY, 1992)
The principal as an instructional leader encourages and
develops instructional leadership in teachers (Smylie and Conyers,1991)

THE PRINCIPAL AS INSTRUCTIONAL LEADER: A FOCUS

Encourage and promote teacher growth and

development within their own ranks
Engage teachers in sustained discourse whereby, as colleagues, teachers
can define what student learning should look like
Identify instructional approaches that will support their vision
Be attentive to teaching and learning and to work together to improve both
Foster the conditions through which teachers can specify instructional goals
Direct the overall effort by offering teachers the support, encouragement and
challenge that they need as teachers collaborate together toward achieving
more substantive goals

INSTRUCTIONAL LEADERSHIP ACTIVITIES ACCORDING TO CHECKLEY

(2000)
THE INSTRUCTIONAL LEADER:
TRAITS AND BEHAVIORS

Instructional Leader
Super-visionary
Culture builder
Facilitative leader
Heroic leader
Practicing teacher
Values-led
Direction Setter
Chief learning officer