CHAPTER 6 Constructivist Leadership Sisilia P Indahayu

INTRODUCTION  Humans learn through a constructivist process: Entering the learning process with our mind Engaging with others in learning experiences Discovering and making sense of new ideas Reshaping and incorporating new thinking

CONSTRUCTIVIST LEADERSHIP DEFINED Constructivist leadership is defined as reciprocal, purposeful learning and action in community. (refer to p.95 figure 6.1) Reciprocal Community LearningPurpose

4 stages of constructivist learning involve:  EVOKING our beliefs and values, assumptions, perceptions and experiences.  INQUIRING into practice in order to discover new information  CONSTRUCTING MEANING of the discrepancies between what we believe and think and the new information we have discovered  ACTING in new ways come as a result of learning CONSTRUCTIVIST LEADERSHIP DEFINED

TRANSLATING CONSTRUCTIVIST LEADERSHIP INTO ACTION As a constructivist leader, you will need: AA conceptual framework = an understanding of constructivism TThe best communication skills KKnowledge of the work CConfidence and courage TTo take care of yourself

 All participants are in reciprocal relationships with each other.  Concerning an incidence of constructivist learning  There is a recognition that all role groups can lead  Relationships are trusting and respectful Refer to examples from vignette 1-4 on p:

LEADERSHIP CAPACITY as a FRAMEWORK for CONSTRUCTIVIST LEADERSHIP broad-based skillful participation  Leadership capacity means broad-based, skillful participation in the work of leadership.

Shared beliefs on leadership capacity: AA deep respect for individual capacities AAll can learn, all can lead AAll teachers are leaders QQuality learners are quality teachers PPower resides in each person CChange is a process of learning together SSchool improvement is a doable work IIf you capture a child’s heart, you also have his/her head LEADERSHIP CAPACITY as a FRAMEWORK for CONSTRUCTIVIST LEADERSHIP

Criteria of high leadership capacity schools:  Broad-based involvement in the work of constructivist leadership  A shared vision that focuses the work of the school  An inquiry-based approach to improving practice  Collective responsibility  Reflective practice  Concern on improving student performance LEADERSHIP CAPACITY as a FRAMEWORK for CONSTRUCTIVIST LEADERSHIP

High leadership capacity principals/teachers: CClarity of self and values SStrong beliefs of democratization SStrategic thought AA deliberate and vulnerable persona KKnowledge of the work of teaching and learning HHaving the capacity for developing the capacity in others/organization

For lower leadership capacity schools; 3 major stages of development encountered:  Instructive a period of organization, focusing & establishing or initiating previously non existent collaborative structures and processes  Transitional the process of “letting go”  High Capacity developing capacity in individuals/organization in ways that encourage teachers to play out more dominant roles LEADERSHIP CAPACITY as a FRAMEWORK for CONSTRUCTIVIST LEADERSHIP

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