1. BECOMING A COMMUNITY OF LEADERS
Yusuf Kilic & Ismail Ardahanli

2. Introduction The leader gives to the led something
They want in exchange for something the leader wants

3. Progressive Leaders
are encouraged to share some of their responsibility for leadership with others not to be dictatorial
AND
Delegate some of their authority to others.

4. In creating community
What matters most is what the community believes in together
AND
what the community wants to accomplish together

5. How a leadership is cultivated in a school
When everybody gets a chance to use their talents fully
AND
Committed everyone is likely to be.

6. To become a community sharing leadership
Is necessary to figure out problems and to help schools work well.
Is a way to aggregate what we know.

7. Practical Issues Lieberman and Miller (1999) state
The creation of new learning communities:
Include rather than exclude

8. The creation of new learning communities
Create knowledge rather than merely apply it
Offer both challenge and support for the teachers being in the process of transforming themselves

9. On creating new learning communities
There are 8 understandings of teachers for school improvement :
Creating a seamless web of values , practices and organizational structures

10. On creating new learning communities
Making professional development integral to school life

11. On creating new learning communities
Supporting teacher learning outside of the school.

12. On creating new learning communities
Leading and learning as a collective responsibility.

13. On creating new learning communities
Maintaining balance(among competing demands)

14. On creating new learning communities
Establishing conditions that support the new social realities of teaching.

15. On creating new learning communities
Learning about and understanding the change process.

16. On creating new learning communities
Protecting and nurturing hope , passion and commitment

17. Leadership as practice
The principals are entitled to and obligated to assume the role of principal teacher as much as their expertise and commitment
The teachers are entitled to and obligated to assume leadership roles as much as their level of competency and commitment.

18. New Leadership Values for Principalship
Purposing and shared values

19. Purposing and shared values
Vaill says “They know why they exist and what they are trying to do.”
“Members have pictures in their heads which are strikingly congruent.”

20. Purposing and shared values
Is a key characteristic found by others who have studied successful schools in the US.
Involves vision of the leader and shared values of group members.

21. Purposing and shared values
Which induces to have teachers and students respond with increased motivation and commitment
AND
Their performance is beyond expectation.

22. Building Followership
Followers manage themselves well.
They are able to do right things for the school well with persistence and without close supervision.

23. Building Followership
Once it is established , bureaucratic and psychological authority are transcended by moral authority.

24. Enabling Others to Function Autonomously on Behalf of Shared Purposes.
There are three dimensions of that:
Empowering principals ,teachers, parents and others by giving them the discretion

25. Enabling Others to Function Autonomously on Behalf of Shared Purposes
2. Providing them with the support and training
Removing the bureaucratic obstacles

26. Enabling Others to Function Autonomously on Behalf of Shared Purposes
In the event of that teachers and others not only with increased motivation and commitment but with surprising ability as well.

27. Viewing Leadership as Power to Accomplish
Instead power over , power to is facilitative.

28. Viewing Leadership as Power to Accomplish
Which is power to
Do something
Accomplish something
Help others accomplish something is being thought important.

29. Collegiality
Collegiality is the existence of high levels of collaboration

30. Collegiality among teachers between teachers and principal
and is characterized by mutual respect

31. Collegiality shared work values Cooperation
…and specific conversations about teaching and learning.

32. Collegial School Principal
Teachers described their principal as,
1. Supportive
2. Collective problem solving
3. Collective learning

33. Congeniality
Congeniality is friendly human relationships that exist among teachers and …..

34. Congeniality which is characterized by the loyalty, trust
and easy conversation

35. Congeniality
All of those result from the development of a closely knit social group.

36. Congeniality School Principal
Teachers described their principal as,
1. Isolated
2. Alienated

37. Understanding Quality Control
Ordinary Leaders: the quality control is a management problem.
Solution: Coming up with the right controls, such as;
1. scheduling
2. prescribing
3. programming
4. testing and checking.

38. Understanding Quality Control
Successful Leaders: the quality control is cultural.
Solution: is in the minds and hearts of people at work.
1. purposing
2. enablement
3. leadership density
4. collegiality
5. intrinsic motivation

39. Valuing Simplicity
For highly successful principals, small is beautiful and simple is better.
Simplicity emphasizes on what needs to be accomplished and how best to do it without undue emphasis on protocols and procedural matters.

40. Reflection in Action
Leaders of highly successful schools view with suspicion quick fixes, sure-fire remedies, and one-best-way prescriptions for teaching and learning, supervision and evaluating.

41. Reflection in Action
Leaders of highly successful schools view with suspicion quick fixes, sure-fire remedies, and one-best-way prescriptions for teaching and learning, supervision and evaluating.

42. Reflection in Action
Successful principals resist accepting a direct link between research and practice. They believe that the purpose of research is to increase one’s understanding and not to prescribe practice.

43. Leadership by Outrage Leaders in traditional management should be;
1. cool
2. calculated
3. reserved in everything they say or do.

44. Leadership by Outrage Successful leaders bring to their practice;
1. sense of passion
2. risk taking
3. feeling
4. time

45. Leadership by Outrage
Leadership by outrage is a symbolic act that communicates importance and meaning and that touches people in ways not possible when leadership is viewed only as something objective and calculated.

46. Distributed Leadership
If leadership is a practice shared by many then it must be distributed among those who are in the right place at the right time and among those who have the unique competence to get the job done correctly.

47. Distributed Leadership
Unique competence requires,
1. who
2. with necessary ability
3. take responsibility

48. Distributed Leadership
Leadership involves the,
1. identification
2. acquisition
3. allocation
4. coordination
5. use of social, materials, and cultural resources to establish the conditions for teaching and learning.

49. Distributed Leadership
Distributed leadership focuses on how leadership practice is distributed among both positional and informal leaders.

50. Reciprocity is Key
Roles are markers that help define what a person should do.
Roles are definers for contracts.
For example; my role is fly the airplane and your role is to navigate. We need each other to have a successful trip.

51. Reciprocity is Key Roles are definers for covenants.
The most sacred obligations and commitments we have
1. toward each other
2. toward the school
3. toward its purposes

52. The Worth of the Leadership Values
None of the leadership values considered alone is powerful enough to make the difference in bringing about quality schooling.
Practicing
Emphasizing management
Providing controls and regulations

53. Constructivist Leadership
Constructive Leadership is a reciprocal process that enables members of a school community to construct meaning that leads toward a common purpose.
Building capacity among people and in schools.
Promotes learning and encourages acceptance of a collective responsibility.

54. A Community of Leaders