1. Isabel Coetzee (PhD) Department of Nursing Science University of Pretoria Transformational leadership in Education

2. The only voyage of discovery exists, not in seeing new landscapes, but in having new eyes. Marcel Proust The only voyage of discovery exists, not in seeing new landscapes, but in having new eyes. Marcel Proust

3. Educators: Challenge View educational practice through a different lens… From a teacher to a facilitator…. Good Better Excellence

4.  Demonstrate human understanding  Reform organisations in magic ways  Create learning environment  Every person is empowered to full potential Transformational leader

5.  Moral leadership-based on dignity and respect for others  Leading with love, human kindness and social justice  Spiritual leadership – encourage other to:  Seek highest vision  Highest human endeavour  Serve before being served (Hoyle 2002) Transformational leader

6.  Facilitator of learning (FOL)  Authentic learning  Active learning  Co-operative learning  Fundamental human virtues Transforming our educational practices

7.  Educator not teacher  Education - search for meaning, student independent  Facilitate learning – challenge student above his/her ability  Learning - student construct meaning/knowledge by him/her self  Teaching- give student information, student dependent on teacher Facilitation of learning

8.  Immersion of learner in real life experience  Learning by doing: learning to be  Results in personal transformation  Reflection of learner on real life experience  Human potential maximised Authentic learning

9.  Common goal of “involving student in doing things and thinking about the things they are doing” (Bonwell & Eison 1991)  Active learning strategies can be created to engage students to:  Think critically/creatively  Speaking with partner/small group/entire class  Give and receive feedback  Reflect upon the learning process Active learning

10.  Think-pair-share  Note check  Two minute paper  Brainstorm  Jigsaw Active learning strategies

11.  Preferable group size:4-6 learners-FOL to allocated group members  Heterogeneous as possible:  Achievement  Work attitude  Social class  Gender  Personality  Culture Co-operative learning

12.  Do not appoint or have a leader chosen  Each member feels important  Leader evolves naturally for each LT  Positive interdependence  Individual accountability  Promote face-to-face interaction  Develops fundamental human virtues Co-operative learning

13.  Humanisation - How do I see you?  Communication – How do I interact with you?  Dealing with feeling - How do I react to you?  Justice and forgiveness - How do I want you to react to me?  Love – How do I ultimately care for you?  Leadership - How effectively can I lead you to maximise your full potential? Fundamental interpersonal human virtues

14.  Self-confidence - feeling able to do it  Motivation - wanting to do it  Initiative - moving into action  Effort - willing to work hard  Perseverance - completing tasks  Common sense - making good judgement Fundamental intra personal human virtues

15.  Responsibility - doing what is right  Motivation - wanting to do it  Independence - doing it yourself  Love - to care ultimately for myself and everything around me Fundamental intrapersonal human virtues

16.  Manage own learning  Take control over own learning  Take responsibility for own learning  Active, effective, independent learner  Acquired fundamental human virtues  Maximised human potential Challenge: Self-regulatory learner

17.  Never give up until your Good is Better and your Better is BEST ! Good-Better-Best

18. Great vision precedes great achievement -John C Maxwell (2001:91)-

19. isabel.coetzee@up.ac.za Thank you!