1. Servant Leadership and Teaching in an E-learning Environment

2. Servant Leadership Greenleaf (1977) states, “The servant leader is a servant first. It begins with the natural feeling that one wants to serve. The conscious choice brings one to aspire to lead. The best test is: do those served grow as persons, do they, while being served, become healthier, wise, freer, more autonomous, more likely themselves to become servants”(p. 13). Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. New York: Paulist Press

3. Servant Leadership Patterson, K. A. (2003). Servant leadership: A theoretical model (Doctoral dissertation, Regent University, 2003). Dissertation Abstracts International, 64 (02), 570. (Publication No. 3082719)

4. Transformational Leadership Idealized Influence Intellectual Stimulation Individual Consideration Inspirational Motivation Bass, B. M., & Avolio, B. J. (1990). Developing transformational leadership: 1992 and beyond. Journal of European Industrial Training, 14, 21-27.

5. Functional Learner Autonomy Functional Learner Autonomy -- Is a range of ability and willingness to participate in selecting and shaping learning experiences in which the learner may function independently or in concert with others. The degree to which an individual is engaged in functional learner autonomy is expressed in the extent that the learner optimizes the learning process by making efficient and appropriate use of their personal resources and the resources of others. Confessoree, G. J. (1992). An introduction to the study of self-directed learning. In G. J. Confessore & S. J. Confessore (Eds.), Guideposts to self-directed learning: Expert commentary on essential concepts (pp. 1-6). King of Prussia, PA: Organization Design and Development.

6. Functional Learner Autonomy Functional Learner Autonomy Dysfunctional Learner Dependence Dysfunctional Learner Independence Confessoree, G. J. (1992). An introduction to the study of self-directed learning. In G. J. Confessore & S. J. Confessore (Eds.), Guideposts to self-directed learning: Expert commentary on essential concepts (pp. 1-6). King of Prussia, PA: Organization Design and Development.

7. Desire Resourcefulness Persistence Initiative Autonomous Learning Confessoree, G. J. (1992). An introduction to the study of self-directed learning. In G. J. Confessore & S. J. Confessore (Eds.), Guideposts to self-directed learning: Expert commentary on essential concepts (pp. 1-6). King of Prussia, PA: Organization Design and Development.

8. Resourcefulness Subscales Learning Priority Deferring Gratification Resolving Conflict Future Orientation Planning Evaluating Alternatives Anticipating Consequences Carr, P. B. (1999). The measurement of resourcefulness intentions in the adult autonomous learner (Doctoral dissertation, The George Washington University, 1999). Dissertation Abstracts International, 60, (11), 3849. (Publication No. AAT 9949341)

9. Initiative Subscales Goal Directedness Action Orientation Overcoming Obstacles Active Approach Self-Starting Ponton, M. K. (1999). The measurement of an adult‘s intention to exhibit personal initiative in autonomous learning (Doctoral dissertation, The George Washington University, 2000). Dissertation Abstracts International, 60 (11), 3933. (Publication No. 9949350)

10. Persistence Subscales Volition Self-Regulation Goal Maintenance Derrick, M. G. (2001). The measurement of an adult‘s intention to exhibit persistence in autonomous learning (Doctoral dissertation, The George Washington University, 2001). Dissertation Abstracts International, 62 (05), 2533. (Publication No. 3006915

11. Staged Self-Directed Learning Model (Grow, 1991) Stage Student Stage 1 Stage 2 Stage 3 Stage 4 Dependent Interested Involved Self-Directed Teacher Authority, Expert Motivator, Guide Facilitator Consultant, Delegator Examples Coaching with immediate feedback. Drill. Informational Lecture. Overcoming Resistance. Inspiring lecture plus guided discussion. Goal setting and learning strategies. Discussion facilitated by teacher who Participates as equal. Seminar. Group projects. Internship, dissertation, individual Work or self-directed study-groups.

12. Match versus Mismatch in Learner Stages and Teacher Styles (Grow, 1991) Dependent Learner Interested Learner Involved Learner Self- Directed Learner Authority, Expert Motivator, Guide Facilitator Consultant, Delegator Match Near Match Near Match Near Match Near Match Mismatch Severe Mismatch Near Match Near Match Severe Mismatch

13. Teacher/Servant Leadership Characteristics Listening Empathy Holistic Interaction Awareness Authenticity Persuasion

14. Teacher/Servant Leadership Characteristics Conceptualization Foresight Stewardship Commitment to People Community

15. How would you see these characteristics being exercised in an e-learning environment ?

16. Questions

18. Some preliminary observations

19. Listening: Actively listens to students with more than the ear, but also the heart. The response to the listening involves an assessment of the students’ individual needs, which may be personal, spiritual, physical, emotional, and academic. Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the- chalkboard.http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the- chalkboard Retrieved April 15, 2008, from http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard: http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard

20. Listening Do not make assumptions Asked for clarification Stay away from “you wrote” and use but “My understanding of what you have written is this my correct”? Look for the issue behind the issue

21. Empathy: demonstrates genuine care and concern about the student, the ability to relate and understand what the student is experiencing cognitively, affectively, and physically. Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard.http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard

22. Empathy Share your story Encourage Affirm your understanding of the struggle of the student balancing act of being, full- time employee, family member, and member of the community Listen but not lower the bar in terms of standards. Do not offer solutions unless the requested

23. Authenticity

24. Holistic Interaction encourages cognitive and spiritual growth

25. Holistic Interaction Emphasize that it is not the grade it is about the learning. Learning is of greater value than a grade and has its own rewards. It’s not about memorizing data is about exercising wisdom Learning should result in change Help connect the dots knowledge, character, and skill

26. Awareness: The first job of a leader is to define reality, last to say thank you and, in between, to be a debtor and a servant.“ -- Max DuPree Reality in terms of who they are. Reality in terms of the world they live in at this time

28. Persuasion: Challenging the students in their analytical and independent thinking and learning. Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard.http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard

29. Persuasion Ask questions to make them rethink and/or more credibly defend their conclusion Restate the rationale of their position

30. Foresight: Meets the needs of the student in advance, and take a proactive approach. The academic, learning process is only part of the part of the ultimate goal; it is not the end result but the beginning. Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard.http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard

31. Foresight Keep the vision and mission of the learning before the student. Do not wait for the student to ask for help but take the initiative if there appears to be a problem. Take the initiative in voice communication or in face to face communication

32. Stewardship: Understands the role of teacher is a sacred trust Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard.http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard

33. Commitment to people: Inspires others to serve one another and the community in which they live and participate. Learning should lead to service. Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard.http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard

34. Community: Seeks in expanding their vision beyond themselves and immediate circumstances, to encourage others to become leaders in the broader global community. Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard.http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73- servant-professorship-the-theology-of-the-chalkboard

35. Questions