1. Leadership Management -The Instructor as Leader
Dr. Mary Ann Pellegrino
VP of Institutional Effectiveness

2. Educational Leadership
What do we mean as a Instructor as a Leader?
How does this relate to an Instructor?

3. Teacher leadership is not about “teacher power.”
The instructor as a leader is about:
Strengthening student performance
Working toward collaboration with team work and student involvement to ensure engagement
Shared leadership, in the daily life of the school

4. Four Kinds of Teachers…
Robert Hempel spent four years studying ten schools within the Coalition of Essential Schools and found the different factions of teachers typically emerge within each school:
the “cynics,”
the “sleepy people,”
the “yes-but” people
the teacher leaders
He found that the teacher leader never constituted more than 25% of a faculty.
Source: Barth, R.S. (2001, February). Teacher leader. Phi Delta Kappan 82, (4).

5. What is it to be a leader?
“ Leadership is not so much about technique and methods as it is about opening the heart.
Leadership is about inspiration—of oneself and of others. Great leadership is about human experiences, not processes.
Leadership is not a formula or a program, it is a human activity that comes from the heart and considers the hearts of others. It is an attitude, not a routine.”
Lance Secretan, Industry Week, 10/12/98

6. What does it mean to be a teacher that is a leader?
Instructors as leaders create the “professional community”.
Instructors as leaders help create a school environment where each student is truly known and treated with respect while giving guidance.
Instructors as leaders increase the quality of teachers and enhance the professionalism of teaching.
Instructors as leaders connect the academic standards and accountability within the classroom.
Instructor leaders ensure that state and national policies along with institutional compliance are adhered to in the classroom and on the campus.

7. How do we as faculty create Instructor Leadership within ourselves?
Healthy Self Respect with out inflated ego. This is reflected to students.
Ability to be flexible as situations arise with students, administration and teacher responsibilities.
Create a self rewarding system that continues to fuel your energy and supports your efforts.

8. “Teacher as Leader” qualities…
The special qualities that the excellent instructors possess—
knowledge of students
knowledge of subject matter,
empathy,
dedication,
technique,
sensitivity to communities and families,
readiness to help,
team spirit,
ability to communicate,
should be in even greater demand than ever.
The Metropolitan Life Survey of the American Teacher, 2000: Are We Preparing Students for the 21st Century?

9. Top 5 Priorities with Leadership and Communication…
Listen with full attention
Listen to understand
Share meaning in communication
Interpersonal communication dynamics
How to address a difficult conversation

10. Listen with full attention…
It is essential that when someone (employer, employee or co-worker) approaches you for insight or your feedback that you listen to understand.
Don’t try to half way pay attention. It will show and it is an insult to the person.

11. Listen to Understand…
The other person needs to know that you care enough to listen. If you don’t, you may never truly comprehend their position and worse yet, the other person may walk away feeling that you don’t care about their concerns. If you cannot talk to them at that moment in time, make sure you reschedule to listen to their needs.

12. Share meaning in communication
Make sure you use effective listening skills to communicate. This is done by reflecting back to the individual what they just shared so that they know you have gotten the message accurately.
Also, if you are the one sharing than the message must be presented clearly, in detail, with integrity and authenticity.

13. Interpersonal communication dynamics
Body language shows how we are accepting or not accepting the communication. One must be aware of the whole body.
Your body language, facial expression, posture and tone a voice can tell a lot about what is being communicated and how. It can reflect truth, sincerity and reliability of the communication.
One can also undermine the situation if the communication is incongruent and inconsistent.

14. Challenges in Communication
Tools for handling a difficult conversation:
Share that you have some feedback that you would like to share.
Take the time for the other person to settle and brace the potentially embarrassing feedback. If you feel uncomfortable, share that this is difficult for you to share.
Give the feedback, but don’t share that others have given you the feedback. Take the responsibility of the feedback.
Be simple and straight forward. I am talking to you to assist you in your success in this company.
Share that the behavior change needed and the positive impact that can occur.
Form an agreement on what next steps to take with the individual sharing how they can work on this.
Follow up on the positive results and/or more coaching to improve the situation.
How to address a difficult conversation:
How to address a difficult conversation – in a work environment, there are areas that can initiate a conversation that may feel difficult; such as, unprofessional behavior, clothing, and personal hygiene, being disorganized or disruptive.

15. Teacher as Leader… “Leaders grow; they are not made”
The Peter F. Drucker Foundation for Nonprofit Management, The Leader of the Future, (c) 1996
Being teacher leader encompasses many areas and these are but a few that one can consider as you work toward being a leader as a faculty member on your campus.
We encourage and support your growth as a teacher leader as you reflect on some of the key areas to help you improve .

16. Leadership Management -The Instructor as Leader
Dr. Mary Ann Pellegrino
VP of Institutional Effectiveness