As a leader, do you invoke the habits of mind in your leadership?
Habits of Mind: modelling, coaching, scaffolding, articulation, reflection, exploration
Modelling - Modelling of leadership behaviours. If we want others to be leaders, we need to demonstrate what leadership looks like.
Coaching - Helping others to think through what they are trying to do. Teachers raise questions with each other rather than telling others what to do.
Scaffolding - Providing the content bridges necessary for the task, raising the necessary questions, and giving others, particularly new teachers, the opportunities to explore and perform the task.
Articulation - Explaining what you are thinking about so that thinking is visible to colleagues, parents, and students.
Reflection - Being reflective and thoughtful about the work. Raising evaluation questions: What went well today? Why? If I did this again, how would I do it differently?
Exploration - Modelling risk taking so others understand that uncertainty is involved in all new learning.
From: Leadership Capacity for Lasting School Improvement by Linda Lambert
Published by: ASCD (Association for Supervision and Curriculum Development)
Showing posts with label Linda Lambert. Show all posts
Showing posts with label Linda Lambert. Show all posts
Tuesday, 24 May 2011
Tuesday, 3 May 2011
Constructivist Leadership
In what ways are you a constructivist leader?
...leadership can be understood as reciprocal, purposeful learning in a community. Reciprocity helps us build relationships of mutual regard, thereby enabling us to become colearners. And as colearners, we are also coteachers, engaging each other through our teaching and learning approaches. Adults as well as children learn through the processes of inquiry, participation, meaning and knowledge construction, and reflection.
As leaders, we must bear in mind the learners' views, challenge their beliefs, engage them in assessments that take into account the complexities of the broader context (e.g. learning beyond the classroom), and construct meaning and knowledge through reflection and dialogue.
Constructivist Leaders
From: Leadership Capacity for Lasting School Improvement by Linda Lambert
Published by: ASCD (Association for Supervision and Curriculum Development)
...leadership can be understood as reciprocal, purposeful learning in a community. Reciprocity helps us build relationships of mutual regard, thereby enabling us to become colearners. And as colearners, we are also coteachers, engaging each other through our teaching and learning approaches. Adults as well as children learn through the processes of inquiry, participation, meaning and knowledge construction, and reflection.
As leaders, we must bear in mind the learners' views, challenge their beliefs, engage them in assessments that take into account the complexities of the broader context (e.g. learning beyond the classroom), and construct meaning and knowledge through reflection and dialogue.
Constructivist Leaders
- Seek and value teachers' points of view
- Structure the concept of leadership to challenge teachers' belief systems
- Construct meaning through reflection and dialogue
- Structure the life of the school around the Big Picture, not a singular event or small piece of information
- Assess teacher learning in the context of the complexity of the learning organization, not outcomes of isolated events
From: Leadership Capacity for Lasting School Improvement by Linda Lambert
Published by: ASCD (Association for Supervision and Curriculum Development)
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