Creating an educationally and culturally relevant educational leadership programme for Aotearoa/New Zealand s changing society

Transcription

1 Creating an educationally and culturally relevant educational leadership programme for Aotearoa/New Zealand s changing society Dr Richard Smith 1 & Dr David Giles 2 1 Leadership & Policy Studies, National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore 2 Professional Studies in Education, Faculty of Education, University of Waikato, Hamilton, New Zealand To the New Zealand Educational Administration and Leadership Society (NZEALS) International conference: Leadership: A juggling act?, 7-9 April 2010 at Hotel Grand Chancellor, Christchurch

2 Caveats and themes Caveats: (i) Whilst Richard and David were the main drivers of the programme, David left the AUT University in February 2008 and Richard in July 2008 (ii) Whilst we are still in contact with our AUT colleagues and some of the original students, we do not know what is happening in the programme now in 2010 and it is not our place to continue researching it as we are no longer employed at the university (iii) We will not be providing a literature review in this presentation but there is one in the full paper which is currently being re-written for publication Themes: This presentation was designed around being in the people leadership theme, but has relevance for the sustainable leadership theme also

3 Overview of presentation Introduction Abstract Background information No literature review provided (wait for the paper currently in production) Processes References Some questions and answers Contact details

4 Abstract This paper discusses the conceptualisation process of developing a new one-year taught-master s programme in educational leadership at an Aotearoa/New Zealand university. The perspective is a highly personalised one from the drivers of the programme and it outlines its almost two-year development from conception through to the first papers being delivered in semester one The proposed programme was somewhat controversial and it had a rather difficult journey through the New Zealand Vice Chancellors Committee NZVCC), Committee on University Academic Programmes (CUAP) accreditation process. This paper describes the process, the debates, the underlying philosophy, content and delivery of the four papers within the Master of Educational Leadership (MEdL). Its designers wanted something discernibly different in orientation from the postgraduate programmes offered by other tertiary providers in Aotearoa./New Zealand. The content had to be both educationally and culturally relevant reflect our nation s bi-cultural heritage, yet growing multi-ethnic population base. The philosophy of the programme was leadership, not management focused and was premised upon both theory and practice as praxis drawing upon both developmental and experiential models for leadership development. The paper addresses the main conference theme and the subtheme of educational administration and development.

5 Alternative title Re-thinking experiences of educational leadership: A new MEdL programme Aim of the programme: to develop educational leadership locally in Tamaki Makaurau (Auckland) and Aoteaora/New Zealand and to promote the growth of educational leadership capacity internationally, by developing links with other universities such as: the National Institute of Education/NTU, Singapore; Waikato University; University of Wollongong, NSW, Australia; and others.

6 Our concerns and key issues We were worried about the issues of educational management being in ascendancy and wanted to create a leadership programme not one based on management principles Key issues: emphasis on theory, theory to practice: (i) transactional leadership and authentic leadership (see Bhindi & Duignan, 1997; Duignan & Bhindi, 1997; Bhindi, et al., 2008; Smith, et al., 2008) (ii) managerial processes and avoiding them (iii) leaders controlling the process (iv) culturally relevant for diversity (see Billot, 2008)

7 Key guiding questions 1. Is educational leadership merely the application of theory? 2.Where are the contextual, inspirational, critical, emancipatory, interpretive essence(s) of leadership practice? 3. How do leaders understand their own leadership styles? 4. What are the educational and organisational impediments to leadership development? How might these be overcome? 5. What assistance may be provided by modelling good practice in leadership and mentoring in leadership? 6. In what ways are the theories culturally relevant and applicable?

8 Special features of a new MEdL programme 1. Scholarly & applied 2. Support holistic inquiry 3. Leadership as a lived experience Leadership development as a concern for techne, episteme (epistemology) and phronesis 4. Mentoring opportunities as embraced by, and modelled in, the culture surrounding the programme Exploring ideas: developing thinking Enabling dispositions: creative dimensions

9 New papers and alternative approaches Thinking about educational leadership as a lived experience (drawing on adult education and leadership theories) What can an exploration of lived experiences tell us about the essential nature of educational leadership? What have we taken for granted in our stories about leadership? What is it like to be in leadership? Exploring ideas and possibilities Encouraging teacher leadership, by role not by position

10 Transforming old papers, developing new papers We already had two papers in the educational leadership domain: Educational leadership and Professional practice. These were revised and extended to: : Foundations of educational leadership : Professional practice: Educational leadership Two new papers were developed: : Leading in diverse cultures and communities : Organisational cultures and educational leadership

11 Integrating theory with practice Making sure all four papers had aspects of educational theories: with high quality seminal and contemporary resources Making papers relevant educational theories and resources in relation to cultural practices from the indigenous population (Māori) and also Pasifika peoples and the changing ethnic make-up of Aotearoa/New Zealand society (see Billot, 2008) Making sure the theories could be understood within notions of current and future leadership practice Developing on-line communities of practice using blackboard Papers taught by a range of educational leaders, tertiary, primary, secondary and early childhood and some with recent practice, thus not just university theoreticians

12 Content for practitioner inquiry Metaphors for leadership Considering leadership as a being and becoming Finding perspective as a leader I the leader, we the leader Emancipatory practice The importance of stories and narratives

13 Engaging students in a new academic programme Acknowledging the adult students (colleagues) as active learners and academic-practitioners/practitioner-academics Engaging students in their own stories: What are student s experiences of being-in leadership? What are student s experiences of leadership? What are student s experiences of becoming a leader? What kind of leader do they wish to be? What organisation and developmental support might they need?

14 An example of an assignment from A new kind of developmental and exploratory approach Question: How does leadership influence the human context? 1. Describe five (5) critical experiences that have influenced your being (and thinking) as an educational leader. 2. Interpret the possible meanings that exist within each of your stories as a way of pointing to essential meanings of leadership

15 Example continued 3. Gather, from the stories and interpretations, ideas that you consider to be particularly pertinent to the major question. Write about these ideas, drawing upon relevant literature. 4. How has this experience influenced your being (and thinking) as an educational leader?

16 Practitioner s ideas about leadership You have to live leadership There is no certainty in leadership Leadership is not a comfortable place Leaders cannot hide, even in their absence Leadership is fundamentally relational Leadership touches people Authentic leadership gestures are seen more than heard Being true to oneself: Effective leadership: Integrated human being Leadership is a becoming process

17 Where is the programme at now? The first cohort began in semester one (March-June) 2008 with papers & Second semester (July-November) with papers & First cohort completed in November 2008 and graduated in February Second cohort began in semester one The 2008 cohort had large classes (for SoE postgraduate classes) about and all completed the papers attempted, thus a 100% pass rate and attrition rate

18 A coherent and popular programme Little advertising done, mostly word of mouth However a popular and useful programme Positive participant(s) feedback Quality staff including practitioners from other sectors and the Deputy Vice Chancellor and Vice Chancellor of AUT Deliberately cross-sector leadership development from ECE tertiary level Linked to AUT MEd so that students can progress to doctoral level and get an MEd and a MEdL i.e two masters qualifications in 3 years full-time and 4-5 years part-time

19 Staff in programme in : Dr Jennie Billot & Dr Richard Smith : Dr Nesta Devine & Dr Linita Manu atu : Dr Nesta Devine & Ms Hillary Wynyard : Dr Johan Rall, Ms Jane Cavanagh-Eyre & Dr Richard Smith Guest lecturers: Dr David Giles; Barbara Cavanagh (principal); Michele Whitten; Hilary Wynyard (secondary); Derek McCormack (VC); Dr Rob Allen (Deputy VC); Anne Grey, Janita Craw and Dr Bev Clark (ECE); Wendy Moore (primary).

20 Challenges to the programme Getting it approved through CUAP, seen as a PGDip Education, not a one-year professional masterate Internal and external support Getting staffing for teaching Key staff and drivers leaving the university On-going development and refinement Marketing Difference and comparably to other Aotearoa/NZ educational leadership and management postgraduate programmes

21 Where to from here? What is the on-going role of Richard and David? We hope the programme will thrive and grow Our aim is to build culturally diverse leadership capacity in Auckland and in wider Aotearoa/New Zealand and increasingly internationally

22 Acknowledgements To the MEdL development team, Ms Jane Cavanagh-Eyre, Dr Andy Begg, Ms Anne Grey To the MEdL teaching team: Dr Jennie Billot, Dr Johan Rall, Dr Linita Manu atu and Dr Nesta Devine To the SoE s at Auckland University of Technology key advisor and visiting professor in 2008, Associate Professor Narottam Bhindi, University of Wollongong, New South Wales, Australia

23 References Bhindi, N. & Duignan, P. (1997). Leadership for the new century: Authenticity, intentionality, spirituality and sensibility. Management and Administration Journal, 25 (2) Bhindi, N., Riley, D., Smith, R. & Hansen, J. (2008, April-May). Authentic leadership in education: A cross-country reality? Paper presented at the Enhancing the heart, Enriching the mind at the international leadership conference, New Zealand Educational Administration and Leadership Society (NZEALS). Auckland, 30 April 3 May. Billot, J. (2008, April-May). Paper presented at the Enhancing the heart, Enriching the mind at the international leadership conference, New Zealand Educational Administration and Leadership Society (NZEALS). Auckland, 30 April 3 May. Duignan, P. & Bhindi, N. (1997). Authenticity in leadership: An emerging perspective. Journal of Educational Administration, 35(3), Giles, D. (October). Re-thinking experiences of educational leadership: A new MEdL programme. AUT SoE Research Conference Conversations about Leadership. Smith, R., Bhindi, N., Hansen, J., Riley, D. & Rall, J. (2008, November-December). Questioning the notion of authentic leadership in education: The perspectives of followers. Australian Association for Research in Education (AARE) Changing climates: Education for sustainable futures conference. Brisbane, 30 November 4 December. (Refereed Abstract: and Full Paper)

24 Questions and issues What else would you like to know about the programme and its developments? Questions and answers How can we help in the development of educational leadership programmes our own domains and internationally too?

25 Consultancy and contact details We are happy to be contacted in relation to this presentation in supporting the national and international development of educational leaders or to act as advisors/consultants/critical friends to new developments in this area Dr Richard Smith Dr David Giles

26 Thank you