Being in the leadership space online teachers voices

Transcription

1 Being in the leadership space online teachers voices Presenta(on to ECNZ conference, 3 July, 2015 Sue Smor(, Penny Smith, Judy Watson with Maymoona (Mae) Benfayed and Jane Warnock

2 Introduc6on, purpose and outline of workshop An online community can be a powerful tool for developing teachers understandings and prac6ce around leadership and mentoring others in their early childhood se?ngs.

3 Distributed leadership in online communi6es Thornton (2010) defines distributed leadership in online communi6es as Leadership that is distributed across group members and that is characterised by interdependence and coopera6on (p. 3). Technologies that encourage group members to get to know each other, to communicate effec6vely and to contribute their strengths and skills will encourage distributed leadership (Thornton, 2010, p. 11). Thornton, K. (2010). The nature of distributed leadership and its development in online environments. In P. Yoong Ed.)., Leadership in the digital enterprise: Issues and challenges (pp. 1 14). Hershey, PA: IGI Global.

4 Leadership in ECE - complexity Poor quality educa6on and care (ERO, 2010) Ineffec6ve leadership can result from lack of experience. Some leaders, although technically qualified, take on the role too early in their careers or are without the necessary support to do the job well. Some people in leadership roles are not well informed about what cons6tutes effec6ve prac6ce. O_en they do not seek or have access to opportuni6es to engage in relevant professional learning and development. Educa6on Review Office. (2010). Quality in Early Childhood Services. Wellington: Author

5 Leadership: who inspires and challenges educators? ERO s defini(on of an effec(ve leader - High quality services have leaders who are inspira6onal, enthusias6c and innova6ve thinkers. These leaders manage change effec6vely, mo6vate others to make change and have a good awareness of pacing change that leads to improved quality. Educa6on Review Office (2010). Quality in Early Childhood Services. Wellington: Author

6 Ngā Pou Here (Educa6on Review Office, 2013) ERO s framework for the evalua6on of processes and prac6ces in an EC service (p.20). Pou Ārahi how leadership is enacted to enhance posi6ve learning outcomes for children. Pou Whakahaere how the service determines its vision, philosophy and direc6on to ensure posi6ve learning outcomes for children; Mātauranga whose knowledge is valued and how the curriculum is designed to achieve posi6ve learning outcomes for children ; and Tikanga Whakaako how approaches to teaching and learning are responsive to diversity and support posi6ve learning outcomes for children Educa6on Review Office. (2013). Ngā pou here. Wellington: Author

7 Five habits for effec6ve mentors (Sanders, Smith, Norsworthy, Barthow, Miles, Ozanne & Weyderman, 2012) Building a learning rela6onship Engaging in learning dialogue Being inten6onal Making 6me to mentor Valuing the role

8 Habit one: Building a learning rela6onship Learning Relationship 1 Learning Relationship 2 Whanaungatanga Working with each other Helping each other (tuakana/teina) Respecmul, reciprocal process Sanders et al. (2012, p. 4) states that building a learning rela6onship means moving beyond a cordial rela6onship. How do you facilitate your team to move beyond the cordial?

9 Habit two: Engaging in learning dialogue Learning dialogue Research Feedback It is crucial that conversa6ons also move to genuine co- inquiry, with a willingness to examine why we act as we do, what theore6cal considera6ons underpin our prac6ce, and also apply current research to prac6ce (Sanders et al., 2012, p. 5). What strategies exist in your centre for teachers to cri6cally inquire into their professional prac6ce collabora6vely?

10 Habit three: Being inten6onal Being intentional 1 Being intentional 2 Distributed leadership Transforma6ve leadership Inten6onality in structuring mentoring conversa6ons can be highly effec6ve in enhancing and deepening learning dialogue. The use of specific tasks is one means of providing that structure (Sanders et al., 2012, p. 6). What are some tasks which you could use with your team to structure learning dialogue.

11 Habit four: Making 6me to mentor I feel that changes need to be carried out to ensure that the PRT's. get their 6me to engage with their mentor. Generally I am able to get out of the room, but it is all the interrup6ons from other teachers/managers for small things that could possibly wait (Mae, online pos6ng) Mentoring rela6onships take 6me; 6me to observe the student, 6me to reflect on those observa6ons and 6me to cri6que prac6ce and 6me to talk with the student about prac6ce (Sanders et al., 2012, p. 8). What solu6ons do you have for making 6me?

12 Habit five: Valuing the role The mentoring role is complex, intricate and involves significant responsibility. The opportunity to help share a new professional colleague s prac6ce is a privilege (Sanders et al. 2012, p. 9). Who gets to be the mentor in your ECE se?ng and what strategies could be used to enhance the value of this role?

13 Concluding thoughts Te Ārahi Tira: Leading Teams, has been challenging in its theory, but saved by its prac6cal applica6on and a community of fellow learners. This experience of reflec6ve dialogue was further supported by Robertson's (2011) promo6on of leadership partnerships and inspired me to seek out another leader in early childhood educa6on to build a peer- coaching rela6onship with. I look forward to all the possibili6es for further developing my leadership skills and knowledge that such a rela6onship can offer me (or rather, us) (Geoff, final reflec6on). Well done! Exci6ng changes and challenges ahead then! Yes this paper has given me ideas and courage to advocate for my own learning (Geoff, online contribu6on)

14 Contact details Sue Smor6 Judy Watson Penny Smith

15 References: Educa6on Review Office. (2010). Quality in early childhood services. Wellington: NZ Government. Educa6on Review Office. (2013). He pou tātaki: How ERO reviews early childhood services. Wellington: NZ Government. Sanders, M., Smith, A., Norsworthy, B., Barthow, S., Miles, L., Ozanne, P., & Weyderman, C. (2012). Five habits for effec(ve mentors. Wellington: Ako Aotearoa. Retrieved from hyps://akoaotearoa.ac.nz/download/ng/file/group- 3989/five- habits- of- effec6ve- mentors.pdf Thornton, K. (2010). The nature of distributed leadership and its development in online environments. In P. Yoong (Ed.)., Leadership in the digital enterprise: Issues and challenges (pp. 1 14). Hershey, PA: IGI Global.