2. E XEMPLARY T EACHER L EADERS E XEMPLARY T EACHER L EADERS

3. M ULTILITERACY M ULTILITERACY H EALY, 2008, P. 203. …the variety of literacies we use to communicate within social and cultural groups, and of their modes of delivery.

4. E XEMPLARY T EACHERS : L EADERS AMONG THE LEARNERS 1. … leadership is like beauty: its hard to define, but you know it when you see it. Warren Bennis On being a leader 2. Key characteristics of admired leaders: 1. Honest 2. Forward looking 3. Inspiring 4. Competent It is meaningless to talk about leadership unless we believe that individuals can make a difference in the lives of others. Kouzes and Posner Credibility and A leaders legacy

5. O N B EING A L EADER Qualities of an effective leader Influence Character People skills Drive Intelligence Bill Hybels Courageous leadership

6. C ASTING V ISION AS A L EADER

7. S IX C HARACTERISTICS OF T EACHERS AS L EADERS C ROWTHER ET AL S IX C HARACTERISTICS OF T EACHERS AS L EADERS C ROWTHER ET AL D EVELOPING TEACHER LEADERS 1.0 Convey convictions about a better world 2.0 Strive for authenticity in their teaching, learning and assessment practices 3.0 Facilitate communities of learning through organization-wide process 4.0 Confront barriers in the schools culture and structures 5.0 Translate ideas into sustainable systems of action 6.0 Nurture a culture of success

8. T RANSFORMATIONAL LEADERSHIP R OBERT O WENS T RANSFORMATIONAL LEADERSHIP R OBERT O WENS O RGANIZATIONAL BEHAVIOUR IN EDUCATION Are you in a position where you are likely to fulfil your innate potential? Why are you on this earth? What steps will you need to take in order to achieve your maximum potential? What is the single best indicator that you are making progress towards your life dream/vision?

9. T HE 360 DEGREE LEADER B ILL H YBELS COURAGEOUS LEADERSHIP Lead North by influence, persuasion relationship Lead East via Lead West via common cause; win/ negotiation; win scenario lateral leadership Lead South by authority and power Cast vision, form and inspire a team, set goals

10. T EACHING AS MORAL WORK R OBERT S TARRAT T EACHING AS MORAL WORK R OBERT S TARRAT E THICAL LEADERSHIP Teaching is a profoundly moral work that calls upon the full humanity of teachers and students for its realizations Educational leadership should be work that is: 1. Simultaneously intellectual and moral 2. A blend of human, professional and civic concerns 3. Cultivating an environment for learning that is humanly fulfilling and socially responsible

11. E XEMPLARY T EACHING …past 30 years…new approaches to cognitive research & developmental psychology… most people learn best through personally meaningful experiences that enables them to connect new knowledge to what they already believe or understand. Killen, 2007. p. 2

12. S ETTING YOUR PRIORITIES B IEHL, B OB (1996). M ENTORING If you could only accomplish 3 measurable priorities in the next 10 years that would make 50% difference by the end of your life, what would they be? If you could only accomplish 3 things in the next 90 days that would make 50% difference(to your effectiveness), what would you do?

13. S CHOOL CULTURE Body of solutions to external and internal problems that has worked consistently for a group and has been taught to newcomers as the correct way to perceive, think about, and feel in relation to those problems. Owens (2001)Organizational behaviour Shared philosophies, ideologies, values, assumptions, beliefs, expectations, attitudes and norms that knit a community together.

14. T WO THEMES RE CULTURE T WO T WO THEMES RE CULTURE R E C ULTURE 1. Norms: (unwritten) rules of behaviour that are accepted as legitimate by members of the group. 2. Assumptions: what members of the organisation accept as true and false in the world

15. C REATING S CHOOL CULTURE A body of solutions to problems that has worked for a group and has been taught to newcomers Solutions become assumptions about the nature of reality, truth, time, space, human nature, human activity and human relationships Over time these assumptions are *taken for granted* and drop out of awareness Owens (2001)

16. Culture of the school Beliefs and Values Traditions and Rituals History Behaviour and Norms Heroes and Heroines Stories and Myths

17. C HANGE AND C ULTURE C HANGE AND C ULTURE & SCHOOL C

18. T RANSITION AND CHANGE Change begins with an ending! Considering a new idea Wilderness- grieving the past Begin to adopt Adopt new idea

19. Deepest anxieties of prosperous age concerns erosion of families, fragmenting of communities, & keeping our integrity intact. Rewards of knowledge economy are more frenzied lives, less security, and more economically divergent and socially stratified society.

20. I MPLICATIONS IN CLASSROOMS Westerners I broke the plate I missed the bus We have a problem; lets talk about it I forgot I was in an accident Africans The plate fell and broke The bus left without me A problem exists; we must hope it goes away It forgot itself to me An accident happened to me

21. G OING TO THE CORE World View Nation Community Core beliefs Religion

22. P ORTFOLIO OF R ESOURCES What is a Portfolio? Usually contains gathered samples of lesson plans; units of study; and, professional documents that reflect the knowledge, skills and beliefs of the teacher. It can be presented in a variety of formats, including through web-sites, CDs, DVDs, or through various software. Bullock and Hawk, 2010. p. 10

23. F OUR T YPES OF P ORTFOLIOS 1. Process Portfolio. Shows a persons performance over a period of time; usually to improve something. 2. Product Portfolio.* Specific set of evidence developed over a short period of time. 3. Showcase Portfolio. A collection of a teachers best work, chosen by the teacher. 4. Digital Portfolio. A product, process or showcase portfolio captured, organised, saved, or presented in digital format. Bullock and Hawk (2010) * What we are doing in 4333