A blue whale is the largest mammal on earth. An adult blue whale is the length of over three Greyhound buses, weighs more than a fully loaded 747 and has a heart the size of a Volkswagon Beetle. It is so large that it takes at least three minutes for it

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• A blue whale is the largest mammal on earth. An
  adult blue whale is the length of over three
  Greyhound buses, weighs more than a fully loaded
  747 and has a heart the size of a Volkswagon
  Beetle. It is so large that it takes at least
  three minutes for it to make a turn of 180
  degrees.

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• Many people draw a strong parallel between blue
  whales and our schools, businesses and even
  communities. It just seems to take forever to
  change direction.

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• But a school of sardines consisting of a greater
  mass than a blue whale can turn almost instantly.
  How do they do it? Is it ESP? CB radio? The
  Internet

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• If you take a careful look at a school of
  sardines, you'll see that the fish appear to be
  swimming in the same direction. In reality, there
  will always be a small group of sardines swimming
  against the flow causing friction with the rest
  of the school.

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• But when this dedicated group of committed
  sardines reaches a critical mass of only 15 to
  20 percent, they induce the rest of the school to
  suddenly turn and follow their leadership! Isn't
  that what happened with our attitudes towards
  drinking and driving, and to our feelings about
  smoking?

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• They were changes of direction induced by a small
  group of people who were truly committed to
  change, to go against the flow, to cause
  discomfort, and to challenge the normal
  direction.
• That's why we're Committed Sardines.

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WHAT IS EDUCATIONAL LEADERSHIP?

• Over 350 definitions in the literature
• Most agree on
• Leadership is a group function it occurs only in
  the process of 2 or more people interacting.
• Leaders intentionally seek to influence the
  behavior of other people.
• Robert Owens

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AUTHORITY

• The power to influence thought and behavior
• Power
• The ability for A to get B to do what B would
  normally not do

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What is The Purpose of Supervision?

• To assist the organization in reaching its goals
• How does that translate to Education?

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What is The Purpose of Educational Supervision?

• to help increase the opportunity and the
  capacity of schools to contribute more
  effectively to students academic success.
• Sergiovanni

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Principles of Scientific ManagementFrederick
Taylor - 1900-15

• 1. Eliminate the guesswork of rule-of-thumb
  approaches to deciding how each worker is to do a
  job by adopting scientific measurements to break
  the job down into a series of small, related
  tasks
• 2. Use more scientific, systematic methods for
  selecting workers and training them for specific
  jobs.

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Principles of Scientific Management

• 3. Establish the concept that there is a clear
  division of responsibility between management and
  workers, with management doing goal setting,
  planning, and supervising, and workers executing
  required tasks.
• 4. Establish the discipline whereby management
  sets the objectives and the workers cooperate in
  achieving them.
• -Frederick Taylor

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TAYLORS PRINCIPLES

• TOP-DOWN
• AUTHORITARIAN
• TIME-MOTION STUDIES
• RIGID DISCIPLINE ON THE JOB
• LITTLE INTERACTION BETWEEN WORKERS
• INCENTIVE PAY SYSTEMS
• EFFICIENCY EXPERTS

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Henri Fayol

• Focused attention on the manager not the worker
• Clearly separated the processes of administration
  from other operations within the organization
• Emphasized the common elements of administration
  in different organizations
• Believed a trained administrative group was
  essential to improving the operations of an
  organization

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Fayols Functions of Administration

• Planning
• Organizing
• Commanding (Leading)
• Coordinating
• Controlling (Evaluating Results)

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Max Weber

• Hope lied in the establishment of well run
  bureaucracies that would be
• Fairer
• More Impartial
• More Practicable
• More rational
• More Efficient
• More Impersonal

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Webers Principles of Administration

• A division of labor based on functional
  specialization
• A well-defined hierarchy of authority
• A system of rules covering the rights and duties
  of employees
• A system of procedures for dealing with work
  situations
• Impersonality of interpersonal relations
• Selection and promotion based only on technical
  competence

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HUMAN RELATIONS SUPERVISION

• ELTON MAYO - WESTERN ELECTRICS HAWTHORN PLANT
• IS THERE A RELATIONSHIP BETWEEN THE LEVEL OF
  LIGHTING AND THE PRODUCTIVITY OF WORKERS?
• FINDINGS
• OTHER SIMILAR EXPERIMENTS
• CONCLUSION - HUMAN VARIABILITY IS AN IMPORTANT
  DETERMINANT OF PRODUCTIVITY

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HUMAN RELATIONS SUPERVISION

• EMPHASIS - HUMAN AND INTERPERSONAL FACTORS IN
  ADMINISTRATION
• Morale
• Group Dynamics
• Democratic Supervision
• Personnel Relations
• Behavioral Concepts of Motivation

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HUMAN RELATIONS SUPERVISION

• Problems
• Misunderstanding of intent
• Belief that happy teachers would increase
  productivity
• Led to laissez-faire supervision in schools
• Supervisors afraid to supervise - public nature
  of personnel actions in schools
• Reaction - Neoscientific

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NEOSCIENTIFIC SUPERVISION

• Accountability
• Control
• Efficiency
• Impersonal - Standardized tests as a measure of
  teacher competence

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RECAP - HOW ARE TEACHERS TREATED?

• SCIENTIFIC
• Heavily Supervised
• HUMAN RELATIONS
• laissez-faire
• NEOSCIENTIFIC
• Impersonal Technical

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HOW ARE TEACHERS VIEWED?

• a lack of faith and trust in the individual
  teachers ability and willingness to display as
  much interest in the welfare of the school and
  its programs as that presumed by administrators,
  supervisors, and the public.
• Sergiovanni Starratt

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HUMAN RESOURCES SUPERVISION

• Grew out of dissatisfaction with other concepts
  and practices.
• Represents a high regard for human needs,
  potential and satisfaction.
• Leadership is neither patronizing or directive
  but supportive in meeting the goals of the
  organization.

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Douglas McGregor - Theory X

• 1. Average people are by nature indolent-they
  work as little as possible.
• 2. They lack ambition, dislike responsibility,
  prefer to be led.
• 3. They are inherently self-centered,
  indifferent to organizational needs.
• 4. They are by nature resistant to change.
• 5. They are gullible, not very bright, ready
  dupes of the charlatan and demagogue.

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IS THIS THE CASE WITH TEACHERS?

• Do they do minimal work?
• Do they take initiative?
• Are they defensive and self-centered
• Are they preoccupied with maintaining the status
  quo?

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Douglas McGregor - Theory Y

• 1. If it is acceptable to them, employees will
  view work as natural and as acceptable as play.
• 2. People at work will exercise initiative,
  self-direction, and self-control on the job if
  they are committed to the objectives of the
  organization.
• 3. The average person, under proper conditions,
  learns not only to accept responsibility on the
  job but to seek it.
• 4. The average employee values creativity - that
  is, the ability to make good decisions - and
  seeks opportunities to be creative at work

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• Do Theory X Teachers result from Theory X
  Supervisors?
• Is this a self-fulfilling prophecy?

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TRUE OR FALSE

• WHAT GETS REWARDED GETS DONE
• WHAT IS REWARDING GETS DONE
• WHAT IS GOOD GETS DONE

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Maslow
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The Human Relations Supervisor

• Adopts shared decision-making practices
• To increase teacher satisfaction
• Which in turn
• Increases school effectiveness

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The Human Resources Supervisor
Adopts shared decision-making practices To
increase school effectiveness Which in
turn Increases teacher satisfaction
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THE EDUCATIONAL FOUNDATIONS OF OUR SOCIETY
ARE PRESENTLY BEING ERODED BY A RISING TIDE OF
MEDIOCRITY THAT THREATENS OUR VERY FUTURE AS A
NATION AND A PEOPLE. WHAT WAS UNIMAGINABLE A
GENERATION AGO HAS BEGUN TO HAPPEN OTHERS ARE
MATCHING AND SURPASSING OUR EDUCATIONAL
ATTAINMENTS. IF AN UNFRIENDLY POWER HAD
ATTEMPTED TO IMPOSE ON AMERICA THE MEDIOCRE
EDUCATIONAL PERFORMANCE THAT EXISTS TODAY, WE
MIGHT WELL HAVE VIEWED IT AS AN ACT OF WAR. AS IT
STANDS, WE HAVE ALLOWED THIS TO HAPPEN TO
OURSELVES.
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• 1. DO YOU RECOGNIZE THIS STATEMENT?
• 2. WHERE IS IT FROM?
• National Commission on Excellence in Education.
  A Nation at Risk The Imperative for Educational
  Reform.(1983)
• 3. HOW DO YOU REACT TO THE ABOVE STATEMENT?
• Do You Believe That Schools Should be
  Restructured?
• How? What Should They Be Like?

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Industrial Age Learning Assumptions

• Children are in deficit mode and schools will
  fix them
• Learning takes place in the head, not the body as
  a whole
• Everybody learns, or should learn, in the same
  way
• Learning takes place in the classroom, not the
  world
• There are smart kids and dumb kids

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Industrial Age School Assumptions

• Schools are run by specialists who maintain
  control
• Knowledge is inherently fragmented
• Learning is primarily individualistic and
  competitive
• Experts can save us
• Dont open the door to the community
• Any change can be handled quickly, efficiently,
  and linearly.

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Restructuring Influences

• Political
• American youth lag behind other countries
• Economic
• American youth are unprepared for the technical
  demands of the workplace
• Cognitive Research
• How the brain works
• Multiple Intelligence Learning Styles
• Constructivist Learning Theory Research
• How students actively produce knowledge
  understanding
• The science of teaching

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Restructuring Influences

• Philosophy Sociology
• Knowledge is a social, political, cultural
  construct
• Knowledge is tentative - open to change
• Research in Academic Disciplines
• NCTM AAAS
• Curriculum Theory Research
• Identifies and attempts to remove cultural,gender
  and class bias from the curriculum
• Pluralism Inclusion
• Multiculturalism, Bilingual, Special Education

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Restructuring Influences

• Research on Assessment
• Performance and Authentic
• Research on Professional Practice
• Teachers are pretty smart and should be utilized
• Research on Second-Order Change
• Systemic Change
• Cultural Change

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Educational Thinkers View Learning as the Study
of a Living System, not the Study of a Machine

• Learning centered rather than teacher centered
  learning
• Encourage variety, not homogeneity
• Understand world of interdependence and change
  rather than fact and right answers
• Schools need to constantly explore theory-in-use
• Reintegrating education within walls of social
  relationships that link community