LEADERSHIP FOR AUTHENTIC LEARNING AND CHANGE

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LEADERSHIP FOR AUTHENTIC LEARNING AND CHANGE

• The Association of Independent Schools
• 2004 Executive Conference
• 25th-26th July 2004
• Mercure Hotel Sydney

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Authentic Leaders

• They have the capability to influence self,
  others
• and each other to
• achieve worthwhile and agreed goals
• engage in meaningful relationships to generate
  and live a shared vision
• use scarce resources responsibly
• Raise the human spirit, improve the human
  condition, through actions that are ethical,
  moral and compassionate. (Duignan 2004)

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Authentic Leaders Are. First And Foremost,
Capable Human Beings

• They should not alone be good managers and
  efficient, competent and productive practitioners
  but also capable human beings. As Kelly
  (200019) so eloquently states, In this respect
  it is not a matter of knowing something, but
  becoming someone, not just a matter of knowing
  relevant things, but of becoming a relevant
  person . . . .

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Capability

• An all round human quality, an integration
• of knowledge, skills, personal qualities and
• understanding used appropriately and
• effectively not just in familiar and highly
• focused specialist contexts but in response
• to new and changing circumstances.
• (Stephenson, 2000, p. 2).

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QuestionWho Were the Capable Leaders of the
20th Century?

• Most often sighted examples
• Nelson Mandela
• Gandhi
• Martin Luther King
• Mother Theresa
• WHY?

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REAL AUTHENTIC LEADER

• To be truly authentic as an educational leader,
  however, means that you have to promote,
  encourage and support the primary value of the
  school
• THAT IS
• AUTHENTIC TEACHING AND LEARNING.

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AUTHENTIC LEARNING

• Authentic learning is not just about taking (new
  knowledge and skills for oneself) but more so
  about giving of ones unique humanity to others
  and to the community. It involves making a
  difference in the lives of all those we touch.
• Remember, as teachers, we will touch those we
  will never meet.

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AUTHENTIC LEARNING

• Personal meaning from study and learning
• Appreciation of implications of learning for the
• trajectory of ones life
• Transformation, through learning, into a more
  capable human being

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BOTTOM LINE IN EDUCATIONAL LEADERSHIP

• The bottom line is that authentic
• educational leaders help create the
• conditions that promote authentic
• teaching and learning in their schools.

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AUTHENTIC LEADERSHIP REQUIRES ETHICAL COMMITMENT

• Authentic leadership that promotes and supports
  authentic learning, requires, according to
  Starratt (2004), a commitment to three ethics
• 1. Ethic of Authenticity
• 2. Ethic of Responsibility
• 3. Ethic of Presence

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ETHIC OF AUTHENTICITY

• Authentic leaders bring their deepest principles,
  beliefs, values and convictions to their work.
  The ethic of authenticity is foundational to
  responsible leadership.
• Authenticity points us toward a more
  self-responsible form of living in community. The
  authentic leader acts with the good of others
  (e.g. students) as a primary reference.

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ETHIC OF RESPONSIBILITY

• Authentic educational leaders feel deeply
  responsible for the authenticity of the teaching
  and learning in their schools. As well, they
  name, challenge and change, if at all possible,
  inauthentic learning (e.g. teaching to the
  test).

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ETHIC OF PRESENCE

• Presence means being there for self and
  others.
• Are we present for/to ourselves?
• Are we really present for/to others? Are we
  often half present?
• Being present demands full engagement with
  people, events, and things.

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BEING PRESENT

• Also means naming, challenging and
• helping change inauthentic teaching and learning
  practices in schools.

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Anthem for Authentic Leadership

• You raise me up, so I can stand on mountains
• You raise me up, to walk on stormy seas
• I am strong, when I am on your shoulders
• You raise me up. . . To more than I can be.