A BrainBased Approach to Educational Leadership

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A Brain-Based Approach to Educational Leadership

• Amanda B. Hickman
• Education 631

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While the brain is but one organ among many in
the human body, it is the source and determiner
of everything. And yet, until lately, the brain
jealously guarded its secrets. Only
recently-with the development of powerful
technology-have we been successfully delving into
the secrets of the brain. -Grubin (Restak,
2001)
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Elements of Leadership

• Influence The action or process of producing
  effects on the actions, behavior, or opinions of
  others.
• Capacity - The ability to perform.
• Goal The result or achievement toward which
  effort is directed.

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More than anyone else, a leader creates the
conditions that directly determine peoples
ability to work well. -Golema, Boyatzis, McKee
(2002)
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Areas of Brain-Based Leadership

• Environment
• Systems of Management
• Building Positive Social Interactions
• Basic Needs
• Connectivity and Engagement
• Conflict Resolution
• Shared Decision Making
• Acknowledgement and Recognition

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Environment

• Brains capabilities are minimized by stress or
  threat.
• Challenge enhances the brains potential
• Relaxed Alertness

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Implications for Educational Leaders

• Address staff by their names and pronounce
  them correctly
• Say please and thank you
• Smile
• Hand deliver paychecks to each staff member
  and thank them for the job they do
• Use humor
• Send birthday cards/Acknowledge special
  occasions

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Implications for Educational Leaders

• Surprise staff with acts of appreciation (Pay
  Day or 1,000,000 candy bars on pay day)
• Occasional refreshments at staff meetings
• Establish a Welcome Aboard orientation for
  newcomers/Send a welcome letter
• School décor should reflect what you value
  people (student work, awards, photos, flags,
  music)
• Celebrate cultural diversity
• Bring nature into your school (plants, sounds
  from nature, water)
• Provide a comfortable teachers lounge and
  professional library

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Systems of Management

• The brain constantly seeks out familiar and
  useful patterns.
• Prior experiences are used to organize and
  associate new information.

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Implications for Educational Leaders

• Provide an agenda for staff meetings
• Guide the staff to develop professional norms
  that will govern faculty meetings (sticking to
  the agenda, no side bar conversations)
• Begin and end meetings on time
• Keep meetings brief
• Place caddies filled with resource materials
  such as highlighters, sticky notes, pens, and
  paper on tables for use during staff meetings

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Implications for Educational Leaders

• Utilize seminar tools (Consensogram, Issue
  Bin, Plus/Delta, etc.)
• Provide system for collecting forms (file box,
  basket, check off list)
• Use graphic organizers to present information
• Color code staff memos (for example, memos on
  green paper require immediate action)

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Building Positive Social Interactions

• Positive social interactions support the brains
  ability to function.
• Learning ability is influenced by interpersonal
  relationships, a noncompetitive atmosphere, and
  feelings of inclusion.

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Implications for Educational Leaders

• Guide the staff to develop professional norms
  that will govern faculty meetings (sticking to
  the agenda, no side bar conversations)
• Post professional norms
• Vary seating arrangements at faculty meetings
• Host team building retreats

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Implications for Educational Leaders

• Encourage and model collaboration (time for
  team planning, cross grade level meetings, team
  assignments)
• Support mentor/ peer coach relationships
• Promote classroom cruises encourage staff to
  tour classrooms for ideas and to leave notes of
  encouragement
• Practice conflict resolution

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Implications for Educational Leaders

• Practice Gradual Release of Responsibility
• Provide quality staff development
• Practice collaborative decision making
  involving all stakeholders
• Utilize surveys to gather information

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Basic Needs

• Basic physical and psychological needs
  including food, water, sleep, and shelter must be
  met in order for the brain to focus on complex
  tasks.

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Implications for Educational Leaders

• Provide snacks at staff meetings
• Encourage hydration for staff and students
• Allow frequent stretch/bathroom breaks during
  lengthy meetings
• Practice a stand as you please policy during
  staff meetings
• Use emotion checks (thumbs up/down, How do you
  feel today?)

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Implications for Educational Leaders

• Use humor and thought for the day
• Demonstrate genuine concern for staffs health
  and happiness
• Demonstrate genuine concern for staffs family
• Plan theme/fun days for students and staff
• Give teachers the freedom and support to try
  new things

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Implications for Educational Leaders

• Encourage risk taking
• Model and encourage physical fitness (provide
  pedometers for staff, after school exercise
  classes)
• Support Sunshine Team
• Support community involvement (Relay for Life,
  American Red Cross, school family crisis)

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Connectivity and Engagement

• The extent to which a person engages in an
  activity is directly related to the connections
  they make to the real world.

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Implications for Educational Leaders

• Assist teachers in developing professional
  interests and affiliations
• Promote professional reading and discussion
  groups
• Keep staff informed (agendas, calendars, master
  calendar, schedules)
• Practice collaborative decision making (school
  improvement plan, schedule, budget, hiring of
  staff, curriculum implementation)

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Implications for Educational Leaders

• Use graphic symbols and organizers
• Utilize seminar tools (Consensogram, Issue Bin,
  Plus/Delta, etc.)
• Promote reflection
• Use novelty
• Plan and attend staff development

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Conflict Resolution

• A safe and secure emotional environment has
  strategies in place for solving conflicts.

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Implications for Educational Leaders

• Guide the staff to develop professional norms
  that will govern faculty meetings (sticking to
  the agenda, no side bar conversations)
• Model mutual respect
• Encourage dialogue
• Listen
• Model and encourage reflection
• If necessary, serve as an objective mediator

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Shared Decision Making

• The human brain must construct its own
  understanding by means of experiences,
  activities, and processes.

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Implications for Educational Leaders

• School Improvement Team
• Budget
• Curriculum implementation
• School-wide celebrations
• Community involvement
• Fund raising events
• Social causes
• Hiring of staff members
• Development of vision and mission of the school
• Practice brainstorming

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Acknowledgement andRecognition

• Feedback
• Acknowledgement
• Celebration

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Implications for Educational Leaders

• Cards and notes of appreciation and
  encouragement
• Give a frequent pat on the back, handshake, and
  high five
• Maintain a bulletin board that recognizes staff
  successes
• Golden Apple Award, Sweet Feat Award (candy
  filled jar) whereby staff members recognize
  colleagues at each staff meeting

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Implications for Educational Leaders

• Promote classroom cruises encourage staff to
  tour classrooms for ideas and to leave notes of
  encouragement
• Use local media to recognize staff achievement
• Utilize school sign, marquee, and weekly
  bulletin to express appreciation or to recognize
  staff accomplishments
• Print business cards for staff

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Promotion of Organizational Intelligence

• The implementation of brain-based research
  strategies will build a culture that influences
  others to achieve personal goals and maximizes
  learning and achievement.