Chapter 8 (Dr. Fenwick W. English)Chapter 8 (Dr. Fenwick W. English) Artful Performance and Artful Performance and

National StandardsNational Standards

Alex TorrezAlex Torrez

William Allan Kritsonis, PhDWilliam Allan Kritsonis, PhD

The Art of Educational LeadershipThe Art of Educational Leadership

The main focus of this book is The main focus of this book is attempting to balance artful attempting to balance artful performance with accountability performance with accountability within educational leadership.within educational leadership.

Artful LeadershipArtful Leadership

Pg. 5 Leadership is an art because it Pg. 5 Leadership is an art because it involves a purposive construction of selfinvolves a purposive construction of self

Pg. 11 Leadership is an acquired set of Pg. 11 Leadership is an acquired set of habits and skillshabits and skills

Pg. 33 Campbell’s Universal Leadership Pg. 33 Campbell’s Universal Leadership JourneyJourney

Pg. 40 Leadership is about culture and is Pg. 40 Leadership is about culture and is stirred along the lines of cultural traditionsstirred along the lines of cultural traditions

Pg. 53 The core values of a leader help him Pg. 53 The core values of a leader help him or her know how to respond, which or her know how to respond, which challenges to accept or to ignore, and how challenges to accept or to ignore, and how to shape the practice of leadership in to shape the practice of leadership in schoolsschools

Artful LeadershipArtful Leadership

Pg. 65 Humans cannot perceive outside of their Pg. 65 Humans cannot perceive outside of their own humanity and its linguistic/cultural and own humanity and its linguistic/cultural and contextual frame.contextual frame.

Pg. 89 The inescapable dilemma of every leader is Pg. 89 The inescapable dilemma of every leader is the gap between deeply held personal beliefs the gap between deeply held personal beliefs concerning right and wrong, good and evil, and the concerning right and wrong, good and evil, and the requirements of working in environments in which requirements of working in environments in which these principals become muddled in a messy world. these principals become muddled in a messy world.

Pg. 121 Leaders are constructed by engaging in Pg. 121 Leaders are constructed by engaging in “dramaturgical performance emphasizing the traits “dramaturgical performance emphasizing the traits popularly associated with leadership: forcefulness, popularly associated with leadership: forcefulness, responsibility, courage, decency and so on.responsibility, courage, decency and so on.

Pg 187 Servant Leadership: The Mind and the Heart Pg 187 Servant Leadership: The Mind and the Heart as oneas one

Currently the national standards for Currently the national standards for evaluating preparation programs for evaluating preparation programs for educational leaders focus on educational leaders focus on accountability and assessment accountability and assessment strategies that are not reflective of strategies that are not reflective of the actual practice of educational the actual practice of educational leadership.leadership.

National StandardsNational Standards

The ISLIC The ISLIC (Interstate School Leaders Licensure (Interstate School Leaders Licensure Consortium) has been adopted by nearly 30 Consortium) has been adopted by nearly 30 states and has become the basis for a states and has become the basis for a national exam known as the School Leaders national exam known as the School Leaders Licensure AssessmentLicensure Assessment

StandardStandardss

AreaArea

11A school administrator is an educational leader who promotes the A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, success of all students by facilitating the development, articulation, implantation, and stewardship of a vision of learning that is shared and implantation, and stewardship of a vision of learning that is shared and supported by the school community.supported by the school community.

22 AA school administrator is an educational leader who promotes the school administrator is an educational leader who promotes the

success of all students by advocating, nurturing, and sustaining a success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning school culture and instructional program conducive to student learning and staff professional growth.and staff professional growth.

33 AA school administrator is an educational leader who promotes the school administrator is an educational leader who promotes the

success of all students by ensuring management of the organization, success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning operations, and resources for a safe, efficient, and effective learning environment.environment.

44 AA school administrator is an educational leader who promotes the school administrator is an educational leader who promotes the

success of all students by collaborating with families and community success of all students by collaborating with families and community members, responding to diverse community interests and needs, and members, responding to diverse community interests and needs, and mobilizing community resources.mobilizing community resources.

55 AA school administrator is an educational leader who promotes the school administrator is an educational leader who promotes the

success of allsuccess of all

66 AA school administrator is an educational leader who promotes the school administrator is an educational leader who promotes the

success of allsuccess of all

Producing an Unequivocal Platform for the Producing an Unequivocal Platform for the Normalizing Gaze and the Policing FunctionNormalizing Gaze and the Policing Function

For sanctions to work, those who can For sanctions to work, those who can be disciplined must consent to the be disciplined must consent to the process. For such possibilities to be process. For such possibilities to be accepted, the actions have to be accepted, the actions have to be perceived as unambiguous, perceived as unambiguous, nonpolitical, and fairly applied.nonpolitical, and fairly applied.

Additional standards page 195Additional standards page 195

Retracing the Steps in the Retracing the Steps in the Development ProcessDevelopment Process

Step 1: Reductionism, Rationality, Step 1: Reductionism, Rationality, and Core Technologiesand Core Technologies

Job Standardization eliminates or Job Standardization eliminates or severely erodes the primacy of severely erodes the primacy of professional preparation in university professional preparation in university settings. It also eliminates any settings. It also eliminates any unique university approach to unique university approach to professional preparation.professional preparation.

Retracing the Steps in the Retracing the Steps in the Development ProcessDevelopment Process

Step 2: The Erasure of Context So One Size Step 2: The Erasure of Context So One Size Fits AllFits All

When the administrator’s job can be When the administrator’s job can be simplified and narrowed, a generic test can simplified and narrowed, a generic test can be employed to assess a candidate’s be employed to assess a candidate’s competence. When a common set of competence. When a common set of standards applies to not only all standards applies to not only all principalships, but all formal leadership principalships, but all formal leadership positions as averred, then all administrators positions as averred, then all administrators become interchangeable parts, and jobs that become interchangeable parts, and jobs that have been de-skilled can be filled cheaply.have been de-skilled can be filled cheaply.

Retracing the Steps in the Retracing the Steps in the Development ProcessDevelopment Process

Step 3: Stifling Research Dissent by the Step 3: Stifling Research Dissent by the Vicious Circle Principle (V.C.P.)Vicious Circle Principle (V.C.P.)

The national accreditation process headed The national accreditation process headed by NCATE welds the enforcement of the by NCATE welds the enforcement of the ISLLC/ELCC standards into a confluence of ISLLC/ELCC standards into a confluence of agencies, each of which erodes the agencies, each of which erodes the autonomy of every preparation program in autonomy of every preparation program in the nation by insisting on an approach of the nation by insisting on an approach of uniformity.uniformity.

The Other ViewThe Other View

Efficiency in operating schools Efficiency in operating schools requires tight connectivity between requires tight connectivity between means and ends, inputs and outputs. means and ends, inputs and outputs. School management and the School management and the preparation of school administrators preparation of school administrators needs to be vigorously redirected needs to be vigorously redirected toward the enhancement of the toward the enhancement of the outcomes of schooling for children.outcomes of schooling for children.

The National Debate on Educational The National Debate on Educational Leadership PreparationLeadership Preparation

Cell A – The “Pipeline” Scenario: Not Cell A – The “Pipeline” Scenario: Not “Enough” Quality Leaders for the Schools“Enough” Quality Leaders for the Schools

Increase candidates by lifting the need Increase candidates by lifting the need for licensure or previous kinds of for licensure or previous kinds of experiences school leaders are believed experiences school leaders are believed to need.to need.

Erasing the requirement of leaders to Erasing the requirement of leaders to have had prior classroom teaching have had prior classroom teaching experience, and the recruitment of experience, and the recruitment of leaders from business and the military to leaders from business and the military to run schools.run schools.

The National Debate on Educational The National Debate on Educational Leadership PreparationLeadership Preparation

Cell B – The “Real World” Scenario: Cell B – The “Real World” Scenario: Universities Are Too Removed From Universities Are Too Removed From Reality to Prepare Educational Reality to Prepare Educational Leaders WellLeaders Well

University programs must retool to University programs must retool to become more “relevant,” partner become more “relevant,” partner with school districts, use “research-with school districts, use “research-based practices…that will have the based practices…that will have the greatest impact on student greatest impact on student achievement.achievement.

The National Debate on Educational The National Debate on Educational Leadership PreparationLeadership Preparation

Cell C – Some Schools Are “ Broken” Cell C – Some Schools Are “ Broken” Scenario: Leaders Need Scenario: Leaders Need Incentives/Competition to “Fix” ThemIncentives/Competition to “Fix” Them

The way ‘broken schools” are “fixed” is by The way ‘broken schools” are “fixed” is by providing them with leaders who are providing them with leaders who are sufficiently motivated to “take charge” sufficiently motivated to “take charge” and holding them accountable for and holding them accountable for “results.”“results.”

School inadequacy is entirely a human School inadequacy is entirely a human problem with the lack of insufficient focus problem with the lack of insufficient focus and unmotivated faculty.and unmotivated faculty.

The National Debate on Educational The National Debate on Educational Leadership PreparationLeadership Preparation

Cell D – The Social Justice Scenario: Cell D – The Social Justice Scenario: Leadership Is a Distributed FunctionLeadership Is a Distributed Function

The “achievement gap” is “built in” to The “achievement gap” is “built in” to existing schooling operations. It will not be existing schooling operations. It will not be removed by making schools more efficient removed by making schools more efficient and no amount of accountability for results and no amount of accountability for results will change that. Schools have to be will change that. Schools have to be remade and reworked to fundamentally remade and reworked to fundamentally alter what they do.alter what they do.

Writing in Your Personal Reflective JournalWriting in Your Personal Reflective Journal

How do you reflect on your leadership?How do you reflect on your leadership?

……what works…what’s meaningful…what’s what works…what’s meaningful…what’s right…why leadright…why lead