Imagining the Possibilities Beyond the Constraints

James Patton & Camille Catlett

Leading from the Middle

Influencing Up, Down, and Sideways

Camille CatlettFPG Child Development Institute

University of North Carolina

(919) 966-6635

camille.catlett@unc.edu

What is Leadership

?

Think of a famous leader whose life or work you admire. Write down one or more descriptive words you would use to describe that leader and their work.

Think of a someone who has had a significant impact on your personal or professional life – someone who has helped make you the person you are today. Write down one or more descriptive words you would use to describe that individual.

Notice the difference? The people who make a difference in our lives – who provide daily leadership – are not necessarily the ones with the most credentials, the most fame, the loftiest titles, or the most awards.

. . . the words “leading from the middle” and you’ll get over 37 million results.

Leading from the Middle A different way of thinking about collaborative

leadership Leading as a peer, not a superior Requires persuasion, technical competence,

relationship skills, and political smarts to get and keep the coalition together and produce the desired goal.”

Influencing others to accomplish things that none of them could accomplish – at all or as well - individually.

Three understandings that are integral to leading from the middle

Leadership is relationship

Leadership is everyone’s business

Leadership development is self-development

 (Modified from Kouzes & Posner, 2003, p. 47)

Understanding 1: Leadership is relationship

It’s not about position or fame or fortune. It’s about working and learning with people whose

experience, education, gender, and professional affiliation all differ.

In our work with children and families, effective leaders can touch each and every life through relationships. By enhancing colleague-colleague, supervisor-practitioner relationships, practitioner-family relationships will be enhanced. These relationships, in turn, strengthen family-child relationships.

Try this…Write down the names of the following:

◦ The 2011 and 2012 Time magazine Persons of the Year

◦ The 2011 and 2012 Academy Award winners for best picture

(Modified from Kouzes & Posner, 2003)

ANSWERS

Persons of the Year2011 The Protester2012 Barack Obama

Academy Award winners for best picture2011 The Artist2012 Argo

Now try this…

Write down the following:◦ a teacher or coach who encouraged you in

school◦ friends who helped you through a difficult

time◦ a person who has taught you something

worthwhile

(Modified from Kouzes & Posner, 2003)

http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.html?qshb=1&utm_expid=166907-24&utm_referrer=http%3A%2F%2Fwww.ted.com%2Fpromos%2FTEDTalksEducation

In a group whose leader understands the importance of relationships, you’ll see them . . Take the time to read each other’s cues and adjust their

own behavior in supportive ways Demonstrate mutual respect in the way they share

observations, raise questions, participate and reveal their professional selves

Reinforce and support both collective and individual needs and priorities

Remain resilient in periods of stress Repair breakdowns when they occur

Understanding 2: Leadership is everyone’s business

Leadership is collaborative.

You don’t have to be in a position of power or prestige to be an effective leader or change agent. Anyone can make a difference.

http://www.youtube.com/watch?v=xX1-FgkfWo8

Together, We Really Are Better

Research underscores that “cooperative learning promotes higher individual achievement than do competitive approaches or individualistic ones.”

(Johnson, Johnson, & Smith, 1998, p. 31)

When you lead from the middle, you

See diversity as an asset, not a problem Appreciate that nobody can see a problem from

all perspectives Ask who else’s perspective would help to

understand this issue? Understand that people support what they create

◦Engage everyone in development◦Acknowledge everyone’s efforts

Understanding 3: Leadership development is self-development A leader’s

primary instrument is him or herself.

To develop others, we have to develop ourselves.

You have imagined great possibilities for the graduates of your programs

What are qualities you bring to your work as a leader in higher education?

What capabilities would you like to grow in order to be even more effective in your roles as a leader and advocate?

CONNECTThe Center to Mobilize Early Childhood Knowledge

http://connect.fpg.unc.edu/

Early Childhood Learning and Knowledge Center

A Creative Adventure

http://iris.peabody.vanderbilt.edu/

Multifaceted Resources for Language & Literacy

National Center on Cultural and Linguistic Responsiveness

National Center on Quality Teaching and Learning

15-Minute In-Services

Expansions

Thick and Thin

Conversations

Asking Questions

Engaging Children in

Conversations

15 Minute In-Services

Engaging Children in Conversations

Zoning: Staffing to Maximize Learning

Fostering Children’s Thinking Skills

Asking questions

Collecting and using work samples

Expansions

http://nichcy.org/

Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

Definition

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

Additional Resources

Just the Facts, Ma’am

NPDCI

Landing Pads

A sampling of evidence and resources, related to each feature, to support your learning and professional development needs

Find them online at http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads

NPDCI

8 EBP Landing Pads Available

Landing Pads

SCRIPT-NCSupporting Change and Reform in Preservice Teaching in

North Carolina

http://scriptnc.fpg.unc.edu/resource-search

EDU 144 Landing

Pad

SCRIPT-NC Landing Pads

Young Exceptional Children Monograph 14

Supporting Young Children who are Dual Language Learners with or at-risk for Disabilities

YEC Monograph 14 considers contemporary perspectives about strategies to support young children who are dual language learners served in inclusively early childhood settings. Information included in this monograph will be immediately useful for practitioners and families and will demonstrate the value of thoughtfully and systematically approaching assessment, interventions, and services for the benefit of children who are dual language learners and their families.

Commitments to QualityYours and Ours

• Higher preschool performance and promotion to next grade

• More positive engagement with peers, adults, and learning

• Buffers negative impact of poverty on academic and behavioral outcomes

(Harvard Family Research Project, 2006; Izzo, Weissberg, Kasprow, & Fendrich, 1999; Mantizicoupoulos, 2003; McWayne, Hampton, Fantuzzo, Cohen, & Sekino, 2004)

Family Engagement Helps Children to Succeed

An effective teacher can have a stronger influence on student achievement than poverty