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Similaire à The Art of Educational Leadership by Dr. Fenwick W. English, Presented by Dr. William Allan Kritsonis
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The Art of Educational Leadership by Dr. Fenwick W. English, Presented by Dr. William Allan Kritsonis
- 1. hhhh The Art of Educational Leadership Balancing Performance and Accountability by Fenwick W. English William Allan Kritsonis, PhD hhhh
- 2. hhhhh Chapter 7 Balancing Performance and Accountability William Allan Kritsonis, PhD
- 3. How can we fully comprehend what artful performers do? If we cannot permit ourselves to fully comprehend the nature of leadership because of how we have chosen to define or view it, we should stop using methods and models that leave us perpetually ignorant and unable to adequately grasp what expert practitioners who are supremely artful performer really do (English 2008).
- 9. Effective
- 10. Effective habits
- 12. Too presumptive
- 15. Teaching
- 16. Defining goals to strategic planning
- 17. Measuring progress to improving performance
- 18. School finances & budgets to transportation
- 20. To advance educational leadership as a field of professional studies intellectually and practically in the 21st century a better balance between science and art of leading must emerge (English, 2008).
- 22. History
- 23. Philosophy
- 24. Drama
- 25. Theology
- 26. Sociology
- 27. Anthropology
- 29. Winston Churchill Voted Greatest ever Britton Great Leader Great Character Great Vision Great Ability to detect weaknesses 1940 PM/ UK Paradoxical
- 31. Authenticity
- 32. Responsibility
- 33. Individual action These approaches are obscured in current fad of “leadership training” (174).
- 34. Biography Prosopo-graphy Psychobio-graphy Portrayals Portraits Profiles Letters and Journals Memoirs Life stories Auto- biography Auto-biographical extensions Obituaries First Person Writing Third Person Writing
- 35. Psychobiography
- 37. Promotes richness of context to differentiate forms of leadership
- 38. Promotes the study of the context of various arrays of decisions and subsequent actions and outcomes that follow
- 41. Nonmanipulative
- 42. Quaker beliefs
- 43. Management ability to state a goal & reach it through others
- 44. Personal growth
- 46. Empowerment
- 47. Listening
- 49. Learning Extension Documentary of LNelson Mandela ‘s life. Contains footage of Mandela’s sojourn back to Robben Island where spent two decades in prison. Portrays Mandel’s leadership style and work ethics as president of South Africa.
- 51. What are the characteristics that stand out in you mind about them?
- 52. What did the leaders actually do to merit being a leader?
- 54. Life is drawing without an eraser
Notes de l'éditeur
- The entire book is focused on balancing artful performance and accountability in educational research
- Anchored in: Social Studies…All based in a reality outside of the human experience. Bottom line of organization management by scientific management by science management = efficienty/school of thought focused on profitability-aim to work faster, harder and produce more.
- Most of the business literature has the veneer of social science and remove the human interiority. The social scientist observes actions but not the beliefs that prompt the actions
- Dewey’s distinction proposes leadership as knowledge and leadership as art. Performance is concerned with application, art is usually embedded in a variety of moral or value discourses.
- Educational leadership Recentered in the humanities Reemerged as a guide for improvement
- As humans we are known to ask questions such as What is the meaning of existence; Why was I born, Why am I here , Wher do I go when I die? We struggle to fine answers to these questions and the very fact that we can ask them defines human condition.
- Michael studied the history of social power; he found that History does not repeat itself—World history develops, the most difficult problems of our times are novel- and this is why they are difficult to solve. The life writings approach is postmodern because the value of the life writing is what is revealed from the discontinuities, the ruptures and dissimilarities rather than the continuities.
- Winston Churchill was blamed for the Gallipoli Campaign of WWI but praised for leading UK to victory in WWII. The difficult question in understanding how Churchill he was so wrong about the Gallipoli? Although he paid the political price for the failure and under estimating proficiency of the Turks at Gaallipoli, history and biography have combined to show his siens of strateyg was as good as ever. What we can learn from a leader who has made mistakes but still remains larger in death than in life is according Mann, understanding leadership involves more that a simpls calculus of behaviors or results or recurrent themes based on surveys; what must be restored to the field of educational leadership are lives, intentions, interactions, and contexts in which leaders labor and an understanding of the objectives they are pursuing. To complete Mann’s perspective on Churchill- a quote that will b=remind you of one we all heard after 911-
- Samier in 2005 conducted a study to investigate Administration as a humanities discipline, in the study she submitted when considering whether literature or stories is science- that the best stories are those which stir people’s minds,, hearts, an souls and by so doing give them new insights into themselves, their problems and their human condition.
- Interiorities of the character were revealed in his own thought processes
- Greenleaf’s course of study included humanities disciplines including music, art, literature, philosophy and history. In addition his philosophy that there is too much of a tendency to deal with unresovled social issues with system approaches, his proposal was to turn hierarchical organization chart into a circle similar to a Quaker meeting. Greenleaf was motivated by quaker believe
- Dr. English commented that Mandela Son of Africa is an inspiring film in which leadership, communication, context, and culture come together in real time sequences.