EFFECTIVE LEADERSHIP AND MANGEEMNT
REFLECTION ON HUMDARD UNIVERSITY VISIT
It was a pleasant morning, when we were ready at IED’s parking area to visit Humdard University, which is situated in very much isolation from the hustle and bustle of Karachi city. It takes almost one hour to reach there in private vehicle. Respected facilitator was also accompanying with us and to dine, lunch boxes were made prepared. At 8 O’clock we moved towards our destination. Up to some distance, all of us were in our own way of journey by listening music, chatting with the seat fellow or just looking outside and trying to observe the objects which were passing quickly. Luckily, the van had a microphone installed connected with the speakers all around. So, we started centralized and semi-organized fun by singing, joking or stating the golden saying turn by turn on the microphone. The long and rough road seemed much shorter, when the driver notified us that we have reached to the destination.
Humdard University, a huge campus, broadened over a widespread land with an excellent library, over dominating all the features of University with the wealth of over 500,000 books on every topic. But, I felt that, the readers of these valued books were very much limited. Another tremendous feature of this library is the collection of all newspapers since 1960 to date and also some papers available from 1902. For a historically research Humdard University’s library is the paramount place to get information.
We met the Vice Chancellor and some faculty members in conference hall and had an informal discussion and introduction session. It is worth mentioning here that from the beginning of the session of Effective Leadership and Management Course, it came to my understanding that ‘Leadership’ is a process and a role, not a position. This understanding became accommodated to the earlier pattern (Leadership as a position) of my knowledge regarding leadership. Bur, during the discussion with Vice Chancellor Dr. Syed Abdul Aziz, he mentioned leadership as a ‘position’. He further gave some useful leadership tips like, ‘get knowledge and experience then the whole world is open for you’, ‘First make a team among your staff’, ‘To change the behavior of the staff understand their behavior first’ and lastly ‘Leaders not only to command, but leaders are those, people want to die for’. It was a long session, so I could not note down every tip, but the question, which was arising in my mind (probably in the minds of all my fellows), that is leadership a position? Our facilitator, at the end of discussion of Vice Chancellor very accurately and tactfully mentioned that we perceive leadership as a role or as a process but not as a position and she probably convinced them, as they didn’t deny the perception. Now I can confidently say that Leadership is not a position, but it is a process and a role, which can be changed according to the situation.
We visited Library, some portions of different faculties, cafeteria and the school run under the supervision of Humdard Foundation. In University’s beautiful lawn, we took our lunch and returned to IED by celebrating the second phase of fun and excitement. It was of course an exposure visit to have an empirical experience of management and leadership styles and a pleasure trip as well. Madam Zubaida Bana, thank you very much for providing us such opportunity.
Darvesh Karim, CP. M.Ed. 2009
Saturday, April 5, 2008
A mini research paper - Conflict Management
A SMALL SCALE STUDY – CONFLICT MANAGEMENT
INTRODUCTION
This paper is based on a small scale study to explore the strategies of Conflict Management adopted by the principal of a private girls’ high school in Karachi. Before going on to the actual happening and my exploration; I would try to elaborate/ describe Conflict and Conflict Management separately in the light of different literature and my own understanding.
What is Conflict?
Webster’s Dictionary defines conflict as “a battle, contest of opposing forces, discord, antagonism existing between primitive desires, instincts and moral, religious, or ethical ideals.” Conflict: Tension between two or more social entities (individuals, groups) that arise from incompatibility of actual or desired responses (Raven & Kruglanski, 1970). According to Katz & Lawyer (1993), conflict is a situation or state between at least two interdependent parties, which is characterized by perceived differences that the parties evaluate as negative.
Conflict is natural among human being. Conflict, to differing degrees, occurs daily in everyone’s life. Conflict is in and of itself, is not necessarily good or bad. It’s the way that conflict is handled that makes the outcome positive or negative. If handled effectively, conflict can create a good learning experience. If handled ineffectively, conflict can quickly escalate to physical and emotional violence.
What is conflict management?
Conflict management is what we do when we identify and deal with conflict in a reasonable manner. To manage conflict, skills like effective communication and negotiation are needed. The term conflict management has become an ever-expanding umbrella that is used to cover a variety of approaches. Conflict management teaches life skills, negotiation strategies, mediation skills.
Different studies have been done to explore Conflict Management. According to Katz. N.H & Lawyer. J.W. (1993);
On the positive side, conflict can provide an opportunity for creativity, renewed energy, drama, development, and growth to individuals, groups, and organizations, resulting in increased cohesion and trust. The conflict is covert or overt; the object of conflict management is to achieve a constructive emotional state in all parties and a clear, mutual understanding of one another’s view. To manage the conflicts two processes interpersonal process and group process are essential; Interpersonal Process: Notice the tension and begin to listen, Continue to listen, Summarize the other’s view, State your view, Handle defensiveness, Invite summary of your view, summarize both sides, Diagnose needs versus beliefs. Group Process: Notice the tension and say what you see, hear and feel, Convey the importance to you of honest reaction, Reflective listening – have the attitude, at all times of a listener, Summarize positions and interests – make a clear distinction between this phase and the next, Express appreciation, Diagnose needs versus beliefs (p.37)
Background of Study
To explore the strategies of effective conflict management, I had chosen a prestigious school of Karachi, which has been its over dominating fame in educational sector spread over many decades. The management of school believes that foundation of their life and School is well laid and cemented by the sacrifices and sweat of their Founders, Administrators, Principals, Teachers[1] and the Student Community. Their loyalty, dedication and devotion have carried them through all these almost 90 years of storms and struggles.
School originally built for specific community girls, but today it houses nearly 2000[2] girls in two shifts, of all creeds and class of respectable societies. School has four sections[3]; while the administrative structure comprises of a headteacher in each section, reporting to an over all Principal. The Principal declared herself as policy maker along with 8 trust members under which school runs. The school campus is a built heritage with its excellent feature of construction.
My journey to this school caused by this research question; “What are the strategies of a headteacher to manage conflicts?”
Rationale
There are certain rationales which motivated me to conduct this mini research. Among them following were the driving factors.
1. Headteachers need to know how to manage and resolve conflicts. Some educators believe competence in conflict resolution skills can lead to increased social and academic achievement in the short run and a more harmonious world in the long run; I wanted to prove this statement.
2. Managing conflict at school has been an age-old challenge for educators. Conflicts are a natural part of life and therefore a natural part of school life as well. Being the leader of a school, I faced many challenges among them was the conflict management and I wanted to empirically observe handling such situations.
Research Participants
My research participant was the principal who has been associated with this institution since she was knee-high. As a pupil, she was the House and School Prefects, and joined the School as a teacher of English in its Primary Section in 1963. Gaining much experience as a Class Teacher, House Teacher and helping out on a personal level in the Accounts and Administration Departments, in 1977 she assumed the duties of Vice-Principal, which was confirmed in 1978. According to her statement - on account of differences of opinion existing at that time, she voluntarily resigned from the services of the school in 1983; and rejoined as Principal in July 1991. She describes herself as a rather strict disciplinarian, with a keen understanding of human nature; she has often been accused of dictatorial tendencies, but knows the value of silent leadership.
Significance of the study
As a novice research, this study initially will help ‘me’ to understand the issues and strategies to solve them, which will contribute to improve my leadership practices in future. It will also help to bring to the forefront the issues related to leadership and management. These findings will help management, headteachers and teachers to make leadership process smooth.
Methodology
I had chosen the qualitative research paradigm for my study, as I was desirous to explore the phenomenon by close observation of the practices and interviewing to find out the strategies about conflict management. It was only possible in the real-life context or situation as Maykut & Morehouse (1994) say, “Qualitative research emphasis on understanding through looking closely at people, words, actions and records” (p.17). Within the qualitative paradigm I employed case study method for the study. As Yen (1994) also cites in Merriam, “a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clear evident” (p.27).
Data Collection Tools
For data collection, I used interview and observation. For this study I had chosen semi-structured interviews and formal and informal discussions to probe more. Through interviews, I gathered an in-depth understanding of particular context or setting. A non-participative observation was also my tool to collect data, through which I tried to observe the headteacher’s routine activities, without disturbing the scene.
Findings
During my exploration, I could only find out two finest aspects of conflict management and in my opinion, these two aspects were the sources to maintain and sustain an effective school.
Strict Rules and Regulations and Penalizing on Violation
Students are always expected to follow the rules or live with the consequences. In this prestigious institution, I found the strict rules and regulations for the students and according to the principal, “Stick to your principles because rules are rules to be followed”. During my discussion with the principal she very much emphasized on discipline, rules and regulations. She, a bit aggressively told me that, “Students’ rule and regulations are much strict as we don’t accept indiscipline, and we are always strict for it, rules and regulations are final and binding”. Principal further elaborated that, “putting off or avoiding issues may make matters worse”, so we try to solve the problems at its initial stages. The penalty (a form of conflict management) for the violation of rules is much interesting and worth to mention here. On the violation ‘minus marking’ has been introduced and the class teacher maintains the record, and these markings of-course affect the final grades. Because of this rule, the conflicts rate is very much low. School is proud to maintain the strict rules as principal told us that, they don’t want to jump to modern ways of teaching and management abruptly.
Students Council – Empowered Stakeholders
There are always many allies and collaborators out there who can help on this journey. School has an excellent and active Students’ Council including Principal, prefect, treasurer, behavior councilor, cleanliness councilor and these all try to solve the problems if arise. Principal is heading this council and the rest are students so they have also been empowered to solve their own problems.
Likewise, every section has a semi-independent headteacher, who works to smoothen the atmosphere of the school. Principal told us that she has motivated the students’ council to think before action. This is a crucial principle in working with conflicts. If your intention is to intervene in conflict then try to influence it for the better (Fisher, S. et al. 2003).
Limitation of the Study
The selection of the single case study design naturally brings many limitations as far as the generalization of the result of the study is concerned. However, by understanding something about this particular case more in depth, we might eventually learn something about more general phenomena. The findings of this study can not be generalized on the whole population because the study is limited to one school only.
The school was running in a very systematic way and our visit to school was also taken very formally. So to collect data, I couldn’t create an atmosphere (actually, being treating as a guest, I was not in a position to freely wander around the school) to discuss and interview in the most natural settings, but all became very much ‘formal’.
Conclusion
There might be a great challenge for the school in future. The coming years will show more remarkable changes for which the school will have to gear itself to show ‘some’ flexibility in the rules and regulations. School is doing very well in terms of conflict management by strictly following the rules, but some times we have to show some flexibility.
Conflict is characterized by perceived differences and negative emotional states. The issues in conflict can be thought of as tangible and intangible – as needs or beliefs. Conflict often results in destructive ends, but it doesn’t have to be this way. Collaboration and compromise are usually available as alternatives in a conflict situation. School is exercising the same, but a bit more compromise would also be helpful.
REFERENCES
Conflict Management (n.d) Retrieved January 08, 2008, from http://disputeresolution.ohio.gov/schools/contentpages/styles.htm
Fisher, S., Abdi, D.I., Ludin, J., Smith, R., Williams, S., Williams, S.(2000). Working with Conflict. Skills & Strategies for Action. UK: Zed Books.
Katz, N.H. & Lawyer, J.W. (1993). Conflict Resolution. Building Bridges. California: Crown Press.
Raven, B.H., & Kruglanski, A. (1970). Conflict and power. New York: Academic Press.
Ross, M.H (1993). The Management of Conflict. Interpretations and Interests in Comparative Perspective. London: Yale University Press.
[1] Total 135 teachers with 30 sub-ordinate staff.
[2] Morning 1400, evening 563
[3] Primary, Secondary, Cambridge and afternoon section
INTRODUCTION
This paper is based on a small scale study to explore the strategies of Conflict Management adopted by the principal of a private girls’ high school in Karachi. Before going on to the actual happening and my exploration; I would try to elaborate/ describe Conflict and Conflict Management separately in the light of different literature and my own understanding.
What is Conflict?
Webster’s Dictionary defines conflict as “a battle, contest of opposing forces, discord, antagonism existing between primitive desires, instincts and moral, religious, or ethical ideals.” Conflict: Tension between two or more social entities (individuals, groups) that arise from incompatibility of actual or desired responses (Raven & Kruglanski, 1970). According to Katz & Lawyer (1993), conflict is a situation or state between at least two interdependent parties, which is characterized by perceived differences that the parties evaluate as negative.
Conflict is natural among human being. Conflict, to differing degrees, occurs daily in everyone’s life. Conflict is in and of itself, is not necessarily good or bad. It’s the way that conflict is handled that makes the outcome positive or negative. If handled effectively, conflict can create a good learning experience. If handled ineffectively, conflict can quickly escalate to physical and emotional violence.
What is conflict management?
Conflict management is what we do when we identify and deal with conflict in a reasonable manner. To manage conflict, skills like effective communication and negotiation are needed. The term conflict management has become an ever-expanding umbrella that is used to cover a variety of approaches. Conflict management teaches life skills, negotiation strategies, mediation skills.
Different studies have been done to explore Conflict Management. According to Katz. N.H & Lawyer. J.W. (1993);
On the positive side, conflict can provide an opportunity for creativity, renewed energy, drama, development, and growth to individuals, groups, and organizations, resulting in increased cohesion and trust. The conflict is covert or overt; the object of conflict management is to achieve a constructive emotional state in all parties and a clear, mutual understanding of one another’s view. To manage the conflicts two processes interpersonal process and group process are essential; Interpersonal Process: Notice the tension and begin to listen, Continue to listen, Summarize the other’s view, State your view, Handle defensiveness, Invite summary of your view, summarize both sides, Diagnose needs versus beliefs. Group Process: Notice the tension and say what you see, hear and feel, Convey the importance to you of honest reaction, Reflective listening – have the attitude, at all times of a listener, Summarize positions and interests – make a clear distinction between this phase and the next, Express appreciation, Diagnose needs versus beliefs (p.37)
Background of Study
To explore the strategies of effective conflict management, I had chosen a prestigious school of Karachi, which has been its over dominating fame in educational sector spread over many decades. The management of school believes that foundation of their life and School is well laid and cemented by the sacrifices and sweat of their Founders, Administrators, Principals, Teachers[1] and the Student Community. Their loyalty, dedication and devotion have carried them through all these almost 90 years of storms and struggles.
School originally built for specific community girls, but today it houses nearly 2000[2] girls in two shifts, of all creeds and class of respectable societies. School has four sections[3]; while the administrative structure comprises of a headteacher in each section, reporting to an over all Principal. The Principal declared herself as policy maker along with 8 trust members under which school runs. The school campus is a built heritage with its excellent feature of construction.
My journey to this school caused by this research question; “What are the strategies of a headteacher to manage conflicts?”
Rationale
There are certain rationales which motivated me to conduct this mini research. Among them following were the driving factors.
1. Headteachers need to know how to manage and resolve conflicts. Some educators believe competence in conflict resolution skills can lead to increased social and academic achievement in the short run and a more harmonious world in the long run; I wanted to prove this statement.
2. Managing conflict at school has been an age-old challenge for educators. Conflicts are a natural part of life and therefore a natural part of school life as well. Being the leader of a school, I faced many challenges among them was the conflict management and I wanted to empirically observe handling such situations.
Research Participants
My research participant was the principal who has been associated with this institution since she was knee-high. As a pupil, she was the House and School Prefects, and joined the School as a teacher of English in its Primary Section in 1963. Gaining much experience as a Class Teacher, House Teacher and helping out on a personal level in the Accounts and Administration Departments, in 1977 she assumed the duties of Vice-Principal, which was confirmed in 1978. According to her statement - on account of differences of opinion existing at that time, she voluntarily resigned from the services of the school in 1983; and rejoined as Principal in July 1991. She describes herself as a rather strict disciplinarian, with a keen understanding of human nature; she has often been accused of dictatorial tendencies, but knows the value of silent leadership.
Significance of the study
As a novice research, this study initially will help ‘me’ to understand the issues and strategies to solve them, which will contribute to improve my leadership practices in future. It will also help to bring to the forefront the issues related to leadership and management. These findings will help management, headteachers and teachers to make leadership process smooth.
Methodology
I had chosen the qualitative research paradigm for my study, as I was desirous to explore the phenomenon by close observation of the practices and interviewing to find out the strategies about conflict management. It was only possible in the real-life context or situation as Maykut & Morehouse (1994) say, “Qualitative research emphasis on understanding through looking closely at people, words, actions and records” (p.17). Within the qualitative paradigm I employed case study method for the study. As Yen (1994) also cites in Merriam, “a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clear evident” (p.27).
Data Collection Tools
For data collection, I used interview and observation. For this study I had chosen semi-structured interviews and formal and informal discussions to probe more. Through interviews, I gathered an in-depth understanding of particular context or setting. A non-participative observation was also my tool to collect data, through which I tried to observe the headteacher’s routine activities, without disturbing the scene.
Findings
During my exploration, I could only find out two finest aspects of conflict management and in my opinion, these two aspects were the sources to maintain and sustain an effective school.
Strict Rules and Regulations and Penalizing on Violation
Students are always expected to follow the rules or live with the consequences. In this prestigious institution, I found the strict rules and regulations for the students and according to the principal, “Stick to your principles because rules are rules to be followed”. During my discussion with the principal she very much emphasized on discipline, rules and regulations. She, a bit aggressively told me that, “Students’ rule and regulations are much strict as we don’t accept indiscipline, and we are always strict for it, rules and regulations are final and binding”. Principal further elaborated that, “putting off or avoiding issues may make matters worse”, so we try to solve the problems at its initial stages. The penalty (a form of conflict management) for the violation of rules is much interesting and worth to mention here. On the violation ‘minus marking’ has been introduced and the class teacher maintains the record, and these markings of-course affect the final grades. Because of this rule, the conflicts rate is very much low. School is proud to maintain the strict rules as principal told us that, they don’t want to jump to modern ways of teaching and management abruptly.
Students Council – Empowered Stakeholders
There are always many allies and collaborators out there who can help on this journey. School has an excellent and active Students’ Council including Principal, prefect, treasurer, behavior councilor, cleanliness councilor and these all try to solve the problems if arise. Principal is heading this council and the rest are students so they have also been empowered to solve their own problems.
Likewise, every section has a semi-independent headteacher, who works to smoothen the atmosphere of the school. Principal told us that she has motivated the students’ council to think before action. This is a crucial principle in working with conflicts. If your intention is to intervene in conflict then try to influence it for the better (Fisher, S. et al. 2003).
Limitation of the Study
The selection of the single case study design naturally brings many limitations as far as the generalization of the result of the study is concerned. However, by understanding something about this particular case more in depth, we might eventually learn something about more general phenomena. The findings of this study can not be generalized on the whole population because the study is limited to one school only.
The school was running in a very systematic way and our visit to school was also taken very formally. So to collect data, I couldn’t create an atmosphere (actually, being treating as a guest, I was not in a position to freely wander around the school) to discuss and interview in the most natural settings, but all became very much ‘formal’.
Conclusion
There might be a great challenge for the school in future. The coming years will show more remarkable changes for which the school will have to gear itself to show ‘some’ flexibility in the rules and regulations. School is doing very well in terms of conflict management by strictly following the rules, but some times we have to show some flexibility.
Conflict is characterized by perceived differences and negative emotional states. The issues in conflict can be thought of as tangible and intangible – as needs or beliefs. Conflict often results in destructive ends, but it doesn’t have to be this way. Collaboration and compromise are usually available as alternatives in a conflict situation. School is exercising the same, but a bit more compromise would also be helpful.
REFERENCES
Conflict Management (n.d) Retrieved January 08, 2008, from http://disputeresolution.ohio.gov/schools/contentpages/styles.htm
Fisher, S., Abdi, D.I., Ludin, J., Smith, R., Williams, S., Williams, S.(2000). Working with Conflict. Skills & Strategies for Action. UK: Zed Books.
Katz, N.H. & Lawyer, J.W. (1993). Conflict Resolution. Building Bridges. California: Crown Press.
Raven, B.H., & Kruglanski, A. (1970). Conflict and power. New York: Academic Press.
Ross, M.H (1993). The Management of Conflict. Interpretations and Interests in Comparative Perspective. London: Yale University Press.
[1] Total 135 teachers with 30 sub-ordinate staff.
[2] Morning 1400, evening 563
[3] Primary, Secondary, Cambridge and afternoon section
Situational Analysis
SITUATIONAL analysis
school as a learning community
According to the given task to choose a course of Semester I and writing an analytical paper, I would prefer to choose the course, ‘School as a Learning Community’, as it is a new emerging trend and notion and the existing state of practice in Pakistan seems on its initial stages.
My understanding through the class presentations, facilitators’ explanations, peers interaction and literature review, learning community is a group of people who share common values and beliefs and actively engaged in learning together from each other. The people who facilitate learning communities may contribute from several distinct fields of study. My understanding guides me that to create a learning community we have to focus on learning rather than teaching, work collaboratively and hold ourselves accountable for results and better outcomes.
Literature identifies the guidelines for creating a learning community as Lovely, S. & Buffum, A.G. (2007) state that, “A major goal in the design of a learning community is facilitating a culture of collaboration within a setting that is complicated by the cross age diversity of most teams” (p.28). The major requirements to create learning communities are according to Retallick, J. Cocklin, B. & Coombe, K. (Eds.). (1999) are respect, caring, inclusiveness, trust, empowerment and commitment. These are the guide lines through which we can create learning community in schools.
For an effective learning community in educational institutions there are many indicators to identify the existence of learning community, but I will discuss only about distributed leadership and its existing state of practice, implications in our context and finally some suggestions.
Distributed Leadership
DL is a strong component of Learning Community; it means interdependency and coordinated work. This theme is presented as an alternative to focused leadership. According to Gronn (2003) it is the new trend increased after 1980. Distributed leadership is certainly a step up from one person leadership. This is also articulated by Arrowsimith (2007) that “Distributed leadership (DL) is an emerging form of power distribution in school which extends authority and influence to groups or individuals in a way which is at least partly contrary to hierarchical arrangements” (p.22).
Distributed leadership starts from willingness to share authority, the capacity to facilitate the work of staff, and the ability to participate without dominating. Stewart, D. & Prebble, T. (1993) state that, “If principals wish to change what teachers do, they must first change the way teachers think about what they do” (p.189).
It seems clear that transforming a school into a learning community can be done only with the sanction of the leaders and the active cultivation of the entire staff's development as a community. Stewart, D. & Prebble, T. (1993) describes this notion of leadership as, “Leaders make a difference, but their work should be seen as an integral part of the activities of the whole group” (p.199). Through this practice, all grow professionally and learn to view themselves to use an athletic metaphor as "all playing on the same team and working toward the same goal: a better school". Sergiovanni (1996) has very accurately articulated as;
Communities are collections of individuals who are bonded together by natural will and who are together bond to a set of shared ideas and ideals. This bonding and binding is tight enough to transform them from a collection of “I’s” into a collective “we” (p.48).
IMPLICATIONS
In the context of Pakistan, we can partially relate this leadership theme to private educational institutions or self managed organizations, as there are two systems like government and private sector education. In my opinion, all these ideological and purely theoretical perceptions imported from west are very much new to our society. I am involved with private sector education for last 10 years. I was much lucky to visit different schools and some very famous private sector schools in Karachi through IED, where I remained searching, and searching for those indicators of a learning community mentioned earlier. Of-course there were the communities, within communities, but the characteristics ideally distinct to the learning community according to the theory, I couldn’t find operational in the actual field. Yes, unquestionably, a paradigm shift (which has already been started in private educational setups) is needed both by the public and by the schools administration and teachers themselves.
I believe that the most successful learning organizations of future will be the organizations where people continuously expand their capacity to create the results they truly desire (Fullan).
SUGGESTIONS
I suggest that to practically create learning communities, leaders, policy makers, parents and teachers have to think and create awareness to implement the actual essence of learning community in school. They must be aware of a clear and shared vision, supportive and shared practices, distributed leadership, professional development, relations among school and parents and finally on-going assessment. To achieve all these characteristics, a gradual pace towards creating learning community is required.
REFERENCES
Arrowsmith, T. (2007). Distributed leadership in secondary schools in England: the impact on the role of the head teacher and other issue. Management in Education. 21(2), 21-27.
Gronn, P (2003). The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform. London. Sage Publications.
Lovely, S. & Buffum, A.G. (2007). Generations at School: Building an Age-Friendly Learning Community. California: Crown Press.
Retallick, J. Cocklin, B. & Coombe, K. (Eds.). (1999). Learning Communities in Education: Issues, strategies and contexts. London: Routledge.
Sergiovanni, T.J. (1996). Leadership for the Schoolhouse: How Is It Different? Why Is It Important? San Francisco: Jossey-Bass.
Stewart, D. & Prebble, T. (1993). The Reflective Principal: School Development Within a Learning Community. New Zealand: ERDC Press Massey University.
school as a learning community
According to the given task to choose a course of Semester I and writing an analytical paper, I would prefer to choose the course, ‘School as a Learning Community’, as it is a new emerging trend and notion and the existing state of practice in Pakistan seems on its initial stages.
My understanding through the class presentations, facilitators’ explanations, peers interaction and literature review, learning community is a group of people who share common values and beliefs and actively engaged in learning together from each other. The people who facilitate learning communities may contribute from several distinct fields of study. My understanding guides me that to create a learning community we have to focus on learning rather than teaching, work collaboratively and hold ourselves accountable for results and better outcomes.
Literature identifies the guidelines for creating a learning community as Lovely, S. & Buffum, A.G. (2007) state that, “A major goal in the design of a learning community is facilitating a culture of collaboration within a setting that is complicated by the cross age diversity of most teams” (p.28). The major requirements to create learning communities are according to Retallick, J. Cocklin, B. & Coombe, K. (Eds.). (1999) are respect, caring, inclusiveness, trust, empowerment and commitment. These are the guide lines through which we can create learning community in schools.
For an effective learning community in educational institutions there are many indicators to identify the existence of learning community, but I will discuss only about distributed leadership and its existing state of practice, implications in our context and finally some suggestions.
Distributed Leadership
DL is a strong component of Learning Community; it means interdependency and coordinated work. This theme is presented as an alternative to focused leadership. According to Gronn (2003) it is the new trend increased after 1980. Distributed leadership is certainly a step up from one person leadership. This is also articulated by Arrowsimith (2007) that “Distributed leadership (DL) is an emerging form of power distribution in school which extends authority and influence to groups or individuals in a way which is at least partly contrary to hierarchical arrangements” (p.22).
Distributed leadership starts from willingness to share authority, the capacity to facilitate the work of staff, and the ability to participate without dominating. Stewart, D. & Prebble, T. (1993) state that, “If principals wish to change what teachers do, they must first change the way teachers think about what they do” (p.189).
It seems clear that transforming a school into a learning community can be done only with the sanction of the leaders and the active cultivation of the entire staff's development as a community. Stewart, D. & Prebble, T. (1993) describes this notion of leadership as, “Leaders make a difference, but their work should be seen as an integral part of the activities of the whole group” (p.199). Through this practice, all grow professionally and learn to view themselves to use an athletic metaphor as "all playing on the same team and working toward the same goal: a better school". Sergiovanni (1996) has very accurately articulated as;
Communities are collections of individuals who are bonded together by natural will and who are together bond to a set of shared ideas and ideals. This bonding and binding is tight enough to transform them from a collection of “I’s” into a collective “we” (p.48).
IMPLICATIONS
In the context of Pakistan, we can partially relate this leadership theme to private educational institutions or self managed organizations, as there are two systems like government and private sector education. In my opinion, all these ideological and purely theoretical perceptions imported from west are very much new to our society. I am involved with private sector education for last 10 years. I was much lucky to visit different schools and some very famous private sector schools in Karachi through IED, where I remained searching, and searching for those indicators of a learning community mentioned earlier. Of-course there were the communities, within communities, but the characteristics ideally distinct to the learning community according to the theory, I couldn’t find operational in the actual field. Yes, unquestionably, a paradigm shift (which has already been started in private educational setups) is needed both by the public and by the schools administration and teachers themselves.
I believe that the most successful learning organizations of future will be the organizations where people continuously expand their capacity to create the results they truly desire (Fullan).
SUGGESTIONS
I suggest that to practically create learning communities, leaders, policy makers, parents and teachers have to think and create awareness to implement the actual essence of learning community in school. They must be aware of a clear and shared vision, supportive and shared practices, distributed leadership, professional development, relations among school and parents and finally on-going assessment. To achieve all these characteristics, a gradual pace towards creating learning community is required.
REFERENCES
Arrowsmith, T. (2007). Distributed leadership in secondary schools in England: the impact on the role of the head teacher and other issue. Management in Education. 21(2), 21-27.
Gronn, P (2003). The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform. London. Sage Publications.
Lovely, S. & Buffum, A.G. (2007). Generations at School: Building an Age-Friendly Learning Community. California: Crown Press.
Retallick, J. Cocklin, B. & Coombe, K. (Eds.). (1999). Learning Communities in Education: Issues, strategies and contexts. London: Routledge.
Sergiovanni, T.J. (1996). Leadership for the Schoolhouse: How Is It Different? Why Is It Important? San Francisco: Jossey-Bass.
Stewart, D. & Prebble, T. (1993). The Reflective Principal: School Development Within a Learning Community. New Zealand: ERDC Press Massey University.
Curriculum Review - Social Studies IV - V
CURRICULUM DOCUMENT REVIEW – SOCIAL STUDIES IV-V
ACADEMIC PAPER
INTRODUCTION
This academic paper aims to describe and reflect the overall understanding about Curriculum, steps of curriculum planning, different approaches, orientations to curriculum, links between curriculum, teaching, learning and assessment, graphical analysis and critical observations of the curriculum document and finally the conclusion
What is curriculum?
Education means the activities which bring about learning (Pring, 2000) and to systematically organize these activities a curriculum use to be designed. Curriculum leads to education and the concepts of education according to Pring (2000) is to help people capacities to transform to live a fuller and more distinctively human life. To organize these educational activities a curriculum is very much necessary. Curriculum is an ‘interaction’ between students and teachers that is designed to achieve specific educational goals (Miller & Seller, 1990). While an another definition of curriculum according to Saylor & Alexander (1974) is a plan for providing sets of learning opportunities to achieve the broad goals and related specific objectives for an identifiable population, served by a single school centre.
What is curriculum document?
A course document which describes the features and structure of the program. This document ensures the consistency of the program and validity of assessments. It includes course aims, objectives and course contents.
An ideal Curriculum
My understanding through class presentations, facilitators’ explanations, peers interaction and literature review, an ideal curriculum should have the following characteristics
1. Effective activities
2. Total school environment
3. Entirety of experience
4. Curricular and co-curricular trends.
5. Educational trends.
6. Development of balanced personality
7. Dynamic
8. Philosophy of life.
9. Achievement of goals.
Syllabus + co-curricular activities + various parts of educational environment = Curriculum
The Focused Curriculum Document
The curriculum document we had selected was the Social Studies IV & V prescribed by the Ministry of Education (Curriculum Wing) in 2002. In comparison with an ideal curriculum document, this document has following characteristics or features available.
1. Introduction.
2. Broad Aims.
3. Skills.
4. Specific learning objectives divided under broad topic.
5. Details objectives with supporting contents and activities.
These characteristics follow the tradition of Social Studies as citizenship transmission.
CURRICULUM PLANNING APPROACHES
According to Marsh & Willis (1995) there are three alternative approaches to curriculum planning.
1. Tyler's Rational-Linear Approach
2. Walker’s Deliberative Approach
3. Eisner’s Artistic Approach
Tyler's Rational-Linear Approach sometimes called as the ‘FATHER OF CURRICULUM’ (Murray, 1987), which concentrates on four steps of a curriculum planning; i.e. Objectives, Selecting Learning Experiences, Organizing Learning Experiences, Evaluation.
The document we had selected contains all the major components of Tyler’s Rational-Linear approach like, Objectives, Activities, Content, but it was lacking evaluation portion. Therefore our analysis leads us to say that the document planning was done keeping Tyler’s Rational– linear approach.
Meta-Orientations
According to Miller & Seller (1990) the meta-orientations have been identified for the curriculum as Transmission, Transaction and Transformation.
Transmission
1. The function of curriculum is the cultural transmission in the most specific sense, and to cultivate the child’s intellect by providing him opportunities to acquire the most powerful products of human intelligence (Miller & Seller).
2. Education to transmit facts, skills and values to students.
3. Stresses mastery of traditional school subjects through traditional teaching methodologies.
4. Linked with rote learning method.
In this document the evidences like ‘Name the provinces (p.140)’; ‘Tell the total number of population (p.141)’ etc. lead us to say that this curriculum falls under the ‘Transmission Curriculum’.
Transaction
1. Dialogue is going on between the student and curriculum.
2. Develop problem solving skills by developing students intelligence.
In this document some evidences like; ‘Much of the pupils learning should be based on the direct experiences and practical activities (p.139)’; ‘To record and present the finding of the inquiry in a variety of ways oral, written, pictorial etc (p.139)’; ‘Engage in their imaginations and enable them to find out more about the world. Visiting different institutions of public utility (p.141)’ lead us to assume that the document also falls under Transaction Curriculum.
Transformation
1. It is a vision and focuses on personal and social change.
This Document does not directly mention transformation oriented objectives, but a teacher could use the content matter in the document to promote changes in student thinking and societal interactions.
Five Orientations to Curriculum
According to Eisner & Vallance (1974) have described five orientations to curriculum as;
1. The Development of Cognitive Processes.
2. Curriculum as Technology.
3. Self-actualization or curriculum as consummatory experience.
4. Social reconstruction-relevance.
5. Academic rationalism.
Out of all above five orientations, our analyzed curriculum document meets the characterizes of ‘Academic Rationalism’ which specifically tell as the function of curriculum is that of cultural transmission in the most specific sense, and to cultivate the child’s intellect by providing him opportunities to acquire the most powerful products of human intelligence
Graphical Analysis of the Curriculum Document
Analysis of Objectives Vs Activities
Analysis of Objectives according to Bloom’s Taxonomy
Analysis of Objectives according to major domains
Link between Curriculum, Teaching, Learning & Assessment
All the four basic components of Education are interlinked and can not be separated as all of them reciprocally dependent on each other. Because when a curriculum is designed then there should be clearance guidance that how to teach that curriculum and how the learning will occur through assessment we can judge, hence we can say that all the four basic components are respectively important and interconnected. Curriculum has already been discussed in the beginning of this paper and other components will be discussed here.
Teaching
Children often are unaware of the goal of the activity in which they are participating, but at the earliest levels this not necessary to learning. The caretakers guidance permits children to engage in levels of activity that could not be managed alone (Tharp, R., & Gallimore, R. (1998).
Teachers must provide grade- and age-appropriate activities and assignments that encourage mastery of basic concepts and development of inquiry/research skills. To make their programs interesting and relevant, they must relate the knowledge and skills gained to wider issues and problems. Teaching methods and learning activities that encourage students to recognize the value and relevance of what they are learning will go a long way towards motivating students to work and learn effectively. Students develop a better understanding of various aspects when they can see and experience.
Learning
The central educational function of schools is to enable young people to learn what is valuable and significant like ‘facts’, concepts, principles, skills, attitudes, habits and competencies (Pring, 2000). There are four levels of learning, cumulative, assimilative, accommodative, transformative (Illeris, K., 2003). While formulating a curriculum all these aspects of learning use to be kept in mind to make it effective. Learning is also attached with the different teaching approaches. Effective teaching approaches can enhance the learning level of students.
Assessment
The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations and to assess the teaching and learning standards. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers use assessment and evaluation strategies.
CRITICAL ANALYSIS OF THE CURRICULUM
Weaknesses
1. Activities not according to Objectives
2. How teachers should perform? (Professional Development)
3. Lack of evaluation and assessment
Strengths:
1. Easy to difficult – Spiral Curriculum
2. Covers the major disciplines (History, Geography, Political Science, Economics
3. Flexibility & Contextual
Conclusion
• Tyler’s Rational-Linear Approach
• Meta Orientations (Transactional + Transmission)
• Spiral Model (Concepts Sequenced)
• Objectives only of cognitive and lower order thinking skills – Recommended adding high order thinking skills.
• Represents national & Islamic ideology.
REFERENCES
Armstrong, T (1994). Multiple Intelligences in the Classroom. Virginia: Association for Supervision and Curriculum Development.
Eisner, E. W. & Vallance, E. (1974). Conflicting conceptions of curriculum. Barkley: McCutchan Publication Corp.
Illeris, K. (2003) Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4). 396-406
Marsh, C. & Willis, G. (1995). Three Alternative Approaches to Curriculum Planning. In C. Marsh & G. Willis, Curriculum: Alternative Approaches: Ongoing Issues (pp. 11 – 29). London: Prentice Hall.
Miller, J.P., & Seller, W. (1990). Curriculum: Perspectives and Practice. Toronto: Copp Clark Pitman Ltd.
Pring, R.(2000). Philosophy of Educational Research. London: Continuum
Saylor, J.G., & Alexander, W.A. (1974). Planning Curriculum for schools. New York: Holt, Rinehart & Winston.
Tharp, R., & Gallimore, R. (1998). A theory of teaching as assisted performance. Learning relationships in the classroom. London: Open University.
ACADEMIC PAPER
INTRODUCTION
This academic paper aims to describe and reflect the overall understanding about Curriculum, steps of curriculum planning, different approaches, orientations to curriculum, links between curriculum, teaching, learning and assessment, graphical analysis and critical observations of the curriculum document and finally the conclusion
What is curriculum?
Education means the activities which bring about learning (Pring, 2000) and to systematically organize these activities a curriculum use to be designed. Curriculum leads to education and the concepts of education according to Pring (2000) is to help people capacities to transform to live a fuller and more distinctively human life. To organize these educational activities a curriculum is very much necessary. Curriculum is an ‘interaction’ between students and teachers that is designed to achieve specific educational goals (Miller & Seller, 1990). While an another definition of curriculum according to Saylor & Alexander (1974) is a plan for providing sets of learning opportunities to achieve the broad goals and related specific objectives for an identifiable population, served by a single school centre.
What is curriculum document?
A course document which describes the features and structure of the program. This document ensures the consistency of the program and validity of assessments. It includes course aims, objectives and course contents.
An ideal Curriculum
My understanding through class presentations, facilitators’ explanations, peers interaction and literature review, an ideal curriculum should have the following characteristics
1. Effective activities
2. Total school environment
3. Entirety of experience
4. Curricular and co-curricular trends.
5. Educational trends.
6. Development of balanced personality
7. Dynamic
8. Philosophy of life.
9. Achievement of goals.
Syllabus + co-curricular activities + various parts of educational environment = Curriculum
The Focused Curriculum Document
The curriculum document we had selected was the Social Studies IV & V prescribed by the Ministry of Education (Curriculum Wing) in 2002. In comparison with an ideal curriculum document, this document has following characteristics or features available.
1. Introduction.
2. Broad Aims.
3. Skills.
4. Specific learning objectives divided under broad topic.
5. Details objectives with supporting contents and activities.
These characteristics follow the tradition of Social Studies as citizenship transmission.
CURRICULUM PLANNING APPROACHES
According to Marsh & Willis (1995) there are three alternative approaches to curriculum planning.
1. Tyler's Rational-Linear Approach
2. Walker’s Deliberative Approach
3. Eisner’s Artistic Approach
Tyler's Rational-Linear Approach sometimes called as the ‘FATHER OF CURRICULUM’ (Murray, 1987), which concentrates on four steps of a curriculum planning; i.e. Objectives, Selecting Learning Experiences, Organizing Learning Experiences, Evaluation.
The document we had selected contains all the major components of Tyler’s Rational-Linear approach like, Objectives, Activities, Content, but it was lacking evaluation portion. Therefore our analysis leads us to say that the document planning was done keeping Tyler’s Rational– linear approach.
Meta-Orientations
According to Miller & Seller (1990) the meta-orientations have been identified for the curriculum as Transmission, Transaction and Transformation.
Transmission
1. The function of curriculum is the cultural transmission in the most specific sense, and to cultivate the child’s intellect by providing him opportunities to acquire the most powerful products of human intelligence (Miller & Seller).
2. Education to transmit facts, skills and values to students.
3. Stresses mastery of traditional school subjects through traditional teaching methodologies.
4. Linked with rote learning method.
In this document the evidences like ‘Name the provinces (p.140)’; ‘Tell the total number of population (p.141)’ etc. lead us to say that this curriculum falls under the ‘Transmission Curriculum’.
Transaction
1. Dialogue is going on between the student and curriculum.
2. Develop problem solving skills by developing students intelligence.
In this document some evidences like; ‘Much of the pupils learning should be based on the direct experiences and practical activities (p.139)’; ‘To record and present the finding of the inquiry in a variety of ways oral, written, pictorial etc (p.139)’; ‘Engage in their imaginations and enable them to find out more about the world. Visiting different institutions of public utility (p.141)’ lead us to assume that the document also falls under Transaction Curriculum.
Transformation
1. It is a vision and focuses on personal and social change.
This Document does not directly mention transformation oriented objectives, but a teacher could use the content matter in the document to promote changes in student thinking and societal interactions.
Five Orientations to Curriculum
According to Eisner & Vallance (1974) have described five orientations to curriculum as;
1. The Development of Cognitive Processes.
2. Curriculum as Technology.
3. Self-actualization or curriculum as consummatory experience.
4. Social reconstruction-relevance.
5. Academic rationalism.
Out of all above five orientations, our analyzed curriculum document meets the characterizes of ‘Academic Rationalism’ which specifically tell as the function of curriculum is that of cultural transmission in the most specific sense, and to cultivate the child’s intellect by providing him opportunities to acquire the most powerful products of human intelligence
Graphical Analysis of the Curriculum Document
Analysis of Objectives Vs Activities
Analysis of Objectives according to Bloom’s Taxonomy
Analysis of Objectives according to major domains
Link between Curriculum, Teaching, Learning & Assessment
All the four basic components of Education are interlinked and can not be separated as all of them reciprocally dependent on each other. Because when a curriculum is designed then there should be clearance guidance that how to teach that curriculum and how the learning will occur through assessment we can judge, hence we can say that all the four basic components are respectively important and interconnected. Curriculum has already been discussed in the beginning of this paper and other components will be discussed here.
Teaching
Children often are unaware of the goal of the activity in which they are participating, but at the earliest levels this not necessary to learning. The caretakers guidance permits children to engage in levels of activity that could not be managed alone (Tharp, R., & Gallimore, R. (1998).
Teachers must provide grade- and age-appropriate activities and assignments that encourage mastery of basic concepts and development of inquiry/research skills. To make their programs interesting and relevant, they must relate the knowledge and skills gained to wider issues and problems. Teaching methods and learning activities that encourage students to recognize the value and relevance of what they are learning will go a long way towards motivating students to work and learn effectively. Students develop a better understanding of various aspects when they can see and experience.
Learning
The central educational function of schools is to enable young people to learn what is valuable and significant like ‘facts’, concepts, principles, skills, attitudes, habits and competencies (Pring, 2000). There are four levels of learning, cumulative, assimilative, accommodative, transformative (Illeris, K., 2003). While formulating a curriculum all these aspects of learning use to be kept in mind to make it effective. Learning is also attached with the different teaching approaches. Effective teaching approaches can enhance the learning level of students.
Assessment
The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations and to assess the teaching and learning standards. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers use assessment and evaluation strategies.
CRITICAL ANALYSIS OF THE CURRICULUM
Weaknesses
1. Activities not according to Objectives
2. How teachers should perform? (Professional Development)
3. Lack of evaluation and assessment
Strengths:
1. Easy to difficult – Spiral Curriculum
2. Covers the major disciplines (History, Geography, Political Science, Economics
3. Flexibility & Contextual
Conclusion
• Tyler’s Rational-Linear Approach
• Meta Orientations (Transactional + Transmission)
• Spiral Model (Concepts Sequenced)
• Objectives only of cognitive and lower order thinking skills – Recommended adding high order thinking skills.
• Represents national & Islamic ideology.
REFERENCES
Armstrong, T (1994). Multiple Intelligences in the Classroom. Virginia: Association for Supervision and Curriculum Development.
Eisner, E. W. & Vallance, E. (1974). Conflicting conceptions of curriculum. Barkley: McCutchan Publication Corp.
Illeris, K. (2003) Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4). 396-406
Marsh, C. & Willis, G. (1995). Three Alternative Approaches to Curriculum Planning. In C. Marsh & G. Willis, Curriculum: Alternative Approaches: Ongoing Issues (pp. 11 – 29). London: Prentice Hall.
Miller, J.P., & Seller, W. (1990). Curriculum: Perspectives and Practice. Toronto: Copp Clark Pitman Ltd.
Pring, R.(2000). Philosophy of Educational Research. London: Continuum
Saylor, J.G., & Alexander, W.A. (1974). Planning Curriculum for schools. New York: Holt, Rinehart & Winston.
Tharp, R., & Gallimore, R. (1998). A theory of teaching as assisted performance. Learning relationships in the classroom. London: Open University.
INTERCULTURAL LEARNING
INTERCULTURAL LEARNING
The common theme for all three audio clips played in classroom was based on the intercultural awareness and learning of students. According to my understanding, three main dimensions of intercultural learning have been shown through the fictional characters and students stories. These dimensions included the significance of intercultural learning; different strategies to incorporate intercultural learning and finally advantages of ICL[1]. Through these sound clips intercultural learning and its function in society has been highlighted. It comprises of different strategies and realistic purpose such as learning to negotiate and living with people from different cultures and enhancing peace among them.
The audio clips focus on understanding the cross-cultures to learn different languages and cultures, else a stereotype understanding will be developed and we cannot be competent in the language if we do not understand the culture. As in the clips through cultural artifacts, cultural diversity and art, intercultural linking of the minorities like Pakistani students introduced their culture through joint projects, video conferences, photos and books exchange in UK. Ultimately their fellow students were eager to know more and wanted to visit Pakistan as it was new information to learn. These strategies were proved to be the most rewarding and stimulating steps for enhancing intercultural learning for the children belonging to different parts of the world. Through this intercultural communicative competence activity, it was an attempt to raise students’ awareness of their own culture and in so doing, help them to interpret and understand other cultures. This was a process of becoming more aware of and better understanding one’s own culture to compare other cultures around the world. The aim of intercultural learning was to increase international and cross-cultural tolerance and understanding. The fictional characters of Faith and Fasi were the symbols of interaction between different cultures with commonalties and with a sense of acceptance. A workshop proceeding was also discussed where different cultural artifacts were used for intercultural learning. This was a comparative approach where different cultural artifacts from different countries were compared with each other to identify the commonalities and uniqueness.
To incorporate the intercultural learning, different strategies have been discussed as video conferences, joint projects, sharing experiences and backgrounds, photos and books exchange, fictional characters and drama workshops. Through these strategies students will be able to identify their identity and their uniqueness and will learn about the things which are common and will realize their culture’s diversity.
It has been previously seen that cultural awareness should be given to advanced learners only by assuming generally that the low level students use to have a low level of intellect or assuming them to impossible to explain intellectual concepts in lower level. But through the practical grounds it has been proved that even grade V students understood the cultural diversity and cultural intellectual concepts and created symbolic characters to interact between different cultures. It was the essential message of the audio clips that intercultural awareness as fundamental feature of language should be disseminated at all levels starting from level one which will lead them to genuinely communicate with understanding the real world outside the classroom.
[1] Intercultural Learning
The common theme for all three audio clips played in classroom was based on the intercultural awareness and learning of students. According to my understanding, three main dimensions of intercultural learning have been shown through the fictional characters and students stories. These dimensions included the significance of intercultural learning; different strategies to incorporate intercultural learning and finally advantages of ICL[1]. Through these sound clips intercultural learning and its function in society has been highlighted. It comprises of different strategies and realistic purpose such as learning to negotiate and living with people from different cultures and enhancing peace among them.
The audio clips focus on understanding the cross-cultures to learn different languages and cultures, else a stereotype understanding will be developed and we cannot be competent in the language if we do not understand the culture. As in the clips through cultural artifacts, cultural diversity and art, intercultural linking of the minorities like Pakistani students introduced their culture through joint projects, video conferences, photos and books exchange in UK. Ultimately their fellow students were eager to know more and wanted to visit Pakistan as it was new information to learn. These strategies were proved to be the most rewarding and stimulating steps for enhancing intercultural learning for the children belonging to different parts of the world. Through this intercultural communicative competence activity, it was an attempt to raise students’ awareness of their own culture and in so doing, help them to interpret and understand other cultures. This was a process of becoming more aware of and better understanding one’s own culture to compare other cultures around the world. The aim of intercultural learning was to increase international and cross-cultural tolerance and understanding. The fictional characters of Faith and Fasi were the symbols of interaction between different cultures with commonalties and with a sense of acceptance. A workshop proceeding was also discussed where different cultural artifacts were used for intercultural learning. This was a comparative approach where different cultural artifacts from different countries were compared with each other to identify the commonalities and uniqueness.
To incorporate the intercultural learning, different strategies have been discussed as video conferences, joint projects, sharing experiences and backgrounds, photos and books exchange, fictional characters and drama workshops. Through these strategies students will be able to identify their identity and their uniqueness and will learn about the things which are common and will realize their culture’s diversity.
It has been previously seen that cultural awareness should be given to advanced learners only by assuming generally that the low level students use to have a low level of intellect or assuming them to impossible to explain intellectual concepts in lower level. But through the practical grounds it has been proved that even grade V students understood the cultural diversity and cultural intellectual concepts and created symbolic characters to interact between different cultures. It was the essential message of the audio clips that intercultural awareness as fundamental feature of language should be disseminated at all levels starting from level one which will lead them to genuinely communicate with understanding the real world outside the classroom.
[1] Intercultural Learning
Saturday, October 27, 2007
Book Review: The New Work of Educational Leaders
THE NEW WORK OF EDUCATIONAL LEADERS –
BOOK REVIEW
INTRODUCTION/PREFACE
Book Title: The New Work of Educational Leaders – Changing leadership practice in an era of school reform
Author: Peter Gronn, Faculty Member of Education Department at Monash University, Australia.
Author’s Profile: A researcher, a professor and a writer. Published books extensively on aspects of school, educational and organizational leadership. His research interests include all aspects of leadership, in particular, learning leadership and the development of leaders, distributed leadership etc.
Publisher: Sage Publications, London in 2003.
Other Details: Book contains 11 different figurative explanations and two tables while the whole book is consisting of 176 pages. The book seems a result of an extensive study as the author has given 741 references of different books, articles and research papers.
RATIONAL
After having assigned the task, we all group members approached library in search of a suitable book to review. We found many books related to leadership and to have a skim through reading, we borrowed three different books and next day we all found that the books borrowed were not suitable for review as a book was the collection of different articles written by various authors, while other two were also not purely related to ‘educational’ leadership. So, the next day we found Peter Gronn’s book and it seemed very much related to our aim as the book’s main focus (in my opinion) was on ‘distributed leadership’ and it was published recently. Secondly, we were very much lucky to know that IED Library has three available-on-shelf copies of this book and it was convenient for us to borrow an individual copy. But when we (group members) all gone through the book we found that it is not an easy read as the language used was very much difficult and our existing vocabulary was not accommodating the words. Finally to have an expert view and guidance we approached our worthy facilitator Ms. Zubaida Bana with the book, while keeping two more books with us. We told madam about the difficult language used in the book but she very nicely convinced us to work on this book by accepting it as a challenge and she further authenticated that the book is very much relevant and we should work on it. So, after having confirmation from the expert we had to go through the book.
CONTENTS/THEME
The new principal-ship and leadership standards highlighted by the author make, ‘The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform’ a possible resource for principals and leaders in educational administrative preparation of programs. For those involved in educational leadership and policy making should go through this book as it is an essential reading for educational leadership and policy development.
Book Structure
The book is articulated in two different parts: the 'architecture' and the 'ecology' of leadership. In Part I, three chapters outline a new building of leadership by developing the themes of design, distribution and disengagement, while in Part II author discusses in five chapters about What do Leaders do?, Leaders’ Committees and Meetings, Leadership Teams, the Emotions of Leaders and lastly Leadership as Greedy Work.
Part I
Designer-leadership means producing leaders according to design specifications is characterized by the increasing imposition of sets of standards and competences around the performance of leaders. In our context we can relate it to the policy that unless one doesn’t get the M.Ed or MA (Education) degree he is assumed incapable to become leader or principal specifically in government sector educational institutions.
Distributed-leadership means interdependency of the work roles of leaders and their colleagues in schools is presented as an alternative to focused leadership to reflect changing divisions of work and workplace to achieve the common goals. Researches show that it is the new trend increasing after 1980. In the context of Pakistan, we can relate this leadership theme to private educational institutions or self managed organizations.
Disengagement means inability of school systems to attract principals from among the teaching ranks because teachers are becoming more reluctant to take on leadership positions is explored, with particular reference to work intensification. Teachers use to be in their own comfort zones and because of challenging tasks and responsibilities they hesitate to take initiative and the fear exists in their minds. But keeping our context, I was not convinced of this debate, as in our background we struggle a lot to gain the relevant experience so that we would get a chance to become the leader in our institutions. Perhaps it is the general trend in Pakistan.
Part II
Five chapters map an 'ecology' of leadership in this part. Author asks, 'What do leaders do?' and then proceeds to offer a detailed synthesis and critical review of research findings since the 1950s across a number of different countries. Then, author focuses on committees/meetings and teams, respectively, as clear manifestations of distributed leadership. The author picks up on the contemporary theme of the range of emotions experienced in the workplace, with implications for leadership. Finally Gronn draws on earlier concept of 'greedy institutions' to propose that leadership is being reconstructed as 'greedy work', which demands one to be constantly and fully there. Gronn proposes it the core of a new 'grammar' of educational leadership. Although there are many aspects of this representation that are immediately identifiable but there is some misunderstanding between 'greedy work', 'greedy practices', 'greedy occupations', 'greedy policies' and 'greedy rulers and policy makers' such that there is not always clarity about who or what is being greedy. Are educational leaders the victims of greediness, or both? However author defines school leaders' work today as "greedy work". Although greedy work may be addictive owing to the profession's increasing demands, the author believes it is unlikely that younger generations of teachers will embrace it as a career prospect.
REFLECTION
In general terms, I was not entirely convinced that the relationship between Parts 1 and 2 is constructed as clearly as it might be. In my opinion only distributed leadership was concerned with the Part two, not the other two chapters.
Overall the book draws on a wide range of international literature and highly theoretical work, including some detailed reports of empirical researches done by others and, as such, is a very comprehensive synthesis of the field. Author maintains a productive balance between emphasizing conceptual themes and practical issues around leadership. In my view, the book would offer challenges for the beginners in this field as there are some implanted understandings of leadership, which perhaps I could not grab fully as a beginner and going through this book to review. Once again I will emphasis here that Gronn's highly theoretical work is not an easy read for a beginner. I can say this book might be a valuable contribution to understanding changing leadership practice in the modern era and I propose for myself that this book needs to be re-read after some time, when I will get more experience in this field.SUCCESS AND CHALLENGES
BOOK REVIEW
INTRODUCTION/PREFACE
Book Title: The New Work of Educational Leaders – Changing leadership practice in an era of school reform
Author: Peter Gronn, Faculty Member of Education Department at Monash University, Australia.
Author’s Profile: A researcher, a professor and a writer. Published books extensively on aspects of school, educational and organizational leadership. His research interests include all aspects of leadership, in particular, learning leadership and the development of leaders, distributed leadership etc.
Publisher: Sage Publications, London in 2003.
Other Details: Book contains 11 different figurative explanations and two tables while the whole book is consisting of 176 pages. The book seems a result of an extensive study as the author has given 741 references of different books, articles and research papers.
RATIONAL
After having assigned the task, we all group members approached library in search of a suitable book to review. We found many books related to leadership and to have a skim through reading, we borrowed three different books and next day we all found that the books borrowed were not suitable for review as a book was the collection of different articles written by various authors, while other two were also not purely related to ‘educational’ leadership. So, the next day we found Peter Gronn’s book and it seemed very much related to our aim as the book’s main focus (in my opinion) was on ‘distributed leadership’ and it was published recently. Secondly, we were very much lucky to know that IED Library has three available-on-shelf copies of this book and it was convenient for us to borrow an individual copy. But when we (group members) all gone through the book we found that it is not an easy read as the language used was very much difficult and our existing vocabulary was not accommodating the words. Finally to have an expert view and guidance we approached our worthy facilitator Ms. Zubaida Bana with the book, while keeping two more books with us. We told madam about the difficult language used in the book but she very nicely convinced us to work on this book by accepting it as a challenge and she further authenticated that the book is very much relevant and we should work on it. So, after having confirmation from the expert we had to go through the book.
CONTENTS/THEME
The new principal-ship and leadership standards highlighted by the author make, ‘The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform’ a possible resource for principals and leaders in educational administrative preparation of programs. For those involved in educational leadership and policy making should go through this book as it is an essential reading for educational leadership and policy development.
Book Structure
The book is articulated in two different parts: the 'architecture' and the 'ecology' of leadership. In Part I, three chapters outline a new building of leadership by developing the themes of design, distribution and disengagement, while in Part II author discusses in five chapters about What do Leaders do?, Leaders’ Committees and Meetings, Leadership Teams, the Emotions of Leaders and lastly Leadership as Greedy Work.
Part I
Designer-leadership means producing leaders according to design specifications is characterized by the increasing imposition of sets of standards and competences around the performance of leaders. In our context we can relate it to the policy that unless one doesn’t get the M.Ed or MA (Education) degree he is assumed incapable to become leader or principal specifically in government sector educational institutions.
Distributed-leadership means interdependency of the work roles of leaders and their colleagues in schools is presented as an alternative to focused leadership to reflect changing divisions of work and workplace to achieve the common goals. Researches show that it is the new trend increasing after 1980. In the context of Pakistan, we can relate this leadership theme to private educational institutions or self managed organizations.
Disengagement means inability of school systems to attract principals from among the teaching ranks because teachers are becoming more reluctant to take on leadership positions is explored, with particular reference to work intensification. Teachers use to be in their own comfort zones and because of challenging tasks and responsibilities they hesitate to take initiative and the fear exists in their minds. But keeping our context, I was not convinced of this debate, as in our background we struggle a lot to gain the relevant experience so that we would get a chance to become the leader in our institutions. Perhaps it is the general trend in Pakistan.
Part II
Five chapters map an 'ecology' of leadership in this part. Author asks, 'What do leaders do?' and then proceeds to offer a detailed synthesis and critical review of research findings since the 1950s across a number of different countries. Then, author focuses on committees/meetings and teams, respectively, as clear manifestations of distributed leadership. The author picks up on the contemporary theme of the range of emotions experienced in the workplace, with implications for leadership. Finally Gronn draws on earlier concept of 'greedy institutions' to propose that leadership is being reconstructed as 'greedy work', which demands one to be constantly and fully there. Gronn proposes it the core of a new 'grammar' of educational leadership. Although there are many aspects of this representation that are immediately identifiable but there is some misunderstanding between 'greedy work', 'greedy practices', 'greedy occupations', 'greedy policies' and 'greedy rulers and policy makers' such that there is not always clarity about who or what is being greedy. Are educational leaders the victims of greediness, or both? However author defines school leaders' work today as "greedy work". Although greedy work may be addictive owing to the profession's increasing demands, the author believes it is unlikely that younger generations of teachers will embrace it as a career prospect.
REFLECTION
In general terms, I was not entirely convinced that the relationship between Parts 1 and 2 is constructed as clearly as it might be. In my opinion only distributed leadership was concerned with the Part two, not the other two chapters.
Overall the book draws on a wide range of international literature and highly theoretical work, including some detailed reports of empirical researches done by others and, as such, is a very comprehensive synthesis of the field. Author maintains a productive balance between emphasizing conceptual themes and practical issues around leadership. In my view, the book would offer challenges for the beginners in this field as there are some implanted understandings of leadership, which perhaps I could not grab fully as a beginner and going through this book to review. Once again I will emphasis here that Gronn's highly theoretical work is not an easy read for a beginner. I can say this book might be a valuable contribution to understanding changing leadership practice in the modern era and I propose for myself that this book needs to be re-read after some time, when I will get more experience in this field.SUCCESS AND CHALLENGES
Book Review: The New Work of Educational Leaders
Assignment Cover Sheet
Name: ___DARVESH KARIM___________
Class: _____M.Ed. 2009____________
Module: ___________________________
Assignment #: _______________________
Title: ______________________________
I hereby undertake that the material provided within:
i) represents my own efforts;
ii) has not been taken in whole or in part, without reference to whom or from where the information was attained.(For further information on plagiarism, please refer to page 19 in the M.Ed. V Handbook)
Overall comments of the tutor:
Name of CP: ______________________
Date: ________________
Signature of the CP: _______________
TABLE OF CONTENTS
INTRODUCTION/PREFACE. 3
RATIONAL. 3
CONTENTS/THEME. 4
Book Structure. 4
Part I 4
Part II 5
REFLECTION.. 6
THE NEW WORK OF EDUCATIONAL LEADERS –
BOOK REVIEW
INTRODUCTION/PREFACE
Book Title: The New Work of Educational Leaders – Changing leadership practice in an era of school reform
Author: Peter Gronn, Faculty Member of Education Department at Monash University, Australia.
Author’s Profile: A researcher, a professor and a writer. Published books extensively on aspects of school, educational and organizational leadership. His research interests include all aspects of leadership, in particular, learning leadership and the development of leaders, distributed leadership etc.
Publisher: Sage Publications, London in 2003.
Other Details: Book contains 11 different figurative explanations and two tables while the whole book is consisting of 176 pages. The book seems a result of an extensive study as the author has given 741 references of different books, articles and research papers.
RATIONAL
After having assigned the task, we all group members approached library in search of a suitable book to review. We found many books related to leadership and to have a skim through reading, we borrowed three different books and next day we all found that the books borrowed were not suitable for review as a book was the collection of different articles written by various authors, while other two were also not purely related to ‘educational’ leadership. So, the next day we found Peter Gronn’s book and it seemed very much related to our aim as the book’s main focus (in my opinion) was on ‘distributed leadership’ and it was published recently. Secondly, we were very much lucky to know that IED Library has three available-on-shelf copies of this book and it was convenient for us to borrow an individual copy. But when we (group members) all gone through the book we found that it is not an easy read as the language used was very much difficult and our existing vocabulary was not accommodating the words. Finally to have an expert view and guidance we approached our worthy facilitator Ms. Zubaida Bana with the book, while keeping two more books with us. We told madam about the difficult language used in the book but she very nicely convinced us to work on this book by accepting it as a challenge and she further authenticated that the book is very much relevant and we should work on it. So, after having confirmation from the expert we had to go through the book.
CONTENTS/THEME
The new principal-ship and leadership standards highlighted by the author make, ‘The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform’ a possible resource for principals and leaders in educational administrative preparation of programs. For those involved in educational leadership and policy making should go through this book as it is an essential reading for educational leadership and policy development.
Book Structure
The book is articulated in two different parts: the 'architecture' and the 'ecology' of leadership. In Part I, three chapters outline a new building of leadership by developing the themes of design, distribution and disengagement, while in Part II author discusses in five chapters about What do Leaders do?, Leaders’ Committees and Meetings, Leadership Teams, the Emotions of Leaders and lastly Leadership as Greedy Work.
Part I
Designer-leadership means producing leaders according to design specifications is characterized by the increasing imposition of sets of standards and competences around the performance of leaders. In our context we can relate it to the policy that unless one doesn’t get the M.Ed or MA (Education) degree he is assumed incapable to become leader or principal specifically in government sector educational institutions.
Distributed-leadership means interdependency of the work roles of leaders and their colleagues in schools is presented as an alternative to focused leadership to reflect changing divisions of work and workplace to achieve the common goals. Researches show that it is the new trend increasing after 1980. In the context of Pakistan, we can relate this leadership theme to private educational institutions or self managed organizations.
Disengagement means inability of school systems to attract principals from among the teaching ranks because teachers are becoming more reluctant to take on leadership positions is explored, with particular reference to work intensification. Teachers use to be in their own comfort zones and because of challenging tasks and responsibilities they hesitate to take initiative and the fear exists in their minds. But keeping our context, I was not convinced of this debate, as in our background we struggle a lot to gain the relevant experience so that we would get a chance to become the leader in our institutions. Perhaps it is the general trend in Pakistan.
Part II
Five chapters map an 'ecology' of leadership in this part. Author asks, 'What do leaders do?' and then proceeds to offer a detailed synthesis and critical review of research findings since the 1950s across a number of different countries. Then, author focuses on committees/meetings and teams, respectively, as clear manifestations of distributed leadership. The author picks up on the contemporary theme of the range of emotions experienced in the workplace, with implications for leadership. Finally Gronn draws on earlier concept of 'greedy institutions' to propose that leadership is being reconstructed as 'greedy work', which demands one to be constantly and fully there. Gronn proposes it the core of a new 'grammar' of educational leadership. Although there are many aspects of this representation that are immediately identifiable but there is some misunderstanding between 'greedy work', 'greedy practices', 'greedy occupations', 'greedy policies' and 'greedy rulers and policy makers' such that there is not always clarity about who or what is being greedy. Are educational leaders the victims of greediness, or both? However author defines school leaders' work today as "greedy work". Although greedy work may be addictive owing to the profession's increasing demands, the author believes it is unlikely that younger generations of teachers will embrace it as a career prospect.
REFLECTION
In general terms, I was not entirely convinced that the relationship between Parts 1 and 2 is constructed as clearly as it might be. In my opinion only distributed leadership was concerned with the Part two, not the other two chapters.
Overall the book draws on a wide range of international literature and highly theoretical work, including some detailed reports of empirical researches done by others and, as such, is a very comprehensive synthesis of the field. Author maintains a productive balance between emphasizing conceptual themes and practical issues around leadership. In my view, the book would offer challenges for the beginners in this field as there are some implanted understandings of leadership, which perhaps I could not grab fully as a beginner and going through this book to review. Once again I will emphasis here that Gronn's highly theoretical work is not an easy read for a beginner. I can say this book might be a valuable contribution to understanding changing leadership practice in the modern era and I propose for myself that this book needs to be re-read after some time, when I will get more experience in this field.SUCCESS AND CHALLENGES
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