In a school where there is 'uplifting' leadership...

 

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An exploration of the concept of 'Uplifting Leadership' at Ulead15

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p. 1

Collated  responses  from  Ulead15  Concurrent  session:     “How  what  you  say  and  do  can  make  you  the  “uplifing”   leader  everyone  wants  to  follow”       How  to  ‘do’  uplifting  leadership…   Joyce  Matthews     [Type  text]   [Type  text]   Joyce  Matthews    Facilitating  Teacher  Learning   joycematthewsportfolio@gmail.com  Twitter  @JoyceMatthews_  Twitter  @Unschoolleaders  Joyce  Matthews     Facilitating  Teacher  Learning   joycematthewsportfolio@gmail.com   Twit  Joyce  Matthews     Facilitating  Teacher  Learning   joycematthewsportfolio@gmail.com   Twitter  @JoyceMatthews_   Twitter  @Unschoolleaders   ter  @JoyceMatthews_   Twitter  @Unschoolleaders      

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p. 2

                  In  a  school  where  there  is   ‘uplifting  leadership’     Where  will  the  leader  be  seen?     In  a  school  where  there  is   ‘uplifting  leadership’   • • • • • • • • • Everywhere  –  he/she  is   Where  will  the  leader  not   be  seen?   present   Not  in  their  office   All  over     Anywhere  at  any  time   around  the  school   Close  to  the  students  and   staff     Interacting  with  the   students   Observing  teachers   Where  the  students  are   Everywhere,  engaged  in   conversation  about   learning   Greeting  kids  and  staff   With  students  and  staff   Wherever  they  are   needed  so  students  can   know  them   Among  their  peeps  –   school  community   Wherever  they  are   needed  to  be     1   • • • • • • • • • • In  their  office   Meetings   Out  of  school   Not  where  they  need  to  be   Away  from  the  students   With  other  principals  rather  than   own  staff   Closed  off   Hiding   Principals  office   In  a  hurry  to  get  away  from   school   • • • • •        

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p. 3

• • • • 1   What  will  the  environment  feel   like?   • • • • • • • • • • • • • • • • • • • • • • • • Everywhere,  in  and  out   All  parts  of  the   institution   In  the  playground/park   On  the  floor  interacting   with  kids   What  will  the  environment   Safe   not  feel  like?   Welcoming   Connected   Trusting  and  open   Purposeful   Warm   Feels  like  home   Invigorated   Safe   Trusting  and  willing  to   try   Positive   Joyful   Supporting   Growing    Striving   Passionately  positive   Culturally  inclusive   A  family   Open,  inviting,  caring   Safe,  happy   A  place  of  value   Risk-­‐taking   Collaboration   Bright,  cheery,  filled  with   examples  of  staff  and   • • • • • • • • • • • • • • • • • • • • • • • • • • Dictatorship   Threatening   Depressed   Rushed   Stifling   Traditional   Entrenched   Protective   Directed   Reactive   Overly  watchful   Toxic   Overwhelmed   Incapable     Controlled   Scary   Micromanaged   Confining   Closed     Top  down   Prescriptive     Directive   Evaluative   Closed   Stale   Stifling        

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p. 4

      student  innovation  and   creativity   • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Stressed   Like  a  political  puppet   Limiting   Prison   Heavy   Pigeon-­‐holed   Negative   Overwhelmed     Backstabbing   Clinical   Quiet   Stagnant     Not  welcoming   Tense   Closed     These  are  the  rules   Thank  you  for…   We  can’t  because   It’s  not  possible   We  tried  that   It  didn’t  work   I  understand  but   The  policy  states   But   No   This  must  be  done   Yes  but   I       3   What  exact  words  and  phrases   will  you  hear  the  leader  say?   • • • • • • • • • • • What  exact  words  and   We  can  do  it   phrases  will  you  not  hear   I  learned  something   the  leader  say?   today  from  you   How  was  your  weekend?   Yes,  we  can   We   Lets  clarify  our   responsibilities   Great  job   Go  for  it  –  try  it   Everyone  here  is  a  leader   We  can   What  can  I  do  to  support          

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p. 5

• • • • • • • • • • • • • • • • • • • • 4   What  actions/behaviours  will   you  see  the  leader  doing?   you?   Thank  you,  we,  team,  tell   me  more?   How  do  you  feel  about   that?   We  are  in  it  together   What  do  you  need  from   me?   How  can  I  make  a   difference  in  your   life/teaching  to  help   students  to  learn?   I  know  you  do  a  great  job   at  this   How  can  we…?   You  won’t  believe  what  I   just  saw…   What  do  you  think?   Let’s  do  it  together   Well  done,  great  idea   How  can  I  help  you?   Together  we  can…   I  love  your  idea,  how  can   I  help?   How  are  you?   What  do  you  need?   We…   What  actions/behaviours   Listening  to  others  –   will  you  not  see  the  leader   teamwork   doing?   Sharing,  listening,   modelling,  collaborating   Modelling  learning   • • • • • • • • • • • • We  cannot  do  it   Can’t   You  must  do   But   If  only   You  have  to   You  should  do  this  to  solve  that   That’s  not  my  problem   No   Impossible   That’s  wrong   I   • • • • Talking  down  in  public   Berating  staff  and  students   Staying  in  their  office,  not  open  to   ideas   Not  listening        

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p. 6

    • • •   Sharing  leadership,   sharing  the  stage   Making  people  feel  that   their  ideas  are  valuable   Making  mistakes  but   recovering  from  them   and  moving  on   Distributed  leadership   staff  and  students   Modelling   Encouraging  everyone  to   take  risks,  but  must  take   some  himself   Walking  the  talk   Smiling   Learning  together   Wondering  if  and  why   not   Greeting  kids   Eating  lunch  with  staff   Humour   Walking  the  walk   (whatever  that  may  be)   Holding  him/herself  to   same  standards   Laughing   Participating,  sharing  in   school  wide  class  events   and  activities   Involving  the  community   • • • • • • • • • • • • • • • • • •   Not  working  alone   Talking  and  not  listening   Enabling  and  ignoring  poor   performance   Raising  his/her  voice   Closed  office  door   Gossiping   Traingling   Bragging     Hiding   Sitting  back   All  the  talking   Paperwork   Saying    -­‐  not  doing   Humiliating  others   Blaming   Criticising   Sitting  in  their  office  all  day   Micro-­‐managing       • • • • • • • • • • • • • • •        

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p. 7

• • • • • • • • 5   What  capabilities  will  you  see   the  leader  displaying?   • • • • • • • • • • • • • • • • • Enabling  teachers  and   staff  to  see  their  own   strengths   Sharing,  supporting,   collaborating,  engaging   Happy  approachable   Running  on  the   playground   Circulating  around  the   school  talking  to  the  kids   Listening   Helping   Listening  to  staff  and   students     What  capabilities  will  you   Active  participant   not  see  the  leader   Trust  –  belief  in  others   displaying?   Compassion   Passion,  enthusiasm   Trust,  trust,  trust   Supportive   Understanding   Empathy   Energy   Technology   Passion   Compassion   Emotional  Intelligence   People  skills   Confidence   Conflict  resolution   Love,  encouragement,   • • • • • • • • • • • • Top  down  analogy   Cynicism,  mockery,   superciliousness,   Arrogance   Making  decisions  behind  closed   doors   Undermining   Anxiety  supporting  ineffective  or   toxic  practices  by  not  addressing   them   Problem  focused     Sitting  back,  passive   Assumptions  without   understanding   Gossiping   ‘Me’  focus   Laying  blame  rather  than  solving        

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p. 8

    • • • • • • •   support   Honesty   Humility   Positive  attitude   Learning  interest   Upliftment   Distribution  of  authority   Interest  in  all  staff  and   activities  of  all  aspects  of   school   Humour   Support   Belief  in  others   Physical  presence  in  all   parts  of  building,  not  just   the  office   How  can  I  help  teacher  to   What  will  the  leader  not   be  thinking?   help  kids?   Lets  reflect   What  can  I  do  to  bring   out  the  best  in  my  school   community?   What  next?   How  can  we  remain   uplifting  and  successful?   How  to  support  and   value?   How  can  I  inspire   happiness?   How  do  I  build  and     the  issue   Belittling   Talk  people  down   Gossiping   Assuming  what  other  think  and   making  decisions  based  on   assumptions   Tact   • • • • • • • • • 6   What  will  the  leader  be   thinking?   • • • • • • • • • • • • • • • • • • • • • When  will  he/she  retire?   Who  to  blame   I’d  rather  be  anywhere  but  here   “What  did  they  do  this  time?”   Using  the  power  of  the  position   to  make  things  happen   Reasons  why  we  can’t  …   Who  can  I  blame?   That  teachers  can’t  be  trusted   We’ve  already  tried  that   We  can’t   Why  bother?   When  can  I  retire?   It  can’t  be  done          

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p. 9

• • • • • • • • • • • • • • uplift?   How  to  recognize  staff   for  their   accomplishments   How  can  I  distribute   credit?   How  do  my  actions   support  staff  capabilities   and  gifts?   How  did  we  do  it  and   what’s  next?   What  do  we  need  to  stop   doing?   What  do  we  need  to   continue  doing?   How  do  we  move   forward  to  support   learners  together?   How  can  I  listen  better?   Where  to  next?   Lets…   Of  others  –  he/she  is  not   the  only  one   I  have  excellent   examples  of  awesome   teaching  I  saw  just   yesterday   How  can  we  share   leadership  without  me   dictating/assigning   tasks?   How  can  I  help  others   grow  and  build  on  what   • • • • • • • • • • • • Ignore  it  and  it  will  go  away   What  is  wrong  with  them?   I  wonder  what’s  for  dinner?   How  can  I  fix  this?   Why  can’t  they  do  it  my  way?   I  need  to  address  this   Change  is  bad   I  am  happy  with  the  status  quo   What  is  wrong  with  you?   Why  is  it  not  done  yet?   Staying  still  is  optional   You  don’t  get  it        

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p. 10

    • • • • • • • •   they  already  know?   To  ensure  support  is   provided   Is  it  working?   How  do  we  know?   What  do  we  need  to   change  or  continue?   How  can  I  develop  future   leaders?   Next  step…?   Are  staff  and  students   engaged?   Al  my  staff  and  students   are  highly  engaged  –  how   do  I  support  this  practice   so  it  continues?   What  will  the  leader  not   Valued   be  feeling?   Positive   Energized   Inspired   Affirmation   Psion   Humility   Enthusiastic   Challenged   Responsible   Prudent   Pride   Busy   Happy     7   What  will  the  leader  be   feeling?   • • • • • • • • • • • • • • • • • • • • • • • • • • • • Worried   Empty  Like  ‘stepping  in’   Alone   Impatient   All-­‐knowing   Negative   Alone   Like  the  ‘boss’   Frustrated   Paranoid   Insecure   Centre  of  attention   Lonely   Exhausted          

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p. 11

• • • • • • • • • • • • • • • 8   Who  will  the  leader  believe   he/she  is?   • • • • • • • • • • • Fulfilled   Success   Blessed   Trusted   Connected   Enthusiasm   Energized   Reflective   Retrospective   Uplifted   Inspired   Proud   Safe  to  take  risks   Let’s  keep  going   That  they  make  a   difference  in  lives  of   students,  teachers,   community     A  team  player   Cheerleader   Servant  leader   Part  of  the  whole   A  guide   Motivator   Lucky   A  lifelong  learner   Supporter   Orchestra  leader  that   guides  the  learning  for   all   A  partner,  team  member,   • • • • • • • • • • • Unsupported   Pressure   Alone   Isolated   Insecure   Uninspired   Outside   Bored   Blamed   Frustrated   Power  hungry   Who  will  the  leader  not   believe  he/she  is?                         • • • • • • • • • • • • • Mom/dad   Babysitter   Hero   Alone   Dictator   Top   Commander  in  Chief   All  knowing   The  only  decision  maker   At  the  top   God   Manager    The  only  one  who  looks  for        

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p. 12

    • • • • • • • • • • • • • • • • • • • • • • • •   cheerleader   Advocate   Facilitator   A  teacher   Part  of     Only  one  piece  of  the   puzzle   One  of  the  visionary   Facilitator  –  team  player   Keeper  and  champion  of   the  vision   Another  learner   An  important  equal   participant   One  of  the  team/group   Vision  activator   Team  player/innovator   Head  learner   To  inspire   To  help  students  succeed   Foster  relationships   To  serve  with  joy   Build  capacity   One  kid  at  a  time   Allow  others  to  grow     To  nurture  others   potential   Learn,  relearn,  fail   Ensure  support  and  a   vision  of  excellence                                       What  will  the  leader  not   believe  their  purpose  in   life  is?     solutions   The  boss   CEO   Owner   Powerful   The  only  one  with  great  ideas   Responsible  for  others  feelings    The  sole  leader     Expert   Know  it  all   Above  everyone  else   Indispensible   The  only  leader   Boss   Dictator   Powerless   Infallible   To  build  an  empire   To  be  ‘top  dog’   Know  it  all   To  ‘fix’  people   Nothing   To  give  up   To  sit  back   Be  a  ‘yes’  man/woman   Be  perfect   ‘The’  expert   Being  better  than  everyone  else         • • • • • • • • • • • • • • • • • • • • • • • • • • • 9   What  will  the  leader  believe   their  purpose  in  life  is?    

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p. 13

• • • • • • • • • • • • • • • To  co-­‐operate  and   facilitate  to  the  best  for   the  students  learning   To  inspire  a  love  of   learning   To  build  the  capacity  of   others  in  the  school  to   lead   Build  community   Model,  empathy  and   activity   Empower  the  leader  in   all   To  continue  to  teach   To  instil  purpose  in   others   To  meet  kids  needs  to   move  them  forward  as  a   team   To  support  staff,   students  and  parents   To  work  themselves  out   of  a  job   To  make  a  positive   difference  for  all  learners   of  all  ages   To  nurture  others   potential   To  get  better,  to  make   things  better  for  staff  and   students   To  help  students  and   • • • • • • • All  about  them   To  put  people  down   To  get  out  of  the  classroom  as   quickly  as  possible   To  look  after  number  1   To  make  money   To  tell  others  what  to  do  all  the   time   Self  success          

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p. 14

      teachers  to  be  the  best   they  can  be  in  all  areas,   not  just  academic   To  guide  and  serve  and   listen   To  serve  the  community   and  the  students   To  help  everyone  find   their  purpose   Empowering  others     Impact  the  lives  of   students,  teachers,   community   To  share,  facilitate,  guide,   inspire  and  sometimes   get  out  of  the  way   To  create  a  culture  of   learning  and  acceptance   for  all   To  build  supportive,   enthusiastic,  forward   thinking  learning   community   To  inspire  confidence,   love  of  learning   To  support  teachers  and   staff  to  be  the  best  they   can  be   To  challenge  and  guide   everyone  to  be  their  best     • • • • • • • • • • •        

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p. 15

• • • • • • • • • •   for  the  betterment  of  all   students   Mentor,  supporter,   cheerleader,  motivator   To  lead,  inspire,  support,   show  appreciation   Nurture   To  make  a  difference,  to   leave  the  world  a  better   place   Encourage   Move  kids  forward   Support  kids   To  build  the  capacity  of   others   Create  an  environment   that  supports  learning  by   all  students  and  staff   To  serve         Teachers/principals  present  said  they  feel  uplifted  when  they  are:  appreciated,  affirmed,  empowered,  valued,  proud,  inspired         Joyce  Matthews     Facilitating  Teacher  Learning   joycematthewsportfolio@gmail.com   Twitter  @JoyceMatthews_   Twitter  @Unschoolleaders   www.joycematthewsportfolio.com          

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