distributive leadership

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  • 1. Distributive LeadershipMike Keppe! The Flexible Learning Institute 1Friday, 29 April 2011

2. Transformative LearningAn enhanced understanding of pedagogy and of their own pedagogicalapproach.An increased capacity and willingness to reect upon their ownpractice.A willingness to think critically about received ideas and conventionalapproaches.Readiness to innovate, to accept technological change and to buildeffective pedagogic connections between face-to-face and onlineteaching strategies.2Friday, 29 April 2011 3. Transformative LearningRenewed condence with regard to leading and adopting change andinnovation among their peers and within their own schools.Being empowered to negotiate perceived technological andinstitutional barriers to change.Preparedness to maximize the time/space opportunity of theFellowship to actively engage in meaningful and relevant activities fortheir individual context.3Friday, 29 April 2011 4. Distributive LeadershipDistributive leadership focuses on collaboration, shared purpose,responsibility and recognition of leadership irrespective of role or positionwithin an organisation.In a university setting, distributive leadership focuses upon the collegialsharing of knowledge, practice and reection.Identied characteristics of distributive leadership include the building oftrust, the creation of a learning culture and the sharing and dissemination ofinformation (Brown and Littrich, 2008).4Friday, 29 April 2011 5. Distributive LeadershipSole use of hierarchical models of leadership in higher education may notfoster strategic change.New forms of leadership focused on principles of distributive leadership mayhave potential in creating widespread strategic change.The Teaching Fellowship Scheme is a powerful conduit for the sharing ofknowledge, skills and information within and between schools and anenabling strategy for the development of communities of practice across theuniversity as a whole. 5Friday, 29 April 2011 6. Distributive LeadershipCapacity-building of academic staff and the redesign of subjects and coursesusing blended and exible and learning.Distributive leadership was utilised as a catalyst for curriculum change.This approach has implications for professional development in highereducation as the teaching fellows act as distributed leaders implementingtheir own professional development with colleagues throughout theirfellowship.Effectively this project has extended the reach of a learning and teachinginstitute in addressing its goals of strategic change throughout the university.6Friday, 29 April 2011 7. http://www.csu.edu.au/division/landt/exible-learning/7Friday, 29 April 2011