Leadership Guest - July 7th, 2009

Mr. Barry Litun, Superintendent of Schools for Lethbridge School District #51, shared leadership insight with our IT Leadership cohort the afternoon of July 7th. From the onset, a few things were clear:
• An sincere interest in people was demonstrated with introductions with each member of the class. This people and relationship focused leadership vision continued throughout the talk.
• A sincere interest in education was demonstrated as we were informed our visit was right on the onset of overseas summer travel. Mr. Litun was enthusiastic about engaging in conversations and answering questions.

Why is IT important from this district perspective? His answer was clear, because technology is here to stay and not a passing trend. While this is true across fields, in education the next clear challenge is maintaining IT Leadership because once the infrastructure is here, so too must the ideas, training, and pedagogical basis develop alongside software and hardware.

Another key message, related to technology, that was often referred back to, was equitable access to technology for students. A long term vision for equitable access was seen as crucial for districts in responding to demands from both school boards and the province. Specific to technology initiatives, is thought to platform continuity in achieving sustainability. While an ability for weathering calamities was seen as an asset for IT leaders, the focus of our discussion related more to having a clear vision and the ability to take researched successes and fit them to specific contexts and scenarios.

Our readings of Fullan were certainly confirmed. Time and time again Mr. Litun recognized the value of building relationships, and networking (between schools, leaders, contacts). While specific initiatives were described in great detail, some overarching approaches to transformation and change were clear: transparency, community engagement, as well as clear and purposeful communication with those involved in change initiatives.

The Nature of an Affiliative Educational Leader

“If you want to build a ship,” wrote Antoine de Saint-Exupery in his memoir The Wisdom of the Sands, “don’t drum up the men to gather wood, divide the work and give orders. Instead teach them to yearn for the vast and endless sea” (1952, p. 135). While never intending to build a ship, one Learning Leader at our school has been particularly successful in demonstrating to colleagues excellent leadership qualities while sharing a vision for personalized, twenty-first century learning. With an affiliative leadership quality, she has invited, encouraged, and motivated others to share her vision for quality teaching and learning supported by innovation; she has introduced a “vast and endless sea” of possibilities.

Synthesizing leadership styles, by choosing features that best fit unique situations, is common practice for this Learning Leader. However, many characteristics of affiliative leadership often complement the strong emotions and complexities of technology implementation; new initiatives that require new skills have the potential to elicit fear, lower confidence, and create feelings of inadequacy. Even amidst success, an individual able to focus on relationships, people, emotions, and sensitivities is necessary to mitigate an overwhelmed and cautious workplace (Fullan, 2001, p. 40-41). It becomes necessary for open and honest dialogue to continually take place, both in person and with online assistance.

While implementation is one area that requires intentional and empathetic leadership, so too is longer term sustainability. With new initiatives, many teachers do not initiate substantial professional learning; even fewer sustain learning after an initiative’s onset. This Learning Leader would be aware that even those most successful at accessing meaningful professional development are often not able to connect understandings in actual everyday classroom practice (Fullan, Hill, & Crevola, 2006, p. 22-23). Creating and encouraging relationships are important leadership outcomes of affiliating so that meaningful conversations can be sustained as part of a reflective, collaborative practice.

Our Learning Leader is on the frontline of implementing and sustaining at least two related educational initiatives: an inquiry-driven model, as well as learning that takes place with rather than about technology (Alberta Commission on Learning, 2005, p. 108). It is daunting to know that getting deeper than a surface-level understanding of either complex initiative takes years to grasp and requires professional learning that is both focused and sustained (Fullan et al., p. 86-87).

Because this leader is also a practicing teacher-librarian, she models best practice. Simultaneously, she takes on the learning required to be an effective twenty-first century teacher while encouraging and motivating colleagues to do the same. She can be seen as both a facilitator and a participant throughout the year in professional learning that takes place at the school, within leadership development, within board and provincial initiatives, and online with electronic professional development. Student learning is at the heart her professional growth, and conversations during and after coursework.

It becomes evident that a divide the work and give orders approach to leadership could neither achieve nor conceive of this level of professional transformation. Instead, our teacher-librarian Learning Leader chooses a more harmonious, affiliative means of accomplishing objectives. By showing awareness for relationships and people, changes in instruction and a push for achievement can be initiated and sustained.


References

Alberta Commission on Learning. (2005). Every Child Learns, Every Child Succeeds. Retrieved June 8, 2009 from http://education.alberta.ca/department/ipr/commission/report/printable.aspx

Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Wiley & Sons.

Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Thousand Oaks, CA.: Corwin Press.

Saint-Exupéry, A. (1952). The Wisdom of the Sands. Chicago: University of Chicago Press.

Background and Interest in IT Leadership – Travis Robertson

Educational opportunities need to be inviting and engaging for all participants. I continue to search out ways to stretch myself, reach learners, and better understand the dynamic and complex nature of classrooms. Within my reflective practice I have discovered collaboration and technology have been keys to my success.

a) My educational background:
This fall I will transition from Grade Six Generalist to ‘Teacher-Cybrarian’ Learning Leader. My new role involves providing inquiry support to staff in relation to our many technological and library resources. My current school is large and diverse with over twenty-two languages and cultures represented by over one thousand students from kindergarten through grade nine. Our school thrives on cultural, fine-arts, and athletic activities, allowing many opportunities for involvement in student life.

My previous professional learning has mainly focused on comprehensive (balanced) literacy and strategies for students with English as a second language. In my practice, I have facilitated learning experiences across each subject: engaging higher-order, creative, and metacognitive thinking.

b) My technical background:
To personalize instruction, I have seen the advantages of a blended learning approach that combines the best of personal interaction and online classroom activities. I am one of approximately sixty teachers in my district to complete the six online courses necessary for a Teaching and Learning Online e-PD Certificate using the Desire2Learn platform.

By taking chances, I have been very comfortable exploring communication technologies and using the internet as a two-way, 2.0, medium; considering innovative technological tools that go beyond standard word-processing; and modeling possibilities with presentation and interactive whiteboard technologies, alongside students.

c) My leadership background:
As I begin to envision my more formal leadership potential, I find my view of engaged participants is broadening, to include the many stakeholders in education. Drawing from empathy, I have enjoyed opportunities to take a leadership role in the professional learning of colleagues and guide substantive learning conversations, both face-to-face and online.

My team contributions this year have achieved system alignment by attending each of this year’s district-wide Core Leadership Strand Series, allowing my Professional Learning Community and four-member grade team efforts to also reflect those of our supports, school, related teams, area, district, and province. As I learn, I strive to help colleagues build their capacity for meeting 21st Century Learning needs related to inspiring critically thinking, information literate learners.