Twitter Book Club: Thomss J. Sergiovanni (1992) Moral Leadership: Getting to the Heart of School Improvement - Ch 9

Leadership as Stewardship: "Who's Serving Who?"

------------Thomas J. Sergiovanni---------ch9-------------Leadership A's Stewardship: "Who's Serving Who?"--------------------------less than a minute ago via Twitterrificanderscj
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@anderscj this tweet is incomprehensible.less than a minute ago via Twitter for iPadKatie Burd
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@katieburd I use these as personal markers in my Twitterstream. They mark where I begin quoting from a chapter in a book.less than a minute ago via Twitterrificanderscj
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@katieburd I later go back and archive those Tweets on my blog. Markers like this allow me to clearly tell where chapters begin & end.less than a minute ago via Twitterrificanderscj
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@katieburd also, my iPod thinks I mean "A's" when I type the word "as."less than a minute ago via Twitterrificanderscj
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"leadership takes many forms...today's crisis in leadership stems in part from the view that some of these forms ar... http://tl.gd/82isgkless than a minute ago via Twittelatoranderscj
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"if command and instructional leadership are practiced as dominant strategies, rather than supporting ones, they ca... http://tl.gd/82itvpless than a minute ago via Twittelatoranderscj
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"Servant leadership is the means by which leaders can get the necessary legitimacy to lead." Thomas J. Sergiovanniless than a minute ago via Twittelatoranderscj
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"For trust to be forthcoming, the led must have confidence in the leader's competence and values. Further, people's... http://tl.gd/82j3jkless than a minute ago via Twittelatoranderscj
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This statement cuts me pretty close to the quick. I suppose you could say that I have had so many bad experiences with school administrators in the past that I have developed trust issues. Where as a young teacher I gave my trust blindly and had my trust violated I am now far more guarded.

"When practicing servant leadership, the leader is often tempted by personal enthusiasm and commitment to define th... http://tl.gd/82j6gbless than a minute ago via Twittelatoranderscj
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Let me repeat that in full:

"When practicing servant leadership, the leader is often tempted by personal enthusiasm and commitment to define the needs of those to be served. There is, of course, a place for this...But, over the long haul, as Greenleaf maintains, it is best to let those who will be served define their own needs in their own way." Thomas J. Sergiovanni

There is a passage in the final chapter where Sergiovanni reprints part of an article discussing a flawed style of leadership similar to that of the Lone Ranger where a strong personality rushes into a troubled school, quickly assesses the situation, makes some quick changes to restore order, then rides into the sunset on to their next job. . This sounds a lot like our Superman metaphor today.

"One way in which the servant leader serves others is by becoming an advocate on their behalf." Thomas J. Sergiovanniless than a minute ago via Twittelatoranderscj
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"The more the school cares about students, the more students care about matters of schooling." Thomas J. Sergiovanniless than a minute ago via Twittelatoranderscj
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Twitter Book Club: Thomss J. Sergiovanni (1992) Moral Leadership: Getting to the Heart of School Improvement - Ch 8

The Virtuous School

"morally speaking, intentions count for more than effectiveness does." Thomas J. Sergiovanniless than a minute ago via Twittelatoranderscj
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"Over the long term, the leader's influence should not be directed at providing teachers with answers or solutions ... http://tl.gd/81ru8aless than a minute ago via Twittelatoranderscj
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"Reinventing the wheel does not mean ignoring existing research or other pertinent evidence, but it does allow teac... http://tl.gd/81s611less than a minute ago via Twittelatoranderscj
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"when people believe their talents are valued and they are important, everything works; when they do not, nothing w... http://tl.gd/81s6r0less than a minute ago via Twittelatoranderscj
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Twitter Book Club: Thomss J. Sergiovanni (1992) Moral Leadership: Getting to the Heart of School Improvement - Ch 7

Collegiality as a Professional Virtue

"As one teacher put it, teachers who collaborate are 'not just good teachers, they're good people.'" Thomas J. Sergiovanniless than a minute ago via Twittelatoranderscj
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"Creeping fears of competition, exposure of shortcomings, and discomfiting criticism often discourage open exchange... http://tl.gd/814q13less than a minute ago via Twittelatoranderscj
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"[Contrived collegiality] can be seen in initiatives such as peer coaching, mentor teaching, joint planning and spe... http://tl.gd/814t9kless than a minute ago via Twittelatoranderscj
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This feels like the kind of situation I have been placed in the most in the past few years as a technology integration specialist. I only started to recognize the "contrived" nature of this recently. A couple months ago Lucy Grey posted a question on Twitter asking for examples of schools with mobile learning initiatives. I responded with a question that perhaps sounded more snappy and critical than I meant to questioning the reason to limit research to "initiatives." I also mentioned that I thought that by limiting a data set to data collected by work done as the result of an "initiative" might miss some of the most important data on a topic like mobile learning. I really didn't want to sound as snappy or overly critical as I fear I came across but when she asked that question this issue was on my mind and that tweet struck a nerve.

There is a big difference between the outcome of an initiative, special project, or grant and the natural outcome that stems from capacity and allowance. So much of what we attempt to do in education under the guise of "special project," "grant," or "initiative" could be done with simple policy changes. Is it better to haul in buckets of water or create irrigation systems for your crops? But, then I do understand that sometimes an initiative is necessary to put into motion what policy has been crafted to allow, no matter how "contrived" it is.

"much of what passes in schools as collegiality is really congeniality." Thomas J. Sergiovanniless than a minute ago via Twittelatoranderscj
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"When goals are seen as objectives, there is a tilt toward bureaucratic and technical-rational authority. When goal... http://tl.gd/815epnless than a minute ago via Twittelatoranderscj
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"As the management system becomes increasingly complex, the discretion of teachers is narrowed. Their behavior beco... http://tl.gd/815iveless than a minute ago via Twittelatoranderscj
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Thomas J. Sergiovanni's book 'Moral Leadership' has been driving me crazy. Thank you @chrislehmann for recommending it. ...less than a minute ago via Twitterrificanderscj
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@anderscj Isn't it just brilliant?less than a minute ago via HootSuiteChris Lehmann
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...I'm afraid my reflective blog posts on the book are going to jeopardize my employment futures.less than a minute ago via Twitterrificanderscj
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@anderscj Why would they? BTW- thank you for them; I enjoy very much!less than a minute ago via Mobile WebTara Foster
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@TeacherTara08 reflection on Sergiovanni would entail drawing from my own exp as a teacher. Might alienate my references.less than a minute ago via Twitterrificanderscj
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@chrislehmann the parts about professionalism vs subordination get under my skin. I've definitely exp those paradoxes.less than a minute ago via Twitterrificanderscj
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@chrislehmann in many ways Sergiovanni demonstrates how administration is often simply a racket & in the way of good healthy lrning envrnmtsless than a minute ago via Twitterrificanderscj
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@anderscj Yep... his book pretty much informs how I try to run SLA.less than a minute ago via HootSuiteChris Lehmann
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Twitter Book Club: Thomss J. Sergiovanni (1992) Moral Leadership: Getting to the Heart of School Improvement - Ch 6

Followership First, Then Leadership

RT @anderscj: ----------Thomas J. Sergiovanni---------ch6-----------Followership First, Then Leadership-------------------------------------less than a minute ago via HootSuiteNeil
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"Beyond a certain point, the more professionalism is emphasized, the less leadership is needed; the more leadership... http://tl.gd/80dqd2less than a minute ago via Twittelatoranderscj
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In many ways this statement illustrates how so much of school administration is a racket. When did administration come to be seen as the most legitimate source of leadership? I have worked in schools during times of transition where the teaching staff were highly professional, highly motivated by factors beyond management, and deeply committed to an ideology. I have seen many of these teachers reduced to subordinates under this kind of "leadership" from the administration. I have also found myself in situations earlier in my teaching career where the principal "leader" did not possess the pedagogical content knowledge necessary to evaluate my performance in the classroom but chose to exert their "Instructional Leader" role anyway. I suspect I am far from a minority in this experience. This kind of experience might also be a huge contributor to teacher attrition rates. I fear I am stepping out on a limb here and am walking on egg shells by stating this. This fear I have I also think is common and a common reason why many teachers choose not to speak out. After all, the administrative "leader" is the one who will determine whether or not there is a job next year or whether they will give a good recommendation or not. Questioning this leadership might be career suicide. Having allowed the role of administration to also include leadership of the school has caused an oppressive condition for teachers. This can't be good for the students they serve.

"One can be self-managed without being a professional, but one cannot be a professional without being self-managed." Thomas J. Sergiovanniless than a minute ago via Twittelatoranderscj
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"The term 'professionali' was derived from the religious setting, where it pertained to the public statement of wha... http://tl.gd/80dueuless than a minute ago via Twittelatoranderscj
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This is one of my favorite passages from this book and something I have been reflecting on for quite a few days now. Let me repeat it:

"The term 'professionali' was derived from the religious setting, where it pertained to the public statement of what one believed and was committed to...the concept of professing something, of believing in something, and of bringing an unusual commitment to this idea remains strong and forms the basis of self-management." Thomas J. Sergiovanni

"Followership emerges when leadership practice is based on compelling ideas. The concept of followership poses a nu... http://tl.gd/80e5bfless than a minute ago via Twittelatoranderscj
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I wonder if the folks at Twitter had something like this in mind when they chose to use the terms "follow" and "unfollow" as controls for subscribing to a person's tweets? I doubt they thought this deeply about it but when I read this it struck me how closely this statement describes the relationships between individuals in a PLN.

"When followership and leadership are joined, the traditional hierarchy of school is upset." Thomas J. Sergiovanniless than a minute ago via Twittelatoranderscj
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"In successful schools, consensus runs deep. It is not enough to have worked out what people stand for and what is ... http://tl.gd/80ec53less than a minute ago via Twittelatoranderscj
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Question for school administrators: when hiring new teachers, which do you place more value: professionalism or subordination?less than a minute ago via Twitterrificanderscj
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Twitter Book Club: Thomss J. Sergiovanni (1992) Moral Leadership: Getting to the Heart of School Improvement - Ch 5

Creating a State of Flow at Work

"All that is needed [to create a state of flow] is for the activity to result in a high level of personal enjoyment... http://tl.gd/7vmh19less than a minute ago via Twittelatoranderscj
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"Too much challenge in one's job, without the skills necessary for success, can lead to anxiety." Thomas J. Sergiovanniless than a minute ago via Twittelatoranderscj
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"Experiencing flow requires one to be in charge of one's own work." Thomas J. Sergiovanniless than a minute ago via Twittelatoranderscj
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"Receiving more control than one wants, like having more challenge than skills, results in anxiety, with the same c... http://tl.gd/7vmmivless than a minute ago via Twittelatoranderscj
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"Teaching jobs are often fragmented and compartmentalized. This makes it difficult for teachers to sense the wholen... http://tl.gd/7vmo5aless than a minute ago via Twittelatoranderscj
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Twitter Book Club: Thomss J. Sergiovanni (1992) Moral Leadership: Getting to the Heart of School Improvement - Ch 4

Substitutes for Leadership

"Establishing community norms within the school can serve as a substitute for direct leadership." Thomas J. Sergiovanniless than a minute ago via Twitterrificanderscj
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I think a common error many principals make with their schools and many teachers make in their classrooms is to believe that norms can be established by writ. I can't tell you how many meetings I have attended where the first order of business has been to establish group norms or how often I have heard that I have to set classroom norms with students the first day with students. You can establish rules or expectations but norms are things that develop and can only develop from natural interaction with others. We establish norms in our actions, not our words.

"The idea of school as a learning community suggests a kind of connectedness among members that resembles what is f... http://tl.gd/7uviqtless than a minute ago via Twittelatoranderscj
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"According to Weick and McDaniel (1989), the more substitutes for leadership, the more likely it is that schools wi... http://tl.gd/7uvrf3less than a minute ago via Twittelatoranderscj
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This I believe is why Edvisions Schools work so well without a building principal. Edvision Schools are teacher-led and run on democratic principles. They are bound tightly with common values and a profession of belief about how children learn. This strong commitment to learner agency and democratic principles is enough to substitute for a single individual or authoritative leader.

"there is an important difference between being concerned with one's teaching practice and being concerned with the... http://tl.gd/7uvtv7less than a minute ago via Twittelatoranderscj
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@aggrimm Have you read Thomas J. Sergiovanni (1992) Moral Leadership? I think ch4 on substitutes for leadership explains why TPPs work.less than a minute ago via Twitterrificanderscj
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@anderscj I haven't read Moral Leadership, but will definitely see if I can find it at the library. ;)less than a minute ago via TweetDeckAaron Grimm
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Twitter Book Club: Thomss J. Sergiovanni (1992) Moral Leadership: Getting to the Heart of School Improvement - Ch 3

The Sources of Authority for Leadership

"Leaders prefer that the led do not ask 'why' questions." Thomas J. Sergiovanniless than a minute ago via Twittelatoranderscj
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@anderscj "Leaders prefer that the led do not ask 'why' questions." Thomas J. Sergiovanni #leadershipchatless than a minute ago via webJosieHolford
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The why question has gotten me in my share of trouble.

"When we base our leadership practice on bureaucratic authority, teachers respond appropriately or face the consequ... http://tl.gd/7u8d8aless than a minute ago via Twittelatoranderscj
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Isn't this exactly what all U.S. schools have been made to respond to under NCLB? Perhaps the hallmark of a strong leader in the age of NCLB is to what extent they shield their teaches and students from this unsavory mess from above.

"When we base our leadership practice on psychological authority, teachers are supposed to respond to our personali... http://tl.gd/7u8er9less than a minute ago via Twittelatoranderscj
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"When we base our leadership practice on [technical-rational or 'Instructional Leader'] authority, we expect teache... http://tl.gd/7u8glhless than a minute ago via Twittelatoranderscj
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As a teacher-researcher I am conflicted with this one. I do like research and I like for it to inform my practice. But, the field of education is too vast and too complex for even a large body of evidence to paint a full picture. There are just too many variables for there ever to be any definitive "best practice" or "research-proven" formula. In fact, if anything there is probably more evidence to back this statement than any amount of research pointing to one strategy or one curricula as a silver bullet.

"The true leader is one who builds in substitutes for 'follow me' leadership, which enable people to respond from w... http://tl.gd/7u8hvfless than a minute ago via Twittelatoranderscj
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"When leadership practice is based on professional authority, teachers can be expected to respond to common sociali... http://tl.gd/7u8jegless than a minute ago via Twittelatoranderscj
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"When leadership practice is based on moral authority, teachers can be expected to respond to shared commitments an... http://tl.gd/7u8k6dless than a minute ago via Twittelatoranderscj
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"Teaching cannot be standardized. Like other professionals, teachers cannot become effective by following scripts. ... http://tl.gd/7u90mdless than a minute ago via Twittelatoranderscj
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