Cooperative Leadership - Scotland's Futures Forum
Cooperative Leadership:Creating a new leadershipparadigmNeil McLennanSenior Lecturer &Director of Leadership ProgrammesScotland’s Futures Forum11 June 2019Scottish Parliament Committee Room 1
Abstract ‘Leadership’ is an increasingly used term in education. So to is the belief it can improve education(second only to better teaching/pedagogical practice). Leadership is a contested term. Mostleadership models come from the business sector. In Scottish education distributed leadership becamepart of leadership lexicon in attempts towards more democratic models. Distributed leadership hasbeen contested, most prominently in Scotland by Torrance 2015, 2013a 2013b, 2013c 2013d,2009),and by others elsewhere (Crawford, 2012; Wood, 2016). ‘Hybrid leadership’ has been proposed as amodel by Gronn (2009). The blending of hierarchical and heterarchical models has been proposedbefore by Spillane (2007), Leithwood et.al (2007), and Timperley (2005). Woods (2018) proposesCollaborative leadership in education. Other public services are also looking at unrelated collectiveleadership (King’s Fund 2014; West, 2017; [uncited by Wood]).McLennan (2019, unpublished) proposes that the principles of cooperative learning, devised by northAmerican academics (Johnson, Johnson and Maruyama 1981, 1983; Johnson & Johnson 1989; Kagan,1979, 1980, 1982; Slavin 1983, 1985, 1989) could be used to give a theoretical basis to leadershipthinking and practice. Their work focussed on group cohesion and fragmentation. The five principlesof cooperative learning could be used for cooperative leadership approaches focussing on thedynamics between leader(s) and follower(s); group formation and cohesion; management (a forgottenconcept in the ‘era of leadership’); and emotionally intelligently leadership.Cooperative principles provide a structured leadership approach which promotes collegiateinvolvement; democratic working and decision making; and creative collaboration in a considered andconsciously coordinated culture where teams work together towards the achievement of outcomes.Neil McLennan, Senior Lecturer & Director of Leadership Programmes
Mace and mythsValues and leadership lexiconNeil McLennan, Senior Lecturer & Director of Leadership Programmes
CfE
Three Narratives of ResearchHusbands (2013)FocusResearch fordescriptionWhat is happeninghere? How can itbest be describedand understood?Research forexplanationWhat explains theoutcomes here?How does processrelate to product?Audience ResearchersPolicymakersOutcome Thick description;deeperunderstandingChanged policy,improvedoutcomes.Research forimprovementHow can weimprove what ishappening?What driveschange mosteffectively?PractitionersChanges inpractice;improvedteaching[practice].
Forming a new narrative- disruptive innovationNeil McLennan, Senior Lecturer & Director of Leadership Programmes
Growing leadership narrativeHGIOS1HGIOS2(2006) 63100Leadership(leadleaders, leader)Totals57147128/1273314568481616813591294123 pages58 pages70 pagesManagement (manage, manager)Document lengthNeil McLennan, Senior Lecturer & Director of Leadership Programmes
A leader secures support, commitment and enthusiasm of staff and soenables the smooth and effective running of often complex systems ofmanagement. In Scotland, school leadership is about defining what thefuture should look like, agreeing a shared vision and inspiring others tomake it happen, even in the face of adversity. (Scot Exec 2007: 24)Neil McLennan, Senior Lecturer & Director of Leadership Programmes
Timeline of leadership thinking(Adapted from Van Seters & Field, uationalBehaviourperiodOperant ansformational echnical periodSituationalDistributed/Neo l McLennan, ‘Leading! Exploring what we really mean by Leadership’, (May Festival 2018)Cooperative?Distributedleadership.GERM- highautonomy& high a/cFree marketsoutions
Timeline of Leadership Thinking (2)(Fein, 2014)Neil McLennan, Senior Lecturer & Director of Leadership Programmes
Horizon Scanning(Ranmore/ University of Aberdeen, 2019)Neil McLennan, Senior Lecturer & Director of Leadership Programmes
Twitter#SCELFIE
Distributed LeadershipEnters inspectorate policy rhetoric 2007 (HMIE, 2007)Leadership for Learning: The challenges of leading in atime of change.2008 OECD Front Cover Improving School 374889.pdfDonaldson (2010) mentions distributed/distributiveleadershipx 10.
Distributed leadership assumptions& critique (Torrance, 2013)1) Every member of staff is able to lead2) Every member of staff wishes to lead3) Leadership role is legitimised byheadteacher’s endorsement4) Distributed leadership occursnaturally5) Distributed perspective isunproblematic
Principles of Cooperative Learning [Leadership]Positive InterdependenceIndividual & GroupAccountabilityGroup processing(formation and coherence)Social SkillsFace to face interactions
Principles of Cooperative Learning [Leadership]Positive InterdependenceIndividual & GroupAccountabilityGroup processing(formation and coherence)Social SkillsFace to face interactions
Principles of Cooperative Learning [Leadership]Positive InterdependenceIndividual & GroupAccountabilityGroup processing(formation and coherence)Social SkillsFace to face interactions
Principles of Cooperative Learning [Leadership]Positive InterdependenceIndividual & GroupAccountabilityGroup processing(formation and coherence)Social SkillsFace to face interactions
Principles of Cooperative Learning [Leadership]Positive InterdependenceIndividual & GroupAccountabilityGroup processing(formation and coherence)Social SkillsFace to face interactionsManagement of team1) Forming roles and responsibilities2) Managing performance
Principles of Cooperative Learning [Leadership]Positive InterdependenceIndividual & GroupAccountabilityGroup processing(formation and coherence)Social SkillsFace to face interactions
Principles of Cooperative Learning [Leadership]Positive InterdependenceIndividual & GroupAccountabilityGroup processing(formation and coherence)Social SkillsFace to face interactionsLeadership1) Creating culture, climate, behaviours2) Emotional intelligence
Principles of Cooperative Learning [Leadership]Positive InterdependenceIndividual & GroupAccountabilityManagement of team1) Forming roles and responsibilities2) Performance managementGroup processing(formation and coherence)Social SkillsFace to face interactionsLeadership1) Creating culture, climate, behaviours2) Emotional intelligence
Moving from narrative to activity .Any questions
Tonight’s activity Line upGroup making and formationGroup activity 1- graffiti boardGroup activity 2- expert galleryGroup activity 3- stand and deliverPanel SessionClose
Line up
Group formation (1)Name and where from?1) How did you get here (literarily notphilosophically)?2) Ideally where would you like to bespending your summer?3) Which leader would you be mostinterested in finding out more about?30 seconds each to share .
Group formation 2Based on information shared- come upwith group logo which reflects a commoninterest you all have.2 minutes
Group activity 1Graffiti boardLearning goal- gather ideas of leadership atpresent in Scottish education and at endagree one common word/theme coming out.Social goal- listen for understanding.4 minutes for each group to write up ideasonto flip chart paper at each group table.Then 2 minutes for each person at eachgroup to speak about the comments theyhave written up on the graffiti wall (8minutes in total)
Group activity 2Expert gallery tour
Group activity 2Expert gallery tourLearning goal- in depth review of past, present and future ofspecific area of educationSocial goal- encourage deeper analysis of points given by yourpeers.Each table has a flip chart sized grid with above marked on it.Group decide on up to two areas of expertise in (pupil, teacher,middle, school or system)Groups complete grid with information on the past present andfuture of leadership in that particular area. 8 minutesBy end of time each person in the group needs to be able toshare expertise on both areas chosen.Each group leaves an “expert” behind whilst the other threemembers go to another group to view their “expert gallery.” 2minutes for person to share the group discussion.Return to host groups. Another person chosen as “expert” andother three go out to another set of groups to hear their “expertgallery”.All return to host groups to see if the learning from other groupshas changed their thinking at all.
Group activity 3Table mat:- What would you like tosee for future of leadership inScottish education?Stand and Deliver
Group activity 3Table mat:- What would you like tosee for future of leadership in Scottisheducation?Stand and DeliverLearning goal:- identify common agreed areas for future ofleadership in Scottish education.Social goal:- work as a team to review each others comments.First four minutes each person writes in their section on thequestion “what would we like to see for future of Scottisheducational leadership”.Then, 4 minutes for the group to distil their ideas and come upwith up to three common areas. These get written into themiddle of the grid. All in group to be able to talk to ideas.Time to ask some groups to feedback- “stand and deliver”
Panel Session and Close
Transforming the worldwith greater knowledgeand learning
(second only to better teaching/pedagogical practice). Leadership is a contested term. Most leadership models come from the business sector. In Scottish education distributed leadership became part of leadership lexicon in attempts towards more democratic models. Distributed leadership has
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