uLearn16 – Transformers! Teachers in disguise!

Transformers! Teachers in disguise!

By Christine Wells and Christine Emery

We’ll share experiences of transformative leadership; how mentoring helps grow leadership skills. We’ll highlight how we support and grow leaders to extend engagement and achievement. A department goal is to encourage colleagues to try new technologies. Our mission is to transform our department by supporting leadership and agency. We’ll discuss how research is being used to mentor leadership development. Measurement of our leadership approach, and how we enhance it, will be explained. We want our department to experiment, be creative, and fail forward comfortably. Examples will be included.

Google Slides and Google Site. Presentation was mainly focused around tools with a surface level philosophy sitting underneath it. The presenters offered a 12 step 12-stepprogramme for transformational teaching. Using tools doesn’t transform teaching on it’s own and it is unclear whether this is innovation, or simply substitution. Where is the agency? The students’ voices?

The questions shared on the right have potential to develop some reflection. But if we were talking about true innovation, much more time would be spent on the vision. How to create the conditions for students to transform their learning.

Some tools mentioned could be worth investigating further:

This was a tool based presentation, and I don’t see it as having a strong sense of transformational pedagogy. It did contain a great quote:

You don’t motivate people by saying you must – you motivate by providing meaning and challenge.

From the google site:

Bass defined transformational leadership in terms of how the leader affects followers, who are intended to trust, admire and respect the transformational leader. He identified three ways in which leaders transform followers:
  • Increasing their awareness of task importance and value.
  • Getting them to focus first on team or organisational goals, rather than their own interests.
  • Activating their higher-order needs.

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