Download Keynote Presentation ( PPT 6.5m)

Footprints or Fingerprints –
What marks a leader?
Allan Walker
The Chinese University of Hong Kong
The work of education leadership should be work that is
simultaneously intellectual and moral: an activity characterised
by a blend of human, professional, and civic concerns; a work
of cultivating an environment for learning and that is humanely
fulfilling and socially responsible.
(Starratt, 2003).
2
3
Your signature
what marks you?

What are you
known for as a
leader?
4
Signature - what marks them?
An internationally recognized Northern Californian chef and specializes in
wine country cuisine. He has authored books like 'American Game Cooking: A
Contemporary Guide to preparing Farm-Raised Game Birds and Meats'.
Cream Almond Fresh Oysters and Chocolate Truffle Trot are some of his
delicacies that enjoy international acclaim.
5
Your signature

What are you known for as a
leader?

What would you
like to be known for?

What ‘mark’ do you
want to leave as a
leader?
WHY?
6
Leader development
Framework
NOW
FUTURE
LEADERSHIP SIGNATURES
E
T
NEXT
H
I
LEADERSHIP ESSENTIALS
C
S
WELLBEING
SELF
WORK
7
Framework
NOW
FUTURE
LEADERSHIP SIGNATURES
E
T
H
What marks you as a leader?
I
C
S
SELF
WORK
WHY?
8
Framework
LEADERSHIP SIGNATURE
E
T
H
What marks you as a leader?
I
C
S
9
Outline

Leadership fingerprint and/or footprint

Pointing the finger

The fading footprint

Putting the foot down (or embedding the imprint)
10
Fingerprints
 We leave our
fingerprints in the
heads and on the
hands of students and
our society
11
Footprints
12
Leader Footprints

On minds, hearts, conscience and souls

Encoded in authentic relationships, caring
communities, social justice.

As such that are about morals and ethics.
14
Leader
Footprint
Fingerprint



Head
Hand
ability, competence,
skills
Heart
 Mind
 Conscience
 Soul


relationships, beliefs,
generativity
15
The work of education leadership should be work that is simultaneously
intellectual and moral: an activity characterised by a blend of human,
professional, and civic concerns; a work of cultivating an environment for
learning and that is humanely fulfilling and socially responsible. (Starratt, 2003)
16
•Why are we in the
game?
•Why did we become
school leaders?
•What do we want to
achieve? (and WHY?)
•What does it all mean?
17
Pointing the finger

That teachers give greater attention to tested content and
decrease emphasis on non-tested content. This narrows the
content and skills taught and learned within a discipline.

A high-stakes test pre-empts time and coverage from
disciplines not tested. This narrows the curriculum across
subject fields.

There is a “trickle down” effect. The content and skills covered
on the high-stakes tests at the upper grades displaces the
content and skills of non-tested lower grades, altering the
curriculum across grades.
(Madaus, Russell & Higgins, 2009)
18
Pointing the finger
o
IS IT ETHICAL?
o
What do you as a leader want to be know for?
o
What do you want your ‘signature’ dish to be?
o
Do you want to be marked only by an indelible academic
fingerprint and a barely visible footprint. Or is your purpose as
a leader more than this? Does leaving a fingerprint alone
allow us to fulfill our purpose?
o
What does it mean to be a leader?
19
Putting the foot down
20
Footprints
o Footprints don’t appear from nowhere.
o Footprints can’t be manufactured from
boxes, books or bank accounts.
o Footprints are not something we leave
when we retire
o Footprints come from the day-to-day
and ‘big’ things we do – they are
cumulative
o Footprints are about generativity.
21
Putting the foot down
• Leaders are marked by and model moral purpose
and alignment
• Leaders are marked by how they manage dilemmas
• Leaders are marked by and model moral literacy
• Leaders are marked through the relationships they
build, mobilise and sustain
• Leaders are marked by their passion, energy and
integrity
• Leaders are marked by the multiple tastes they
champion
• Leaders are marked by the networks they inhabit,
build and stimulated
• Leaders are marked by their authenticity.
22
Putting the foot down – everything works together
23
Putting the foot down
Moral Purpose
…effective (school) cultures
establish more and more
progressive interactions in
which demanding processes
produce both good ideas and
social cohesion. A sense of
moral purpose is fuelled by a
focus on value-added high
expectations for all, raising
capability, pulling together, and
an ongoing hunger for
improvement. (Fullan, 2005)
24
Putting the foot down
Individual
Care
Truth/justice
Common Good
Rules
Loyalty
Short-term
Status Quo
Long-term
Development
right
Ethical
Dilemmas
right
Moral
Literacy
Putting the foot down
Involves complex skills and abilities:
1. To recognize moral problems and to assess the
complex issues that they raise;
2. To evaluate moral problems from many perspectives;
3. To assess disagreements on and proposed
responses to these problems;
4. To choose to act with wisdom and responsibility.
(Tuana, 2007)
26
Putting the foot down
Moral
Literacy

Ethics Sensitivity
 The ability to recognize moral problems and appreciate
the full significance of an ethical situation.

Ethical Reasoning Skills
 The ability to evaluate moral problems through an
understanding of the major ethical frameworks

Moral Imagination
 The ability to understand and analyze a wide range of
disagreements about and proposed responses to these
problems.
(Tuana, 2007)
27
Putting the foot down
Relationships
• The art of calling others to seek the truth as to what it means
to be human; to explore the essence of being, to discover the
spiritual chemistry of relationships, to make judgments about
significance, rightness, wrongness. (Duignan, 2007)
• What relationships flourish in my
school, my life?
• Do I trust those I work with? Do
they trust me?
• Do I know those I work with, even if
they are from a ‘different place’?
28
Putting the foot down
Passion, energy
Integrity
• Leadership is passion. Without passion, a person will have
very little influence as a leader. I believe passion provides an
individual with the light of leadership and creates an
undeniable drive to make a difference.
What are you passionate about?
What keeps you awake at night?
What will you fight for?
What do you bore people with?
What will you argue with your boss
about?
Are you resilient and ‘fit to lead’?
29
Putting the foot down
Champion
What do you champion?
Are you seen as a champion?
Why do you champion ‘that’?
30
Putting the foot down
Inhabit, build
stimulate
What learning networks are
you in?
Why are you in them?
What do you contribute to
them?
Which networks should
you be in?
Do you help others get into
worthwhile networks?
31
Putting the foot down





Authenticity
Respects others
Serves others
Shows justice
Manifests honesty
Builds community
32
Footprints or Fingerprints –
What marks your leadership?
We have found a strange footprint on the shores of
the unknown. We have devised profound theories,
one after another, to account for its origins. At last,
we have succeeded in reconstructing the creature
that made the footprint. And lo! It is our own. "
Arthur Eddington
Take nothing but pictures and leave nothing but footprints
Footprints or Fingerprints –
What marks a leader?
Allan Walker
The Chinese University of Hong Kong
35