DIRECTOR ELECTIONS LEADERSHIP
Organization
This week we learnt an important way to understand leadership in school, and why an only leadership style is something difficult.
For this task we have to create a "future head teacher" with a concretely leadership style and show it to the rest of the class in an "elections activity".
For this task we have to create a "future head teacher" with a concretely leadership style and show it to the rest of the class in an "elections activity".
PRODUCTS
Here you can see the fake facebook we made to foster our candidate for Director
THE SPEECH
Hello, I’m Pablo García and I’m here to present some ideas that are going to change how this school is running.
First of all, I’d like to know if you have ever seen a snowfall I thought so…you will see later why...
We dream of getting in touch with our students to create a new type of leadership in our school: a participative leadership.For those who don’t know what that means, what we desire is that the leader is an actual leader, but doesn’t impose any rules.
We believe in a school created in meetings called SITE-BASED, where EVERYONE has their own opinion as well as a place and time to present such opinion, which will be respected and ALWAYS taken into account, to create rules with the opinions of other agents apart from the leader, which are families, teachers and students.
Ladies and gentlemen!!listen closely, THE RULES are going to be created BY and FOR those within the school, searching for THE BEST present and future for our students.
Why do we believe that a change is necessary? In the past, the school has worked with authoritarian leaderships. The ghost of Francis French, the Authoritarian, is still prevalent in many schools so, we are going to find the ghost and let him explain why he is so authoritarian and, OF COURSE, WE ARE GOING TO LISTEN TO HIM, because we believe that EVERYONE has something important to say from which we can learn, at least, the way we do not want to be. And not only Francis’s, but also YOUR OPINION , YOUR EMOTIONS AND YOUR FEELINGS are as important to us as any of the goals we seek to achieve.
For us, LADIES AND GENTLEMEN!! The most important thing is your WELFARE.
As well, we do not want to show FALSE faces here to convince you of working, just like Transactional leaders do, rewarding you just because you need a salary in exchange for your productivity.
We want that our teachers work based on their MORALS AND PRINCIPLES, not only wanting the money at the end of the month. The TRUE heart of this party is bringing a model based on SITE-BASES to make decisions where everyone is not only taken into account BUT is also listened to and respected, whatever he or she says.
Of course, we believe that a better world is reachable, but the way to achieve it is not by eliminating all rules, like Transformational leaders would like, BUT establishing those rules between the people who will be following them.
The ideal path to achieve the perfect school is to build it ourselves!!
Ladies and gentlemen, with YOUR help, we will engage in a process in which we will work together, only for YOUR benefit. Transformational candidates believe in love. YES!We too believe in love, but love doesn’t exist by itself. Love is something we need to create. It’s not just a word, LOVE is something BIGGER.As the Greek said: “AGAPA”, what stands for “more than love”. To create love we have to have our feet on the ground and our minds in the stars, but above all, we need YOU.Would you like to be a part of this team?
We are here to solve problems not to create them
As for the common issue of a teacher missing his first lesson because his mother is in the hospital. We know that the teacher isn’t able to attend some classes because he needs to take care of his mother during some time in the mornings. Instead of threatening the teacher, I would meet when possible with all the teachers, giving them an opportunity to change their schedules, both in order to help this teacher and also to make sure that others that could be in this situation or a similar one have the chance of being helped too.
Even though teachers will have the most benefits, it doesn’t mean we have forgotten about the students. We have thought of new measures that will make their school life more enjoyable, with activities THEY will decide. These measures include:
Everything I spoke about may seem like a dream, a fantasy, a utopia. But do you remember when I asked you about the snowfall at the beginning? What happens when it snows?
As we know, every snowfall starts with a single snowflake, but one next to another leads to the new snowy landscape we see. If you vote for me, every one of YOU, with the help of other snowflakes, will be part of this new landscape. Forging the leadership in this school the way you would like it to be.
Ladies and gentlemen!!! We want to listen to the reality you have kept inside your heart like a treasure.
Be rare, be creative, but above all, be yourself.
That’s all we want from you. THANK YOU VERY MUCH.
First of all, I’d like to know if you have ever seen a snowfall I thought so…you will see later why...
We dream of getting in touch with our students to create a new type of leadership in our school: a participative leadership.For those who don’t know what that means, what we desire is that the leader is an actual leader, but doesn’t impose any rules.
We believe in a school created in meetings called SITE-BASED, where EVERYONE has their own opinion as well as a place and time to present such opinion, which will be respected and ALWAYS taken into account, to create rules with the opinions of other agents apart from the leader, which are families, teachers and students.
Ladies and gentlemen!!listen closely, THE RULES are going to be created BY and FOR those within the school, searching for THE BEST present and future for our students.
Why do we believe that a change is necessary? In the past, the school has worked with authoritarian leaderships. The ghost of Francis French, the Authoritarian, is still prevalent in many schools so, we are going to find the ghost and let him explain why he is so authoritarian and, OF COURSE, WE ARE GOING TO LISTEN TO HIM, because we believe that EVERYONE has something important to say from which we can learn, at least, the way we do not want to be. And not only Francis’s, but also YOUR OPINION , YOUR EMOTIONS AND YOUR FEELINGS are as important to us as any of the goals we seek to achieve.
For us, LADIES AND GENTLEMEN!! The most important thing is your WELFARE.
As well, we do not want to show FALSE faces here to convince you of working, just like Transactional leaders do, rewarding you just because you need a salary in exchange for your productivity.
We want that our teachers work based on their MORALS AND PRINCIPLES, not only wanting the money at the end of the month. The TRUE heart of this party is bringing a model based on SITE-BASES to make decisions where everyone is not only taken into account BUT is also listened to and respected, whatever he or she says.
Of course, we believe that a better world is reachable, but the way to achieve it is not by eliminating all rules, like Transformational leaders would like, BUT establishing those rules between the people who will be following them.
The ideal path to achieve the perfect school is to build it ourselves!!
Ladies and gentlemen, with YOUR help, we will engage in a process in which we will work together, only for YOUR benefit. Transformational candidates believe in love. YES!We too believe in love, but love doesn’t exist by itself. Love is something we need to create. It’s not just a word, LOVE is something BIGGER.As the Greek said: “AGAPA”, what stands for “more than love”. To create love we have to have our feet on the ground and our minds in the stars, but above all, we need YOU.Would you like to be a part of this team?
We are here to solve problems not to create them
As for the common issue of a teacher missing his first lesson because his mother is in the hospital. We know that the teacher isn’t able to attend some classes because he needs to take care of his mother during some time in the mornings. Instead of threatening the teacher, I would meet when possible with all the teachers, giving them an opportunity to change their schedules, both in order to help this teacher and also to make sure that others that could be in this situation or a similar one have the chance of being helped too.
Even though teachers will have the most benefits, it doesn’t mean we have forgotten about the students. We have thought of new measures that will make their school life more enjoyable, with activities THEY will decide. These measures include:
- Surveys at the start of the school year, asking the students what activities they would like the school to offer: football, art, music, or basketball.
- Free weekly cinema sessions, with films for all publics.
- Opening the school during the summer both for students and teachers, offering not only activities, but also food each day for a reduced price.
- And our most important and innovative feature… NO EXAMS.
Everything I spoke about may seem like a dream, a fantasy, a utopia. But do you remember when I asked you about the snowfall at the beginning? What happens when it snows?
As we know, every snowfall starts with a single snowflake, but one next to another leads to the new snowy landscape we see. If you vote for me, every one of YOU, with the help of other snowflakes, will be part of this new landscape. Forging the leadership in this school the way you would like it to be.
Ladies and gentlemen!!! We want to listen to the reality you have kept inside your heart like a treasure.
Be rare, be creative, but above all, be yourself.
That’s all we want from you. THANK YOU VERY MUCH.
ROLES
FACILITATOR: Anthony Carlson Rico
TRANSLATOR: Josefa Vélez García
CURATOR: Cristina Rodríguez Martínez
STAR: Pablo García
2nd ASSISTANT: Francisco Ángel Guillamón Martínez
ANALYST: Jose Antonio Gómez Cortés
ASSISTANT: Eduardo Espinosa
JOURNALIST: Eduardo Espinosa Celdrán
TRANSLATOR: Josefa Vélez García
CURATOR: Cristina Rodríguez Martínez
STAR: Pablo García
2nd ASSISTANT: Francisco Ángel Guillamón Martínez
ANALYST: Jose Antonio Gómez Cortés
ASSISTANT: Eduardo Espinosa
JOURNALIST: Eduardo Espinosa Celdrán
ANALYST SUMMARY
LET START SETTING YOU IN OUR APPROACH, as the task was developed a speech for a Principal in school we started taking advice for the task 3 in which we have to create a presentation, we followed the rules step by step. Some of the 20 steps for developing a presentation were useful for us due to the fact that we have into account our public and used carefully our words to not make them got bored. As Nancy Duarte (2011) argues “The power can change the word if you communicate effectively”, without a doubt, a message is to be said or deliver but whether it message reach or achieve its proposed depends on how it is developed, how the words are said and how the sentences get the heart of a given audience. How much time are you able to maintain your attention to someone speaking to you? It is depending, but it depends on how the speaker is doing his or her speech, rhythm, movements, corporal expression, and so on.
The weapon of being a good communicator requires training, rehearsals and thinking in advance each movement and words. The importance of knowing this is crucial for our future works as teachers because if we are not able to get the attention from our students in our lectures, activities or instruction they, our instruction, may be fallen in a foggy cloud with which our intention to teach something will be nothing. It seems a bit hard but it is the reality, we need to develop these abilities in which the important factor is not the contents or how well we know the content instead how well we communicate it.
THE SUBJECT OF “Comunicación oral y Escrita en Lengua Española” was really valuable for this week, we took the rules to display a good Speech from this subject. The parts; introduction, argumentation, and conclusion were the key factors while decided the shape of our speech. From this point, we understand that whether we want our communication were effective we needed to follow the rules with every language functions polished and shine. The factor of a good communication must have embedded all functions, and these functions must bring the figures literary such as “captatio venebolantiae”, “anaphora”, “hyperbole” and so on. All of them carefully were set sentence after sentence. You could see in the faces of everyone how the words and sentences were getting more and more into their souls. So, this is the point too, how to get the student is an important factor as I say before. We as teachers need this skills for our daily lives in which communication will be crucial to share our ideas and of course to build the magic context in our classroom where each kid would understand everything from our lectures.
REMARKING THE IMPORTANCE of having or be a good leader in schools. The styles of leaderships are galactic because each school is different because we all human being are different with different cultures, values, conception about life and points of views and, so on (Santrock, 2011). From this point, it is logical have an approach with which we can understand any school in any village, city or country. They are different, not to mention that any child and the way they performance in school depends on a great deal on the background-socio-economical from they come from. Is it not important to take into account what kind of leadership we have or perform? Is it the requirement of a specific village, city or country different from other? Of course, yes! The way a city council would like to develop their villagers or citizens has a direct relationship in the way a head teacher would do things into the school. This head teacher would like music, travel, movies or photography, yet, he or she may be in a country village in which everyone is farming, harvesting and with the only matter of concern about their farming issues. How can a leader change that? How any style of leadership could be fitting into that? There is no fixed answer for these questions because all the factors matters and these factors are modelling and changing constantly the shape of a leadership.
It is not crystal clear. We are going to focus on the four types of leadership we have, or we may say three because the “AUTHORITARIAN STYLE” which is that kind of leadership more dictatorial and disgusting that no one wants to listen to, because there is no respect in it, the control over others is the primary focus and the emotions are not even taking into account. It is obvious not to think and not to include it in our lists of goods. In other words, the authoritarians would force and impose their beliefs (Hoyle, 2012). This is an old fashioned way to understand schools based on industrial ages and based on new ideas of how we see leaderships. It is not fitting into the new school system. Sadly, a lot of schools are using it and working currently with this kind of leaderships (Hoyle, 2012). Moreover, each citizen in our occidental society would be against this. This is a big true, why we still have his kind of leadership in our schools? What is a head teacher looking for when he or she si running a school with this technics? Perhaps, they are unaware about what they are doing; they are just managing a school with the skills copy from when they were students, not thinking, not reading, and not improving their professional careers. Besides, the professional skills should be improving, changing and moving forward to a better school managing due to the fact the researchers bring a spectrum of news scientific ideas which have been proved and will continuously prove that things can change (Wallen, 2009).
THE NEXT THREE STYLES ARE CLOSER TO OUR APPROACH of what a leadership should be. Even though the TRANSACTIONAL style sounds like a good choice, we thought that its bimodal face did not fit into our ideas and principles. In the centre of this type is the afraid, the terror that any employment might suffer each time the manager ask for a meeting, to be threatened with not being paid or what is even worst, being fire. We do not believe in this kind of perspectives, we consider the moral and values of people must be above everything.
THE MIXES WITH PARTICIPATIVE AND TRANSFORMATIONAL are the ideals types for us. Yet, to be honest, a bit more participative than transformational, maybe seventy to thirty would be the good percentage. The participative have its inner ready for taking care of everyone in the group, listen to any ideas and letting the agencies of a given group to devise the rules by themselves. Besides, it is always taking into account their emotions as humans (Hoyle, 2012). It is a place in which the site-based meetings are taking every time a rule or decision is to be making, a place where opinions and ideas of every agency in an institution (in this case in schools) is listened to.
Why would somebody not like this kind of leadership? What are the barriers stopping for letting this kind of leadership growing up surrounding us? Perhaps we do not believe in a real change, it sounds so beautiful to be real, because if we want to change something, the first thing we need to change is our way to see the educational world. We could change the ideas of our future children showing them that we can change ourselves; there is no other path.
SO, IF WE TACKLE IT FROM THIS POINT it is getting difficult because the TRANFORMATIONAL style is for genuine dreamers which can believe not only in change how the world works but also see the people in this world with a heart full of love, unconditional love. This is a vision of a leadership in which we could fell if the entire society changes. When we say love, it is something each person has a vision to, who share his or her love. One thing is clear, we had not been educated to share love freely with anyone, and it is a secret, a feeling, and an emotion we do not want to display. So, if a change from the PRTICIPATIVE is complicated to move forward and take TRANSFORMATIONAL could be even more difficult. (In my personal opinion and, excuse me for this, I feel like I can run this river up not down, but I am aware sometimes fight against the flood is tough but not impossible).
A change of paradigm for this kind of dreamers is anything but simple. However, the tile would be raised if we step up hard onto the system with a backpack over our shoulder full of new knowledge and ideas.
THINGS TO KEEP IN MIND, a leader for a school must be someone willing to develop in thousands of characters, empathic, comprehensive, patient, and so on. Yet, over all friendly. It does not mean that a moment for say a rule without discussion would not come. Of course, if we assume a leader is the face of our school, the star of our daily work, we have to assume that sometimes he or she may set rules to solve problem in a rush as well. Besides, a school is anything but a quiet place in which everything is setting perfectly, a school is a place where the chaos is in each corner and this is not easy to manage with fix style of leadership, it is needed time to time from a flexible way to do things.
Moreover, if our imagined leader have all handicaps explained before in an equal way it will be a good leader and the atmosphere in the school will be like a nature landscape in with the supposed chaos is surrounding everything but with an harmony itself, in which each inset, plant or living being have a role to play relying on each other.
The weapon of being a good communicator requires training, rehearsals and thinking in advance each movement and words. The importance of knowing this is crucial for our future works as teachers because if we are not able to get the attention from our students in our lectures, activities or instruction they, our instruction, may be fallen in a foggy cloud with which our intention to teach something will be nothing. It seems a bit hard but it is the reality, we need to develop these abilities in which the important factor is not the contents or how well we know the content instead how well we communicate it.
THE SUBJECT OF “Comunicación oral y Escrita en Lengua Española” was really valuable for this week, we took the rules to display a good Speech from this subject. The parts; introduction, argumentation, and conclusion were the key factors while decided the shape of our speech. From this point, we understand that whether we want our communication were effective we needed to follow the rules with every language functions polished and shine. The factor of a good communication must have embedded all functions, and these functions must bring the figures literary such as “captatio venebolantiae”, “anaphora”, “hyperbole” and so on. All of them carefully were set sentence after sentence. You could see in the faces of everyone how the words and sentences were getting more and more into their souls. So, this is the point too, how to get the student is an important factor as I say before. We as teachers need this skills for our daily lives in which communication will be crucial to share our ideas and of course to build the magic context in our classroom where each kid would understand everything from our lectures.
REMARKING THE IMPORTANCE of having or be a good leader in schools. The styles of leaderships are galactic because each school is different because we all human being are different with different cultures, values, conception about life and points of views and, so on (Santrock, 2011). From this point, it is logical have an approach with which we can understand any school in any village, city or country. They are different, not to mention that any child and the way they performance in school depends on a great deal on the background-socio-economical from they come from. Is it not important to take into account what kind of leadership we have or perform? Is it the requirement of a specific village, city or country different from other? Of course, yes! The way a city council would like to develop their villagers or citizens has a direct relationship in the way a head teacher would do things into the school. This head teacher would like music, travel, movies or photography, yet, he or she may be in a country village in which everyone is farming, harvesting and with the only matter of concern about their farming issues. How can a leader change that? How any style of leadership could be fitting into that? There is no fixed answer for these questions because all the factors matters and these factors are modelling and changing constantly the shape of a leadership.
It is not crystal clear. We are going to focus on the four types of leadership we have, or we may say three because the “AUTHORITARIAN STYLE” which is that kind of leadership more dictatorial and disgusting that no one wants to listen to, because there is no respect in it, the control over others is the primary focus and the emotions are not even taking into account. It is obvious not to think and not to include it in our lists of goods. In other words, the authoritarians would force and impose their beliefs (Hoyle, 2012). This is an old fashioned way to understand schools based on industrial ages and based on new ideas of how we see leaderships. It is not fitting into the new school system. Sadly, a lot of schools are using it and working currently with this kind of leaderships (Hoyle, 2012). Moreover, each citizen in our occidental society would be against this. This is a big true, why we still have his kind of leadership in our schools? What is a head teacher looking for when he or she si running a school with this technics? Perhaps, they are unaware about what they are doing; they are just managing a school with the skills copy from when they were students, not thinking, not reading, and not improving their professional careers. Besides, the professional skills should be improving, changing and moving forward to a better school managing due to the fact the researchers bring a spectrum of news scientific ideas which have been proved and will continuously prove that things can change (Wallen, 2009).
THE NEXT THREE STYLES ARE CLOSER TO OUR APPROACH of what a leadership should be. Even though the TRANSACTIONAL style sounds like a good choice, we thought that its bimodal face did not fit into our ideas and principles. In the centre of this type is the afraid, the terror that any employment might suffer each time the manager ask for a meeting, to be threatened with not being paid or what is even worst, being fire. We do not believe in this kind of perspectives, we consider the moral and values of people must be above everything.
THE MIXES WITH PARTICIPATIVE AND TRANSFORMATIONAL are the ideals types for us. Yet, to be honest, a bit more participative than transformational, maybe seventy to thirty would be the good percentage. The participative have its inner ready for taking care of everyone in the group, listen to any ideas and letting the agencies of a given group to devise the rules by themselves. Besides, it is always taking into account their emotions as humans (Hoyle, 2012). It is a place in which the site-based meetings are taking every time a rule or decision is to be making, a place where opinions and ideas of every agency in an institution (in this case in schools) is listened to.
Why would somebody not like this kind of leadership? What are the barriers stopping for letting this kind of leadership growing up surrounding us? Perhaps we do not believe in a real change, it sounds so beautiful to be real, because if we want to change something, the first thing we need to change is our way to see the educational world. We could change the ideas of our future children showing them that we can change ourselves; there is no other path.
SO, IF WE TACKLE IT FROM THIS POINT it is getting difficult because the TRANFORMATIONAL style is for genuine dreamers which can believe not only in change how the world works but also see the people in this world with a heart full of love, unconditional love. This is a vision of a leadership in which we could fell if the entire society changes. When we say love, it is something each person has a vision to, who share his or her love. One thing is clear, we had not been educated to share love freely with anyone, and it is a secret, a feeling, and an emotion we do not want to display. So, if a change from the PRTICIPATIVE is complicated to move forward and take TRANSFORMATIONAL could be even more difficult. (In my personal opinion and, excuse me for this, I feel like I can run this river up not down, but I am aware sometimes fight against the flood is tough but not impossible).
A change of paradigm for this kind of dreamers is anything but simple. However, the tile would be raised if we step up hard onto the system with a backpack over our shoulder full of new knowledge and ideas.
THINGS TO KEEP IN MIND, a leader for a school must be someone willing to develop in thousands of characters, empathic, comprehensive, patient, and so on. Yet, over all friendly. It does not mean that a moment for say a rule without discussion would not come. Of course, if we assume a leader is the face of our school, the star of our daily work, we have to assume that sometimes he or she may set rules to solve problem in a rush as well. Besides, a school is anything but a quiet place in which everything is setting perfectly, a school is a place where the chaos is in each corner and this is not easy to manage with fix style of leadership, it is needed time to time from a flexible way to do things.
Moreover, if our imagined leader have all handicaps explained before in an equal way it will be a good leader and the atmosphere in the school will be like a nature landscape in with the supposed chaos is surrounding everything but with an harmony itself, in which each inset, plant or living being have a role to play relying on each other.
References
Duarte, N. (2011). The Secret structure of great talks. Retrieved fromhttp://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks.html
Guest Blogger on November 21, 2013. 5 Steps to Prepare for Negotiations. UVM Out Rich. The University of Vermont.https://learn.uvm.edu/blog-business/5
Hoyle, John R. "Leadership Styles." Encyclopedia of Educational Leadership and Administration. Ed. Thousand Oaks, CA: SAGE,
2006. 595-98. SAGE Reference Online. Web. 30 Jan. 2012.
Santrock, J.W. (2011) “Educational Psycology” 5th Edition, New York: McGraw-Hill
Wallen, J. R. (2009). How to Desing and Evaluate Research in Education (7th ed.). New York: McGraw-Hill Higer Education.
Duarte, N. (2011). The Secret structure of great talks. Retrieved fromhttp://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks.html
Guest Blogger on November 21, 2013. 5 Steps to Prepare for Negotiations. UVM Out Rich. The University of Vermont.https://learn.uvm.edu/blog-business/5
Hoyle, John R. "Leadership Styles." Encyclopedia of Educational Leadership and Administration. Ed. Thousand Oaks, CA: SAGE,
2006. 595-98. SAGE Reference Online. Web. 30 Jan. 2012.
Santrock, J.W. (2011) “Educational Psycology” 5th Edition, New York: McGraw-Hill
Wallen, J. R. (2009). How to Desing and Evaluate Research in Education (7th ed.). New York: McGraw-Hill Higer Education.
PRINCIPAL TERMS
Leader:
A leader is a person that have the power to establish rules in an organism, but a leader can also be considered as a person followed by people in the sense of guiding them, the person that make them to reach objectives. The leader can act in many different ways, some of these ways are the following: the authoritarian leader, the participative, the transactional and the transformational.
Authoritarian leader:
An authoritarian leader is the one that does not take into account other people's opinions, he just establish the rules that he consider the most efficient. For this leader it is not important the way people feel, he just want them to be as productive as possible. He does not motivate people, he thinks people must do their jobs because it is their obligation. The main characteristic of this leader is his desire of controlling all the agents.
Participative leader:
A participative leader takes into account other's opinions, he considers that giving them the opportunity to participate establishing rules or in the organization they will feel more comfortable at the workplace and in the end they will be more productive. This leader gives value to the needs of people and because of that consider important to let them participative and express their ideas.
Transactional leader:
The transactional leader takes into account two different dimensions, the ideographic which consists on the needs of the individuals and the nomothetic that consists on the goals of the organization. In order to take into account these two dimensions this leader is aware of the needs of people because this allows him to set rewards for that people. It means that this leader establishes rewards to motivate people and make them to reach goals.
Transformational leader:
Transformational leaders want to create an environment where every person is motivated to fulfill his needs and becomes as a member of a productive learning community. Transformational leaders want to build a system of integrity, a cause beyond oneself, diversity of thought and inclusiveness for all races and gender. For this kind of leader it is also important moral leadership, leading with love and spiritual leadership. Moral leadership is based on dignity and respect for the rights of others to self determination. This leader does not want to establish an arbitrary set of rules to follow, moral leadership is an agreement to do the right things for others and live that agreement in all human interactions.
A leader is a person that have the power to establish rules in an organism, but a leader can also be considered as a person followed by people in the sense of guiding them, the person that make them to reach objectives. The leader can act in many different ways, some of these ways are the following: the authoritarian leader, the participative, the transactional and the transformational.
Authoritarian leader:
An authoritarian leader is the one that does not take into account other people's opinions, he just establish the rules that he consider the most efficient. For this leader it is not important the way people feel, he just want them to be as productive as possible. He does not motivate people, he thinks people must do their jobs because it is their obligation. The main characteristic of this leader is his desire of controlling all the agents.
Participative leader:
A participative leader takes into account other's opinions, he considers that giving them the opportunity to participate establishing rules or in the organization they will feel more comfortable at the workplace and in the end they will be more productive. This leader gives value to the needs of people and because of that consider important to let them participative and express their ideas.
Transactional leader:
The transactional leader takes into account two different dimensions, the ideographic which consists on the needs of the individuals and the nomothetic that consists on the goals of the organization. In order to take into account these two dimensions this leader is aware of the needs of people because this allows him to set rewards for that people. It means that this leader establishes rewards to motivate people and make them to reach goals.
Transformational leader:
Transformational leaders want to create an environment where every person is motivated to fulfill his needs and becomes as a member of a productive learning community. Transformational leaders want to build a system of integrity, a cause beyond oneself, diversity of thought and inclusiveness for all races and gender. For this kind of leader it is also important moral leadership, leading with love and spiritual leadership. Moral leadership is based on dignity and respect for the rights of others to self determination. This leader does not want to establish an arbitrary set of rules to follow, moral leadership is an agreement to do the right things for others and live that agreement in all human interactions.
SELF EVALUATION
ENTIRE GROUP: 10. We worked hard, we were motivated and felt connected as part of a team. We decided to bet for our star and wear matching T-shirts to support him during his speech. We prepared a good speech and also a lot of advertising for our party.
Josefa Vélez García: 9. In this task I did as always, checked that all was good, taking care of deadlines and so on, but I have the feeling that I could have done something more, maybe it is only my feeling, but I believe so. I was in charge of doing the video of the presentation, I belonged to the “advertisement group”.
Jose Antonio Gómez Cortés: 9. I was working hard this week because one of us could not being in class and I took control the group just for a few hours, the crucial though, of course, it would had been impossible if FH had not have worked hard as well. Next day I was until very late helping our star (Pablo) to make thousands of rehearsals and after that I made the role reflection because I was the analyst as well. So, I remember me doing my best and getting exhausted to get the deadlines.
Eduardo Gálvez López: 8. My role in this task was “assistant” and my main mission was to create the banners that I would use the “election’s day”. Our leader Pablo, the voice of the group, did a fantastic speech and the final result was fantastic too. This was because all “Friskies” did a good work.
Fco. Ángel Guillamón Martínez: 8. For me this was one of the task with better result, I enjoyed a lot preparing it, I helped giving some ideas about the type of leadership we had selected and creating the script, but it was Pablo the one who made the huge part of the task as he was the star.
Eduardo Espinosa Celdrán: 9. On this week I was the journalist of the group, although I made a lot of photos and a final “diary” of the group work, I also made the politic campaign of Pablo, our candidate. The political campaign that I did was all the stuff that we tweeted on that week, as well as some tips for the speech.
Cristina Rodríguez Martínez: 10. In this task my role was the curator. I was working a lot the whole week. I was working with the advertising of the campaign and helping in everything the group needed. I also did my role correctly; references and popplet.
Pablo García Fernández: 10. In this task I was the star. With Fran, Jose and Anthony, I prepared the speech for the task. We worked really hard in the speech, and I practised it a lot so at the end I think I did a really good job.
Anthony Carlson Rico: 10. I was the facilitator of the team. Even though I wasn’t able to go to class that Monday I made it up to my team on Thursday, giving orders and helping in every possible moment I had. We created the speech and, overall, i consider it one of the coolest tasks we presented.
Josefa Vélez García: 9. In this task I did as always, checked that all was good, taking care of deadlines and so on, but I have the feeling that I could have done something more, maybe it is only my feeling, but I believe so. I was in charge of doing the video of the presentation, I belonged to the “advertisement group”.
Jose Antonio Gómez Cortés: 9. I was working hard this week because one of us could not being in class and I took control the group just for a few hours, the crucial though, of course, it would had been impossible if FH had not have worked hard as well. Next day I was until very late helping our star (Pablo) to make thousands of rehearsals and after that I made the role reflection because I was the analyst as well. So, I remember me doing my best and getting exhausted to get the deadlines.
Eduardo Gálvez López: 8. My role in this task was “assistant” and my main mission was to create the banners that I would use the “election’s day”. Our leader Pablo, the voice of the group, did a fantastic speech and the final result was fantastic too. This was because all “Friskies” did a good work.
Fco. Ángel Guillamón Martínez: 8. For me this was one of the task with better result, I enjoyed a lot preparing it, I helped giving some ideas about the type of leadership we had selected and creating the script, but it was Pablo the one who made the huge part of the task as he was the star.
Eduardo Espinosa Celdrán: 9. On this week I was the journalist of the group, although I made a lot of photos and a final “diary” of the group work, I also made the politic campaign of Pablo, our candidate. The political campaign that I did was all the stuff that we tweeted on that week, as well as some tips for the speech.
Cristina Rodríguez Martínez: 10. In this task my role was the curator. I was working a lot the whole week. I was working with the advertising of the campaign and helping in everything the group needed. I also did my role correctly; references and popplet.
Pablo García Fernández: 10. In this task I was the star. With Fran, Jose and Anthony, I prepared the speech for the task. We worked really hard in the speech, and I practised it a lot so at the end I think I did a really good job.
Anthony Carlson Rico: 10. I was the facilitator of the team. Even though I wasn’t able to go to class that Monday I made it up to my team on Thursday, giving orders and helping in every possible moment I had. We created the speech and, overall, i consider it one of the coolest tasks we presented.
COMPETENCIES DEVELOPED
Competency 1. Analyzing the teaching practice and the conditional institutions that are surround it.
To understand the school and the teaching process, we must understand first the types of leaderships we might encounter. In the scenario of a bad leadership starting to emerge we are able to foresee its consequences and, maybe, avoid its appearance.
Competency 2. Participating in the definition of the educational project and general activity of the center according to criteria of quality management.
This is directly directed with the competence because depending on the style of leading the functionalism of the school will be different and it will affect the organization and the planification.
Competency 3. Knowing the communication characteristics of audiovisual media , ICT in the teaching - learning process.
This task, like TPACK, did not have too much relation to this competence because the only parts of it which involved communication were the speech and the way that our candidate had to express himself, but it was him speaking, and not with audiovisual media, although we showed a short video we prepared for the class.
Competency 4. Acquire the competences to carry out the design of multimedia and interactive means applied to the education of children aged 6 to 12.
We had to design a “Headmaster’s election campaign”, so we chose different Web 2.0 tools based on our experience on how to use them. We used Canva to prepare the flyers; Fakebook to create a fake profile and Movie Maker to create a short presentation video.
Competency 6. Foster habits for continuous formation into the teachers and attitudes of indagation and self-formation through ICTs.
This task showed us how to maintain a critic relationship with a team of teachers, and also how to be independent, regardless of the obligations and principles we will have as agents who will work either for the system or for the private sector. Besides, it lets us resolve problems among peers in a peaceful way, and it fosters the coexistence under the same institution.
Competency 7: Tackle and resolve problems of discipline
In this task we learnt the kinds of leaders that exist. By knowing the characteristics of each type, we are able to understand how to manage a school the proper way, dealing with the possible problems that may appear and knowing some rules that could be applied to the discipline and behaviour, so that those problems do not appear again in the future.
Competency 8: Foster the cooperative work
This competence is related to the four tasks in the same way, because they all reward teamwork. Thanks to developing these tasks, and the others of the course, we learnt how to design, planificate and evaluate the learning process.
Competency 9: To know the political and legislative conditions of the educational activity.
· (a) To understand the functions, the possibilities and the limits of education in the actual society and the main competences that affect Primary Education schools and their professionals.
(b) To know models of improving the quality with applications to the school centers.
Compentency 10: To know the processes of interaction and communication in the class.
· Management of knowledge: search, selections and analysis of relevant information about educational and social problems by using ICT’s, creating argumental knowledges and production of written and oral texts.
To understand the school and the teaching process, we must understand first the types of leaderships we might encounter. In the scenario of a bad leadership starting to emerge we are able to foresee its consequences and, maybe, avoid its appearance.
Competency 2. Participating in the definition of the educational project and general activity of the center according to criteria of quality management.
This is directly directed with the competence because depending on the style of leading the functionalism of the school will be different and it will affect the organization and the planification.
Competency 3. Knowing the communication characteristics of audiovisual media , ICT in the teaching - learning process.
This task, like TPACK, did not have too much relation to this competence because the only parts of it which involved communication were the speech and the way that our candidate had to express himself, but it was him speaking, and not with audiovisual media, although we showed a short video we prepared for the class.
Competency 4. Acquire the competences to carry out the design of multimedia and interactive means applied to the education of children aged 6 to 12.
We had to design a “Headmaster’s election campaign”, so we chose different Web 2.0 tools based on our experience on how to use them. We used Canva to prepare the flyers; Fakebook to create a fake profile and Movie Maker to create a short presentation video.
Competency 6. Foster habits for continuous formation into the teachers and attitudes of indagation and self-formation through ICTs.
This task showed us how to maintain a critic relationship with a team of teachers, and also how to be independent, regardless of the obligations and principles we will have as agents who will work either for the system or for the private sector. Besides, it lets us resolve problems among peers in a peaceful way, and it fosters the coexistence under the same institution.
Competency 7: Tackle and resolve problems of discipline
In this task we learnt the kinds of leaders that exist. By knowing the characteristics of each type, we are able to understand how to manage a school the proper way, dealing with the possible problems that may appear and knowing some rules that could be applied to the discipline and behaviour, so that those problems do not appear again in the future.
Competency 8: Foster the cooperative work
This competence is related to the four tasks in the same way, because they all reward teamwork. Thanks to developing these tasks, and the others of the course, we learnt how to design, planificate and evaluate the learning process.
Competency 9: To know the political and legislative conditions of the educational activity.
· (a) To understand the functions, the possibilities and the limits of education in the actual society and the main competences that affect Primary Education schools and their professionals.
(b) To know models of improving the quality with applications to the school centers.
Compentency 10: To know the processes of interaction and communication in the class.
· Management of knowledge: search, selections and analysis of relevant information about educational and social problems by using ICT’s, creating argumental knowledges and production of written and oral texts.
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