Week 6

Leadership Theories

Innovation distinguishes between a leader and a follower
Steve Jobs (founder of Apple)

Find out who George Seimens is and where he is? What apps could you use?

  • Twitter – location, tweets, photos
  • Find out if he has an Instagram and look for the latest photo
  • Look for him on Facebook
  • Create a google alert
  • Email him

Did anyone emerge as a leader? Who and Why?

Sketch what I think leadership is. What do you think of when asked to visualise leadership?



Leadership Theories

  • Servant Leadership
  • Pedagogical Leadership
  • Transactional Leadership
  • Transformational Leadership
  • Maori Medium Educational Leadership


Theory has research and is researchable. Style is the way the theory is delivered.

Leadership Styles

During this week’s lesson we’ll also introduce some views on different leadership styles. Keep in mind that the styles are often drawn from the theories, so from your assessment point of view get your justifications from the theories and link them to the styles you used.

Complete the University of Kent online quiz about your typical leadership styles When you have finished record your results and thoughts for later use (Leadership 1 & 2 Assessments).

Your score is: Authoritarian 21 Procedural 27 Transformational 37 Participative 39 Laissez Faire 40 Note down your scores then see below.

https://www.kent.ac.uk/careers/sk/leadership.htm for a breakdown of the parts.

Based on a three-year study of over 3,000 executives, Goleman, Boyatzis & McKee (2013) identified six different leadership styles

  • Pace-setting leaders expect excellence and self-direction, and can be summed up as ‘Do as I do, now’. The Pace-setter very much leads by example, but this type of leadership only works with a highly-competent and well-motivated team.
  • Authoritative leaders move people towards a vision, so are often described as ‘Visionary’. This style is probably best summed up as ‘Come with me’. It is the most useful style when a new vision or clear direction is needed, and is most strongly positive.
  • An Affiliative leader values and creates emotional bonds and harmony, believing that ‘People come first’. Such leaders demonstrate empathy, and strong communication skills, and are very good at building relationships. This style is most useful when a team has been through a difficult experience, and needs to heal rifts, or develop motivation.
  • The democratic leader builds consensus through participation, constantly asking ‘What do you think?’, and showing high levels of collaboration, team leadership and strong communication skills. This style of leadership works well in developing ownership for a project, but it can make for slow progress towards goals, until a certain amount of momentum has built up.
  • coaching leader will develop people, allowing them to try different approaches in an open way. The phrase that sums up this style is ‘Try it’, and this leader shows high levels of empathy, self-awareness and skills in developing others. A coaching style is especially useful when an organisation values long-term staff development
  • Coercive leaders demand immediate obedience. In a single phrase, this style is ‘Do what I tell you’. These leaders show initiative, self-control, and drive to succeed. There is, of course, a time and a place for such leadership: a battlefield is the classic example, but any crisis will need clear, calm, commanding leadership.


Leadership Attributes

There are many personal characteristics that may be identified as aspects of leadership. However it may be helpful to explore some of the attributes identified within various categories that we have introduced on the course previously. These include:

  • Key Competencies (e.g. relating to others)
  • 21st Century Skills (e.g. real-world problem-solving and innovation)
  • Growth Mindset (e.g. resilience)
  • Adaptive Competence (e.g cultural awareness)
  • Emotional intelligence (e.g. social skill)
  • World Economic Forum (2015) character qualities (e.g. initiative)

Emotional Intelligence

  • Empathy
  • Putting together in relationships
  • Last part to become mature
  • Developing emotional intelligence increases attention, and learning.

What is the difference between Sympathy, Empathy and Compassion?

Use a tool like PicLab to create 1-3 images that portray these emotional intelligences.


After class: Consider how you might harness a number of different leadership theories in leading a change initiative involving multiple stakeholder groups.

Connected Learning and Connectives

Define connected learning in your school.

The perception of connected learning in our school is everybody being linked through Google Apps for Education. The notion of connected learning is much bigger than this. It isn’t about a technology, platform or technique. It is an approach to learning that is about social connectivity, exploration, discovery and inquiry based learning linked through real world problems.  I do not think as a school that we have high levels of connectivity.

Connection is being part of a whole group, rather than an private individual.


Relationship between design and learning principals:

  • Design principles appear to be working with other people
  • Learning principles are more student centered
  • The design principles add to the learning and bring in a social element.
  • The learning principles seem to be centered around an institution while the design principles are more real-world based.
  • Design principles would look like learning outside the four walls of a classroom e.g. – fixing a bike with your friend. This would require collaborating, experimenting, high order learning and potentially social connectivity through social media etc..
  • Learning principles are the ‘why’ and the design principles are the ‘how’.

Connectivism is the only theory for a digital age.

My Connected Learning Environment.

  • Knowledge is a network product.
  • Biologically – neutrons firing.
  • Taking concepts and forming connections
  • External social spaces – Twitter, Facebook, Phones etc…

After class: Reflect on ways in which you might design learning to incorporate connections and networks, rather than being siloed in learning areas and year groups.


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