This week's announcement of funding to support the establishment of a new Centre for Educational Leadership in NZ heralds a significant change for the way we think about the leadership of our schools and educational institutions into the future. The press release states:
The centre will be established by the Education Council of Aotearoa New Zealand, the newly formed professional body for teachers, and will be partially funded by the Ministry of Education which is contributing $250,000 to its set-up costs. Its initial focus will be the principals who have been selected to lead the new Communities of Learning established to foster systematic collaboration across the education system.
The Teacher's Council has been preparing their thinking about future focused leadership, and have just published their paper on Leadership for Communities of Learning (pdf download) which has been authored by Robyn Baker on behalf of the Council. This paper is a synthesis of the five "Think Piece" papers (pdf download) that were commissioned by the Council from five educational leaders in NZ.
I was the author of one of the papers – on Networked leadership. My perspective is that as we embrace the thinking and activity of the Communities of Schools we must avoid thinking of them as simply another structural or organisational change in our schooling system, but rather a fundamental shift towards operating as a networked culture and as networked organisations. Leadership in this environment must be thought of and enacted quite differently from what we've experienced in the past. It will require considerably different mindset, based on deep collaboration at all levels, and the sense of being connected to something bigger than oneself and ones own (local) institution. It will require a fine balance of three perspectives, leadership of the organisation, leadership in the organisation and leadership as the organisation.
This is going to require leadership that
- is network literate, understanding the way networks operate and how to work effectively within them,
- collaborative instead of competitive, moving beyond the self-interest of the local organisation,
- moves from hierarchy and heterachy to holarchy, understanding that the conventional 'power-oriented approaches to leaderhsip no longer apply.
My hope is that this new centre will embrace this thinking (along with the key ideas presented by the other four authors) to create and promote a truly future focused view of leadership for our schools – not simply a regurgitation of all of the leadership thinking and theorising that has shaped our past thinking. Of course, there is much value in a lot of that thinking – but as we bring it forward to the present, it needs to be located within the paradigm of the networked organisation in the networked age. And that's something we're all going to have to imagine and co-create as we move forward.
