I have always been resistant to complacency and the status quo. I have also been one to embrace change as, not only, an inevitability but a prevailing opportunity. Hence, I have always been drawn to situational and adaptive leadership models. In terms of the mentor and mentee models such as these present an ever-open window into tailoring my approach as leader. Depending on the systemic and structural needs of the organization I’ve worked with and the needs and capabilities those I work with I can adjust my approach accordingly.
I believe it is vital that we adapt our approaches to each unique situation with unique solutions. This inherently leads to strong mentorship which is how I see leadership. The positive aspects of strong mentorship, both in terms of philosophy and implementations have numerous positive outcomes. Clutterbuck (2009) lists four specific benefits on an organizational level: Retention, commitment, performance and recruitment. The key to seeing these benefits however means a dedication to, “Raising the competence of all employees, particularly those in management positions, to coach/mentor and be coached/mentored, so that these behaviors become endemic within the culture.” (pg. 494)
Situational Leadership Model
(Northhouse, 2016)
Adaptive Mentorship Model
(Ralph, 2010)
I can best describe my role model in leadership by speaking about her using the categories that Northouse (2016) uses to define leadership.
“(a) Leadership is a process:” Sharon demonstrated this from the first day I met her. There was little doubt that she possessed many traits we imagine leaders to have but at no point did she impose her will upon her staff. Instead, she quickly made it clear that her vision would be a collaborative effort. Her admin teams ensured that everyone’s voice would be heard and she established committees to give everyone a role in the betterment of the school. From social committees to technology committees, everyone played a part in enhancing the life of students at the school. At no point did people feel out of the loop and even though she pushed for inquiry, she made sure everyone was engaged in it at their comfort level, everyone felt they had a voice in raising concerns.
(b) leadership involves influence: Good heavens, she was good at this. One of the committees she began was a Reggio Committee where teachers were encourage to “Consider the Walls”. This committee was not mandatory but with the help of a small coalition of the willing very soon the walls and rooms of the school began to take life. The displays of the Jody’s and Katie’s of this committee got everyone talking, recognizing the inherent value in the philosophy and soon everyone was beautifying their walls. Even I was switching to brown paper and scrapping the store bought class decorations. That is just one, tiny example how she used influence, not coercion.
(c) leadership occurs in groups: As mentioned, everyone was in one committee or another. This gave leadership opportunities to those that would not have expected it, created a dialogue amongst all members of the staff and reduced, if not outright eliminated the tendency of some teachers to isolate themselves. I was a prime example of this; having recognized my strengths for ideas generations and planning but my short comings in sociability, she quickly placed me as team lead in grade 6 and did not let me teach alone. I frequently hand new teachers working with me in my classroom. This was hard for me at times… but very beneficial.
(d) leadership involves common goals: We had a goal, one goal. To increase student success at our school. This, of course, was supported by many serving goals such as increasing student engagement or literacy, creating a safe working environment or increase access to technology. Regardless of the little goals she made our ultimate one very clear. That kind of ‘destination’ makes any ship easier to steer in turbulent waters.
The question of “Who is the Indigenous community you represent?” is difficult for me to answer as I do not represent any indigenous community but I do reside within the boarders of the Treaty 7 peoples. This includes the Blackfoot confederacy which is comprised of the Siksika, Piikanii and Kaiinai First Nations. As well as the Tsuut’ina and Stoney Nakoda First Nations. This area is also home to the Metis nation of Region III. While I do not represent these people (beyond being a Settler-Ally) my commitment is to their wellbeing on a micro and marco level. As a teacher with the CBE I have had a few students that identify as being from those groups mentioned above and it has been a pleasure and sometimes challenge to work with them. On a broader level, my commitment is the Calgary Board of Education’s commitment as laid out in the 3 year plan.
The changes that need to occur in order to improve educational outcomes for Indigenous Peoples who I currently work are addressed in the three plan above. They changes I would like most to see come to fruition are outlined in the Priorities section:
- Cultivating a Balanced and Respectful Relationships Cultivating a balanced and respectful relationship between Indigenous knowledge systems and existing the education systems they work with in how we think about and do everything.
- Advancing Culturally Responsive Instructional Design & Assessment: Honouring Indigenous knowledge systems, languages and histories through responsive learning environments and instructional design & assessment for the benefit of all students.
- Advancing System-Wide Learning: Ensuring staff are knowledgeable, understanding and respectful of the strength and diversity of First Nations, Metis and Inuit; the implications of treaties and agreements with First Nations and Metis; the history and legacy of residential schools.
- Building Respectful Working Relationships with Community: Working with community from the very beginning as part of how we think about and d
How do Indigenous Peoples themselves value the work I do? To be perfectly frank I don’t think the work I have done has been sufficient enough to warrant it being valued. That’s not to downplay the work that I have done but what has been done has been very surface level. I have led PD on residential schools and designed an approach that blend Indigenous Ways of Learning and Design Thinking. However, that has been mostly confined to academic and pedagogical circles… what lasting or resonating effect it has had is not apparent, at this time. I do not believe that what I have done has been a benefit to Indigenous Peoples as It has not reached them. My question, therefore is, how can I take what I have done and:
- Connect with indigenous leaders and elders to strengthen it?
- Connect my work Indigenous people in a meaningful way
- Diffuse my work to grow the Settler-Ally Population?
Sources
Clutterbuck, D. (2009). Coaching and Mentoring in Support of Management Development. In Armstrong, S. & Fukami, C (Eds.), The Sage Handbook of Management Learning, Education and Development (pp. 476-496). London, ON Sage Publications.
Linsky, M. (2011, Apr 13) Adaptive Leadership – Adapting Change retrieved from https://www.youtube.com/watch?v=af-cSvnEExM&feature=youtu.be
Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage.
Ralph E. & Walker, K. (2010, Spring). Enhancing Mentors’ Effectiveness: The promise of the Adaptive Mentorship© model. McGill Journal of Education, Volume 45(2), 205-218.
http://cambridge-leadership.com/adaptive-leadership/
https://www.cbe.ab.ca/FormsManuals/Three-Year-Education-Plan.pdf
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