Constructivist Leadership
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Constructivist leadership, defined as the "reciprocal learning processes that enable participants in a community construct meaning towards a shared purpose" (Lambert, 1998, p. 17), defies the traditional conception of leadership. While traditional leadership is often limited to individuals with specific traits who occupy roles of power and authority, constructivist leadership offers a fluid and dynamic notion of leadership that transcends personalities and roles. In fact, within the model of constructivist leadership, all participants within the school community - principals, teachers, administrators and students -- possess the capacity and responsibility to contribute to the well-being of their schools. Essentially, the power and authority of traditional leadership are distributed to the multiple stakeholders, which shift in accordance with the specific tasks and needs (Lambert, 1998, 2002; Lambert & King, n. d.). What is central to this concept of leadership is the importance of reciprocal learning processes. The leadership is exercised by a group of participants who are continuously engaged in an ongoing process of dialogue and critical self-examination. As a result, the participants are improving themselves and one another at the same time, in their bid to achieve their collective organizational objectives (Lambert & King, n. d.). Based on these insights about constructivist leadership, it is evident that this model is a radical departure from the rigid organiza
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t that cognitive coaching specifies the utilization of the three-step process of "preconference, observation and postconference" (Garmston, Linder, & Whitaker, 1993, p. 57) to promote the teachers' improvement of teaching skills. However, it is important to note that each of the three steps - the preparation of the teacher; the observation of class teaching; and reflections of the teaching experience - are practiced by both the coach and the mentor (Garmston et al., 1993; Schon, 1987).
Collegial coaching: In collegial coaching, teaching colleagues participate in a professional discourse to help one another improve their teaching teachers. This strategy involves two main activities: observations of the colleague's teaching and consultations about teaching practices and class materials (Keig & Waggoner, 1994; Wineburg, 1995).
Apart from the teachers, both the teachers and the non-teaching administrators can also collaborate in various ways to enhance the equity and excellence in the school. The use of two types of teams - the lesson study team and the student study team - provides examples of how teachers and administrators can collaborate successfully with one another. In the case of the lesson study teams, teachers collab
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Some common words found in the essay are:
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Approximate Word count = 1370
Approximate Pages = 5 (250 words per page)
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