Tag Archives: Maslows model

Head of Faculty Inquiry

24 May

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I am finding Maslows model useful in my own inquiry. It considers what the teachers need from the leader and outlines “a set of knowledge, skills and dispositions required for meeting those needs”. During the leader’s ascension, toward the apex there are key checkpoints, questions that leaders need to ask themselves for the vision realised. This is my simplified version of Knuth & Banks strategy:

First Level: Your actions match your words
Leaders model core values and principles. You are able to inspire trust and articulate vision. Principle-centred leaders inspire trust by displaying consistency between core values, words and actions.

Leader Checkpoint 3: Is your internal compass in or out of alignment?
If your words and actions don’t match there’s no need to go any further.

Second Level: My physical and material needs matter to you
The work environment is clean and attractive. Sound, air-quality and safety needs are considered. Teachers have the resources they need to do their job well.

Third level: I am appreciated for my contribution
Leaders actively foster a sense of belonging. Encouragement and recognition is personalised. They put a human face on policies and systems.

Checkpoint 2: Is it your priority to ensure the basic needs of your people are met?
Without valuing people, clear systems, policies and training for staff, a leader’s energy is consumed by chaos or disorganisation and probably interpersonal conflict.

Fourth level: We’re on a journey together
As a community we own the vision, good systems are in place and we are able to direct our collective energies to our core mission.

Checkpoint 1: Do you feel like settling?
It’s all humming along nicely now, let’s just enjoy this. The fourth level is considered the ‘false apex’.

The Apex: Higher order change
This is rarely linear, rational or comfortable. It is disruptive, chaotic and tested by ambiguity. Leaders here demonstrate adaptive leadership skills. This is where the disruption happens. Remember: it isn’t actually an end point.

Fullan & Langworthy (2014) – A Rich Seam: How new pedagogies find deep learning
(Ch 6 The New change leadership)

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Maslow’s Hierarchy

22 May

maslows-hierarchy

We just can’t add technology, or add new furniture and hope for the best. We cant just change the timetable or go to semesters and cross our fingers. Effective and lasting change in schools, or any organisation for that matter, is a result of a strategic process, designed to meet the needs of the school, rather than ‘sending a couple of teachers off to a workshop’

If we believe in enduring change for the good of society, then the iceberg metaphor applies. All the hard work happens beneath the surface that makes change go the distance. We are in an era of unprecedented change in education, one in which disruption is necessary in education, for a generation unlike those who have gone before. In their report for A Rich Seam, Fullan and Langworthy (2014) outline ‘new pedagogies’:

They explain that a new process of change is required, called “inherent change”, an almost organic process, “built around humankind’s need to… be doing something intrinsically good and… to do it socially”.

This ‘new change leadership’, necessary for these new pedagogies to take hold is not considered to be either top-down or bottom-up, it needs to be,“both and, it is also sideways. Ideas and energy flow vertically and laterally…. The role of leaders is to simultaneously help the organisation ‘let go’ and ‘rein in’”.

The Essential Leadership Model, outlined by by Knuth & Banks (2006) is based on Maslow’s Hierachy.  Maslow’s hierarchy of needs is a theory in psychology proposed by Abraham Maslow in his 1943 paper “A Theory of Human Motivation” in Psychological Review. Maslow subsequently extended the idea to include his observations of humans’ innate curiosity.

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