Influence and Leadership in Education

Featuring Ainsley Rose.

Ainsley Rose is an experienced educator, author, speaker and consultant. Former Director of Education for the Western Quebec School Board. Join us as Ainsley reflects on a lifetime of inspirational one on one encounters, why education is still stuck in a sort of caste system and how great teachers make great leaders.

(Music by lesfm from Pixabay)

Episode notes:

  • People have been starving for professional learning for their teachers and their leaders.
  • It’s too often a narrow view of what needs to be done in the classroom to help kids acquire the skills that they need to be successful at the end of the day.
  • If I could do what I wanted I would do what I usually did in my leadership roles, first to ask people about what is it that they want to accomplish and they haven’t been able to do, and they find that people always have an answer to that.
  • The follow up question to that is how can I help you to achieve that.

Ideally we want people who are intrinsically motivated as opposed to having somebody from outside to tell them what to do and how to do it.

  • One of the biggest mistakes that school districts make is to lay stuff on people instead of gathering the evidence of what it is that they need.
  • The problem we face with adults is the same as with children, we want them to be intrinsically motivated.
  • By the time they are in grade 3 they lose their curiosity, their desire to ask why, because it is menu-driven.

WWe have to get back trying to build that joy and passion to learn about things that are bigger than what we are now.

  • Until very recently, there have not been any disruptive forces that have gotten people to reconsider how they do education.
  • Education is one of those places where there is only one way to do business and that’s the way we’ve done it before.
  • Every parent is an expert because they went to school, and they want it to be the same way it was for them.
  • Innovative efforts are isolated and they don’t seem to get to scale. Does not have an answer for that.

It seems like a caste system, there is a sort of intelligentsia, even though we want all students to be successful there doesn’t seem to be a willingness to act on that.

  • I´m not sure there are many people out there who think beyond the box, think that there is a different way to do this.
  • Education is a very insular process.
  • He uses the expression deprivatizing practice, teachers opening up their doors.
  • In order to be an outstanding leader you need to have been an outstanding feature that is not often the criteria we use to choose leaders in education.

Most of the times people who are in leadership positions are not given the time to focus on learning, they become more managers than instructional leaders.

  • The model is to try to proliferate the after conference experience, the profit motive for the big businesses.
  • We interact with human beings on a very personal basis, that is the essence of what influence is all about.
  • Persuasion is only one form of influence. There is a continuum. At the low end there is coercion. We want people to aspire, at the higher end of the spectrum.
  • Concept of efficacy, belief that we carry within ourselves about whether we can be successful.
  • People give you permission to allow you to influence them.
  • I need first to understand and only then be understood.

I wish we can get to the point in education where our students are desperate to come to school as opposed to being mandated to come to school.

Also available on

2 thoughts on “Influence and Leadership in Education”

  1. *Concibo a la educación como un proceso continuo a lo largo de toda la vida.
    *Para que así sea, es elemental tomar conciencia de que los cimientos de ese proceso deben formarse en los primerísimos años de escolaridad, digamos desde los 2 o 3 años hasta los 12.
    *Los dirigentes políticos de cada nación o comunidad, tienen la responsabilidad de ser educados o cultos, es decir preparados para asegurar que se concrete ese proceso. Es obvio que para ello tienen que haberse formado de la misma manera. O haber logrado el milagro de haber realizado un mayor esfuerzo si no fueron favorecidos en la edad inicial.
    *En todos los 200 países que componen las Naciones Unidas, sean ricos, emergentes, o pobres, deberían implementarse las medidas necesarias para que lo que antecede tenga como visión prioritaria a los infantes menos favorecidos por la vida, digamos a los pobres y los que están en la base baja de la pirámide social por edades.
    *Se está expandiendo la idea de que las TIC son una herramienta formidable para educar a esos chicos, pero es un craso error. Hay una creciente ola de informaciones que demuestran que la “avalancha” digital, visual y entretenida que sumerge a los chicos, es lo contrario de lo que todos los chicos, ricos o pobres, necesitan para aprender y darse cuenta por sí mismos cuáles son los elementos básicos: 1)-el primer
    vocabulario de palabras, porque la riqueza del lenguaje ofrece la posibilidad de pensar y crear su propia capacidad de emitir un juicio crítico; 2)- los primeros pasos en lo que llamamos matemáticas y razonamiento lógico; 3)- un segundo idioma que represente la lengua franca para comunicarse con todo el mundo.
    *Pareciera necesario rescatar y darle vida nuevamente a los grandes creadores de la pedagogía, como Jean Piaget, María Montessori, Lev Vigotizky, John Dewey, Johan Pestalozzi y tantos otros, con respecto a los cuales cabe preguntarse ¿por qué se concentraron en el estudio de las mejores formas e ideas válidas para la primera infancia? Lo que nos dejaron fue un legado que lleva más de un siglo, y tiene tal fortaleza que resistirá al paso del tiempo, si es cierto que necesitamos formar personas que nacen para mejorar el mundo, desde el lugar que sea.

    Reply
  2. ¡Gracias por el comentario Carlos! Los grandes maestros siempre han trascendido independientemente de los rótulos que se pongan.

    Reply

Leave a Comment