Sustainability Leadership

Wan Nur Ain Bin Wan Abdullah

(MPP141299)
Lim Mei Ting (MPP141324)
Nurul Hidayah Binti Abdullah (MPP141301)
Siti Adibah Binti Othman (MPP142036)
Meaning
 Sustainability does not simply mean whether something
can last. It addresses how particular initiatives can be
developed without compromising the development of
others in the surrounding environment, now and in the
future (Hargreaves & Fink 2000)
Sustainable leadership matters, spreads and lasts. It is a
shared responsibility that does not unduly deplete
human or financial resources, and that cares for and
avoids exerting damage on the surrounding educational
and community environment (Hargreaves & Fink 2003)
Educational Lessons of Environmental
Sustainability

Rich diversity, not soulless standardization

Act urgently for change, wait patiently for results

Prudence about conserving and renewing human and financial resources

Examine the impact of our improvement efforts on others

Built to Last Companies
Put purpose before profit

Preserve long-standing purposes amid the pursuit of change

Start slowly, advance persistently

Do not depend on a single, visionary leader

Grow their own leadership, instead of importing others

Learn from diverse experimentation

Seven Principles Of Sustainable Leadership
Depth = It Enduranc
matters e = It last
Justice = It does not
Breadth = harm the
surrounding
It spread environment

Diversity = It Resourcefulnes
promotes diversity s = it conserve
& cohesion expenditure

Conservation = it
honors the past in
creating the future
 Unsustainability
Repetitive change syndrome is :
Initiative overload
+
Change-related chaos

Imposed, short-term targets (or adequate yearly

progress) transgress every principle of
sustainable leadership and learning
Principle 1 : Depth
Meaning
It preserves, protects, and promotes deep and broad
learning for all in relationships of care for others
The Four Pillars Of Learning

Learning to know

Learning to do

Learning to be

Learning to live together (UNESCO 1996)

Learning to live sustainably (Hargreaves & Fink, 2006)

Basics
Old basics New basics
Literacy Creativity
Numeracy Communication
Obedience IT
Punctuality Teamwork
Lifelong Learning
Adaptation & Change
Environmental
Responsibility
Leaders of Sustaining Learning
Combine and commit to old and new basics

Put learning, before achievement, before testing

Become more knowledgeable about learning

Practice evidence-informed, inquiry-based leadership

Promote assessment for learning

Engage students in decisions about their learning

Involve parents in their children’s learning

Principle 2 : Endurance
Principle 3 : Breadth
Principle 2 : Endurance
It preserves and advances the most valuable aspects
of learning and life over time, year upon year, from
one leader to the next.
Meaning of Endurance
All leaders, no matter how charismatic or visionary,
eventually die
Collins & Porras, 1994
Few things succeed less than leadership succession
Hargreaves & Fink, 2006
Approaches to succession
Public Sector
• Passively lets candidates
emerge
• Focuses on the short term
• Handles succession
informally
• Seeks replacement for
existing roles
• Views succession planning as
a cost
Private Sector
• Actively recruits and
encourages potential leaders
• Takes the long view
• Manages succession more
formally
• Defines future leadership
skills and aptitudes
• Views succession planning as
an asset
 Four Issues in Succession

1. Succession Planning
2. Succession Management
3. Succession Duration & Frequency
4. Succession and the Self

16
2. Endurance
Succession Planning Patterns
Good Succession Plans
Give other people proper time to prepare

Are incorporated in all school improvement plans

Are based on a clear diagnosis of the school’s existing stage

of development and future needs for improvement

Are transparently linked to clearly defined leadership

standards and competencies that are needed for the next phase
of improvement
Successful Succession Management
Distributes leadership effectively

Builds strong professional communities

Deepens and broadens the pools of leadership talent

Establishes leadership development schools

Supports and sponsors aspiring school leaders

Replaces charismatic leadership with inspirational

leadership
Three Cultures of Teaching
Veteran dominated
serves experienced teacher interests
 feels exclusionary
offers few leadership opportunities

 Novice orientated
surrounded by fellow novices
 feels inclusive
 driven by enthusiasm rather than expertise

 Blended
 provides mentoring
 offers leadership
 reciprocal learning
Principle 3
Sustainable leadership spreads. It sustains as well as
depends on the leadership of others
Culture and Contract Regimes
Professional Learning Community
Professional learning communities aren’t…
Merely convivial and congenial – they are demanding
and critical
Just a collection of stilted teams looking at data together

Obsessed with scores and results, instead of depth of

learning
Forced and imposed, they are facilitated and supported

Ways to hijack teachers to carry out administrative

agendas
Communities and Sects

Professional Performance training

learningcommunities sects
• Transform knowledge • Transfer knowledge
• Shared enquiry • Imposed requirements
• Evidence informed • Results driven
• Local solutions • Standardised scripts
• Continuous learning • Intensive training
 Distributed leadership
sees leadership practice as a product of the
interaction of school leaders, followers and their
situation.
 Leadership practice involves multiple individuals within
and outside formal leadership positions
 Leadership practice is not done to followers. Followers
are themselves part of leadership practice.
 It is not the actions of individuals, but the interactions
among them that matter most in leadership practice.

Spillane, 2005
27
3. Breadth
 Raising the temperature of distributed
leadership
Anarchy
Too hot

Assertive distribution

Emergent distribution

Guided distribution

Progressive delegation

Traditional delegation

Autocracy
Too cold

28
3. Breadth
 Principle 4 : Justice
Principle 5 : Diversity
Principle 4 : Justice
Sustainable leadership does no harm to and actively
improves the surrounding environment by finding
ways to share knowledge and resources with
neighboring schools and the local communities.
Sustainability And Social Justice

Use multiple indicators of accountability

Coach a less successful partner school

Make a definable contribution to the community your school

Pair with a school in a different social or natural environment

Collaborate with your competitors

Responsible Leadership
Mutual relationship among the domains of ethical
responsibility.

As a human being

As a citizen and public servant

As an educator

As an educational administrator

As an educational leader
Principle 5 : Diversity
Sustainable leadership promotes cohesive diversity
and AVOIDS aligned standardization of policy,
curriculum, assessment, and staff development and
training in teaching and learning. It fosters and learns
from diversity and creates cohesion and networking
among its richly varying components.
 Characteristic Of Effective Organization

A framework of common and enduring values, goals and purposes

Possession and development of variability or diversity in skills, talents and identities

Processes that promote interaction and cross-pollination of ideas and influences across this variability

Permeability to outside influences

Emergence of new ideas, structures, and processes as diverse elements interconnect and new ones intrude from the outside

Flexibility and adaptability in response to environmental change

 Networked learning communities
Encourage schools to share considerable knowledge that can help
children to learn better

Stimulate the professional fulfilment and motivation that comes

from learning and interacting with colleagues in ways that help
teachers be more effective with their own students.
Capitalize on positive diversity across teachers and schools who
serve different kinds of students

Provide teachers opportunities for lateral leadership of people,

programs and problem-solving beyond one’s own school setting.
 Advantages
they promote innovation and its dissemination across
large groups of interested schools

they give teachers more of a voice in professional and

school-based decision-making

enabling them to adopt emergent solutions to their

own needs and made available throughout the network

allowing new learning and fresh solutions to emerge

and fill the gap that the false starts and failures have
left behind.
 Disadvantages
Restricted to enthusiasts

Shared delusions

Self-indulgent

Limited scale

Unaccountable

Over-regulation

Over-participation
Principle 6 : Resourcefulness
Principle 7 : Conservation
Principle 6 : Resourcefulness
Sustainable leadership develops and
does not deplete material and human
resources. It renews people’s energy.
Sustainable leadership is prudent
and resourceful leadership that
wastes neither its money nor its
people.
Two Theories of Energy

Restraint Renewal
●
Urges us to do ●
Inspires us to do more
fewer bad things good things
●
Find ways to reenergize
●
Avoid or limit people or exchange
action that will wear energy more efficiently
out people or things within the system
 Three Sources of Renewal
Trust ●
Contractual
Trust
●
Competence
Confid
●
Communicatio
ence n

Positive
Emotion
 Communi
Contract Compete
cation
ual Trust nce Trust Trust
●
Meeting ●
trust own &
clear, high-quality,
others’ capability
●

obligations ●
effective open and frequent
communication
●
Completing delegation ●
sharing information,
contracts ●
providing admitting mistakes
professional telling the truth,
Keeping
●
●
growth & keeping confidences
promises development
The opposite of
trust is
BETRAYAL

O
cc
ur
s
w
he
n
tr
us
t
is
ab
se
nt
or
br
ok
en
 Principle 7 :
Conservation

Sustainable leadership
respects and builds on the
past in its quest to create a
better future
Modes of Organisational Forgetting
Established
New Knowledge
Knowledge

Failure to Failure to
Accidental consolidate maintain
DISSIPATION DEGRADATIO
N

Abandoned Managed
Purposeful innovation unlearning
SUSPENSION PURGING

DeHolan & Phillips, 2004

STOP, START, CONTINUE…
STOP START
What is less What is more
valuable valuable

CONTINUE SUBVERT
What remains What is formally required
highly valuable but threatens what is
valuable
THE END