ACROBATIC

LEADERSHIP
Presented by :
Anita Md Saman

(814932)

Chen Sei Fei

(811354)
Norhayati Abdul Mutalib
(812730)
Wang Liang (Vivian)
(815002)
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Part 1

LEADERSHIP
BACKGROUND AND
EXPERIENCE

LEADERSHIP BACKGROUND
Chen Sei Fei (Coordinator for SPBT)
AND
EXPERIENCE
Involved with
SPBT since 2010
The first year, I was facing with difficulties to lead other
members to work as a team. Then i discovered that i had to
take different approaches to lead and manage the SPBT.
I used .....
Democratic - We shared decision-making together.
I divided the SPBT duties according the
members abilities (after decision-making).
I found that members/teachers likely enjoy
because they can say in many decisions.
3

Autocratic
Sometimes, i had to used the autocratic power
(in quick decision- making).
It provides strong motivation to me (in controlling
people)
Not successful in maintaining members/teachers
satisfaction
Laissez-faire-Most of the SPBT members are
seniors and their experiences are more than mine.
So, they are given a free hand in deciding their
own menthods in handling SPBT duties.

During the 3 years, I found that

leadership is a process of influencing
people to perform assigned tasks
willingly, efficiently and effectively.
Enabling people to feel they have a say
in how they do something results in
higher levels of job satisfaction and
productivity

LEADERSHIP BACKGROUND
Anita
Md EXPERIENCE
Saman
AND
Teacher Advisor of School Prefect - since 2008
Science club advisory teacher - since 2005
Head of Panel (Chemistry) - since 2002

I used democratic style because ..

Invites discussion, opinions and views
Builds a consensus
Encourages the ideas and creativity of others
Recognizes that the other than the leader may well
have ideas about a better way forward
creates a shared vision and goals
Builds commitment as individuals agree together
what needs to be done.
6

So,
It builds a sense of commitment and
demonstrates that skills and expertise
are valued
It makes time to think about important
decisions that need everybody to be on- board

LEADERSHIP BACKGROUND
AND EXPERIENCE
Vivian-involved two organization

The teachers organization center- since 2010

Association for the advancement of teaching-2012
I often use democratic leadership style because
* make team members have a common goals
* discuss and make-decision together
* two-way to communicate
* Reduce conflict
* increase work efficiency
8

LEADERSHIP BACKGROUND
AND
EXPERIENCE
Norhayati
Abdul Mutalib
involved with SPBT since 2007 until 2011
Teacher Advisor Police Cadet since 2008
Teacher Advisor of Prefect since 2012
Advisor of the school hockey team.
I used democratic style because.
give and take, sharing and learning from other
experiences,
promotes creativity and innovation leading to high
productivity.
It is decentralised, flexible and people oriented.
So motivation come from within.

Part 2

THE NAME OF OUR

LEADERSHIP PARADIGM

ACROBATIC
PARADIGM
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Part 3

DEFINE WHAT IS
LEADERSHIP
GENERALLY

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DEFINE WHAT IS
Maureen Metcalf & Mark Palmer
LEADERSHIP
GENERALLY

- Leadership is a process of influencing people directionally and

tactically, affecting change in intentions, actions, culture and
systems.

Oxford Dictionary

- The action of influencing people directionally and tactically, affecting

change in intentations, actions, culture & system

Avery ( 2004: 3)

- Leadership remains elusive and enigmatic, despite years of effort at

developing an intellectually and emotionally satisfying
understanding.

Western (2008)

- highlights the diverse and subjective nature of leadership when he says

it can have multiple forms and meanings and can be found in many
different places, so it may be considered individual, collective, or a
process depending on where we are looking. What is common is that
leader-ship operates in the realism of human relations.
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Part 4

DEFINE OUR OWN

LEADERSHIP PARADIGM

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A paradigm is a useful construct for framing our thinking

about a topic in this case, leadership
It provides a mental frame or lens through which we can
examine ideas and create an approach to researching the
experience of leadership
A paradigm is an academic device which provides :
a) a value position or perspective giving a world-view ;
b) stance or lens through which to examine the topic;
c) characteristics ;
d) features or concepts which make the paradigm
distinctive;
e) boundaries and scope to examine the topic in
different
situations and contexts;
f) using the paradigm features to develop understand;
g) models which can be derived from the above
ideology to use in practice.

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The test of a paradigm is its usefulness when applied in the

real world.
One of the most important sets of skills required in a
changing world are the skills of leadership.
So, we could use acrobatic paradigm .
Basically acrobatic paradigm is the combination of three
major leadership styles (Democratic, Autocratic and
Shared leadership).
Balance (formerly known as Static) A balance routine
requires that certain poses or balances and must be held
static for a specific duration. These moves require strength,
poise, elegance and flexibility.
Acrobatic will combine into towers, or pyramids with the
tops holding a particular position balanced on their bases.
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Part 5

ROLE OF THE LEADER IN

ORGANIZATION

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Pull together, comes together, work together

Pull together (as a team) - to cooperate or to work well together

Come together (on something) - to discuss and agree on
something
Work together (for people or things) - to cooperate or function
together.

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Part 6

QUALITY OF AN
EFFECTIVE LEADER
(according to our
paradigm)

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The History of
Acrobatics
Acrobatic traditions are found
in many cultures, and there is
evidence that the earliest such
traditions occurred thousands
of years ago. For example,
Minoan art from circa 2000 BC
contains depictions of
acrobatic feats on the backs of
bulls, which may have been a
religious ritual. Ancient Greeks
and Romans practiced
acrobatics, and the noble court
displays of the European
Middle Ages would often
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include acrobatic performances

In China, acrobatics have been

a part of the culture since the
Western Han Dynasty (206 BCAD 220). Acrobatics were part of
village harvest festivals. During
the Tang Dynasty, acrobatics
saw much the same sort of
development as European
acrobatics saw during the Middle
Ages, with court displays during
the 7th through 10th century
dominating the practice.
Acrobatics continues to be an
important part of modern
Chinese variety art.
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Though the term

initially applied to
tightrope walking, in the
19th century, a form of
performance art
including circus acts
began to use the term as
well. In the late 19th
century, tumbling and
other acrobatic and
gymnastic activities
became competitive
sport in Europe.
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Some Leadership
Theories related
Balanced Leadership

22

Shared leadership
theory
Individual members of a team engaging in
activities that influence the team and other
team members
by Yukl (1989)
Leadership that emanates from members of
teams, and not simply from the appointed
leader
by Pearce and Sims (2001)
23

Distributed
leadership theory
It incorporates the activities and efforts of
multiple groups in a school who work at
guiding staff in the instructional change
process
by Spillane(2001)

24

Servant leadership
theory
Servant leaders are those who view
themselves first as servants, putting the
needs of others before their own, making a
deliberate choice to serve others
Sendjaya & Sarros(2002)

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Part 7

EFFECTIVE PRINCIPAL
ATTRIBUTES
AND
CHARACTERISTICS
26

The Effective Principal

Attributes in Balanced
Leadership
Balanced leadership requires a new definition of
good leadership. This definition values both heart
and head. It present in every individual which
needed to achieve sustainable success.
Under the balance leadership thoughts,
principals are not only "control", more important
is to "guide and inspire". If the principals can do
a good job in the balance of control and
incentive, they can create enterprise in a new
situation, lead to higher management efficiency
and benefits.
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The Characteristics
about Principal Use
Balanced Leadership
Interdependent And Indispensable
Many interdependence factors of management
mode in the school, the principals should use
the balance management in order to achieve
the effectiveness of school development.

Relative Balance And Moderation

The principal should balance the autocratic
leadership and democratic leadership.
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 Balance Roles And Responsibilities

It can divide two parts that the principal should to
balance.
1. the school human resource development
The school can not live without mobility, but
also can not to maintain stability. People don't
flow and less work pressure are easy to form a
gang lead bureaucratic climate in school.
Turnover speed too fast, especially loss personnel
in the important positions will strengthen the
human resource cost, affects the quality of the
morale and overall investment, also can cause
the overall quality is low.

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2. school culture construction

In the process of construction of
school culture, the principal should
advocate the positive school culture
to praise and encouragement,
supplemented by criticism and
modification, in order to eliminate the
unhealthy culture.

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The Effective Principal

Attributes in
Shared Leadership
The days of the principal as the lone
instructional leader are over. We no
longer believe that one administrator can
serve as the instructional leader for an
entire school without the substantial
participation of other educators (Elmore,
2000; Lambert, 1998; Lambert et al.,
1995; Lambert, Collay, Dietz, Kent, &
Richert, 1997; Olson, 2000; Poplin, 1994;
Spillane, Halverson, & Diamond, 2001).
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Principals have understood that

we are all responsible for student
learning. More recently, principals
have come to realize that we are
responsible for our own learning as
well. But we usually do not move
our eyes around the roomacross
the tableand say to ourselves, I
am also responsible for the learning
of my colleagues.
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The Characteristics
about Principal Use
Shared
Shared
vision results inLeadership
program coherence.
Principal and teachers, as well as many parents and
students, participate together as mutual learners and
leaders in study groups, action research teams,
vertical learning communities, and learning-focused
staff meetings.

Inquiry-based use of information guides decisions and

practice.
Generating shared knowledge becomes the energy
force of the school. Principal, teachers, students, and
parents examine data to find answers and to pose
new questions. They get together to reflect, discuss,
analyze, plan, and act.
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 Roles and actions reflect broad involvement,

collaboration, and collective responsibility.
Principals engage in collaborative work across
grade levels through reflection, dialogue, and
inquiry. This work creates the sense that
principal share responsibly for the learning of
all students and adults in the school.

Reflective practice consistently leads to innovation.

Reflection enables principals to consider and
reconsider how they do things, which leads to
new and better ways. Principals reflect through
journaling, coaching, dialogue, networking, and
their own thought processes.
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Part 8 & 9

OBATIC PARADIGM DISTRIBUTI

&
THE KEY PLAYERS

35

ACROBATIC
Paradigm in
Education

Spotter - this is the individual who has an

objective view of the partners, and whose
entire focus is on making sure that the Flyer
lands safely & also make recommendations to
the Base and Flyer to improve their form.

Flyer - moves into a series of dynamic

positions, and generally lets gravity do the
work for them. A Flyer needs balance,
confidence, and core strength.

Base - this is the individual who has the most points of contact
with the ground. This enables both the arms and legs to be
"bone-stacked" for maximum stability and support of the
spotter & flyer.

THE ACROBATIC - TECHNIQUE

37

cont.
The Schools
Goals
The Principal (Leader)
Management Team
Senior Assistance, Senior Assistance
Students Affair, Senior Assistance
(Co-Curriculum), Senior Teachers &
Head of Panel

The Teachers

1st layer (Base) The Tea

(a) conducting of classes and presentation of lessons;
(b) the preparation of lessons;
(c)requisitioning of audio-visual and other materials
and equipment;
(d) evaluation and reporting of student progress;
(e)maintenance of such classroom order as is necessary
to promote a healthy learning climates ;
(f)Others (extra curricular activities, administrative &
interactions with stakeholders)

2nd layers (Spotter)

Management Team
Senior Asst, Senior Asst
Students
Affair and Senior
(a)has overall responsibility for the school;
Asst.
(b)play a(Co
majorCurriculum)
role in managing the school;
(c)responsible for a curriculum area and/or specific areas
of school management;
(d)supports the principal with the management of the
school
Senior Teachers & Head of Panel
responsible for the leadership and management of a
particular curriculum subject
40

3rd layers (Flyer) The Principal

(a)to apply laws and regulations governing education;
(b)be responsible for staff performance & discipline ;
(c)propose and implement strategies for motivating staff and
students;
(d)motivate and counsel staff to achieve the schools goals;
(e)serve as a link between school and different
stakeholders;
(f) promote sociocultural activities and income generating;
(g)attend health and hygiene matters in the school;
(h)carry out pedagogic inspections
(i) assign tasks and delegate duties.
41

he Collaboration In Schoo

42

Part 10

PROFESIONAL
DEVELOPMENT

43

PROFESIONAL
DEVELOPMENT
Mission, vision
and values

Goals

Quality/
Balance
leadership

Students

Purposeful
Culture of
Trust

Results
Teachers /
staffs

Team
effectiveness

Professional development refers to the development of a person in his

or her professional role

Glattenhorn (1987),
# by gaining increased experience in ones teaching role they
systematically gain increased experience in their professional
growth through examination of their teaching ability.
Ganzer (2000)
# Professional workshops and other formally related meetings are
a
part of the professional development experience .
Crowther et al (2000).
# professional development and other organized in-service programs
are deigned to foster the growth of teachers that can be used for
their further development .
Champion (2003)
# posited that regular opportunities and experiences for
professional development over the past few years had yielded
systematic
growth and development in the teaching profession.

Darling-Hammond (1998) described Professional

Development Schools (PDS) as spaces where prospective
teacher and mentor teacher learning becomes :
1) experimental,
2) grounded in teacher questions,
3) collaborative,
4) connected to and derived from teachers' work with
their students, and
5) sustained, intensive, and connected to other aspects
of school change.
Based on by definition that it obviously show that very
important development professionalism in education.
One of the courses that should be given to teachers and
school staff is Acrobatic Leadership Workshop.
46

 Acrobatic Leadership Workshop can helps teachers, staffs

and administrators learn about ways to use it to advance
professional practice and promote teaching quality in
schools.
They also provide first-hand experiences of different
approaches to teaching, leadership and learning in other
countries.
Conclusion, educators usually return to their own schools
with increased motivation, renewed enthusiasm, and a
willingness to try different approaches and new ideas that
lead to higher standards in teaching, leadership and
learning.

conclusion
We gain leadership experiences based on our position
in the school. ones must choose or recognize the right
leadership to follow when working with others.
Acrobatic - paradigm is the combination of three
major leadership styles such as Democratic,
Autocratic and Shared leadership.
According to the acrobatic diagram, there are three
layers of school administration. Based (teachers),
spotter (management team) and Flyer (the principal)

Collaborative in school require a great deal of

planning, organization, and dedication. The success
of a program requires that administrators, teachers,
parents, school support staffs and students to fulfill
specific responsibilities
Finally,
Acrobatic Leadership Workshop is a strategy to ensure
that educators continue to strengthen their practice
throughout their career.
This professional development engages teams of teachers
to focus on the needs of their students, involving the
management team in executing organizational plans and
the responsible of a principal in controlling and
overseeing the entire school. All levels of management
should work as a team to accomplish shared goals.
50

Thank
you
51