Pass the Crayons: Leadership, Art Production, and Communities of Practice

Abstract

The results of an arts-based leadership (Kelehear, 2006, 2008) practice at a rural middle school in South Carolina are examined. The school principal and art teacher led a day-long staff development and followed up individually to assist teachers to create art as metaphor for individual growth plans as well as school improvement plans. Specifically, the arts-based initiative sought to invite professional conversations that focused on: 1) personal reflections, 2) multiple perspectives, and 3) art making. Findings suggest that when the art teacher and principal work in collaboration, there is real value in an arts-based leadership practice. Also, when led by the art teacher, teacher reflections suggested that as the principal worked alongside the teachers, they felt valued and supported and viewed the principal as authentic and trusting. Additionally, out of the engendered trust, the teachers were emboldened to consider innovative, arts-based approaches to their teaching. Finally, there was evidence that the art teacher was highly effective in introducing innovative leadership practices as teachers. This study is one of several implementation studies emerging from earlier research on arts-based leadership.

The Principals’ Leadership As Academic Supervisor In Elementary School

“…The principal as an academic supervisor has the ability to influence teachers to improve their performance. This is in line with Kelehear's opinion that supervisors with skills such as observation skills, analytical skills, data collection skills, counseling and mentoring skills have a better influence on the success of their clients [26]. And Nazer argued a significant relationship between supervisors practices among supervisors and high attitude as the foundation of professional teachers [27].…”

Causes of stress and strategies for managing stress among German and US principals

“…Finally, this study found time to be the greatest stressor and limitation to implementing stress reducing strategies for principals in both nations. Since a principal's stress has been found to negatively impact the school climate (Kelehear, 2004) and unmanaged stress makes a school prone to dysfunction (Darmody and Smyth, 2016), educational leaders must find ways to provide principals with dedicated time to manage the stress of the job. Education leaders of both countries should consider awarding principals a bonus day for each semester to be used at the principal's discretion.…”

“…School principals have to manage multiple responsibilities and work under incredibly stressful conditions (Combs et al, 2009;Darmody and Smyth, 2016;Klocko and Wells, 2015;Sogunro, 2012). Kelehear (2004) found that to function effectively, principals must manage their own stress. The findings of this study confirm that principals in Germany and the USA are under stress, identifies causes of their stress, and offers strategies that principals may use to manage their stress.…”

“…This suggests that the stress borne by many principals exceeds the threshold for "healthy stress." Perhaps most importantly, a principal's stress can negatively impact the school climate (Kelehear, 2004). Schools become dysfunctional and unhealthy when they regularly function in an atmosphere of unmanaged stress (Darmody and Smyth, 2016;Kelehear, 2004).…”