A profound seminar talk entitled “Stepping Closer into Educational Leadership in the Context of Teaching and Learning Transformation” was delivered by Dr. Jinyan Bai, consultant of the Center for Teaching and Learning Development to explore insights working as catalysts to provoke the possibilities of teachers and students transforming on December 22nd.
The session shed light on the multifaceted nature of the educational leadership, dissecting its core attributes and critically examining the dynamics of power relationships and the various sources of power within educational settings. It further categorized leadership into three primary types, each distinct in approach and impact.The talk first introduced the following scenarios of educational leadership applied as aligning students to be aware of the goals of educational transformation, facilitating students to apply new learning skills, enhancing students' sense of learning acquisition, and driving students to make progress in learning.
Jinyan Bai commenced the discussion by dissecting the fundamental aspects of educational leadership, such as establishing unified goals, encouraging followers to venture beyond their comfort zones, and inspiring them to willingly expand these boundaries. The discussion then transitioned into an in-depth examination of educational leadership's main attributes, before pivoting to explore the intricacies of power relationships. One of the session's highlights was the exploration of organizational and personal power. Jinyan Bai introduced these concepts to foster a deeper understanding of five major power sources, offering a dual perspective analysis of power dynamics from both the leader's and the follower's viewpoints.
The presentation incorporated a case study of hybrid teaching and learning, as exemplified by a Stanford University faculty member, to explore three distinct forms of leadership: attempted leadership, successful leadership, and effective leadership. This analytical approach enabled the audience to comprehensively discern the nuances of educational leadership from multiple perspectives.
The session further engaged in interactive segments, wherein attendees introspectively shared their personal encounters and obstacles, cultivating a dynamic discourse among the participants. Robust discussions emerged, focusing on topics such as the methods leaders utilize to inspire their followers, and the ways in which educational leadership can bolster students with science backgrounds who are engaged in research-driven endeavors. Dr. Bai adeptly navigated these inquiries, providing thoughtful guidance and fostering a reciprocal exchange of insights and recommendations.
The forum was not merely a dialogue but also strive to empower attendees at the intersection of teaching and learning. It aimed to facilitate progress by guiding educators in aligning their students with the learning objectives being promoted. This endeavor involved actively engaging students and augmenting their awareness of the learning goals, thereby significantly enhancing their sense of educational attainment and knowledge acquisition.
Reported by Jinyan Bai, Suyun Xu
Proofread by Wenting Xing
Photographed by Lei Pang
Reviewed by Yihong Qiu