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Inviting Leadership from a Belfast Bedroom

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Inviting Leadership from a Belfast Bedroom Inviting Leadership From a Belfast Bedroom: Invitational Theory in Contemporary Schools Brendan Byrne Browne, B.A.H, B.Ed, M.Ed Department of Graduate and Undergraduate Studies in Education Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Faculty of Education, Brock University St. Catharines, Ontario © Brendan Byrne Browne 2013 Abstract Educational leadership is challenging, complex, and vitally important to student success. Despite the publication of theories, books, and research on school leadership, a perception of a chasm between theory and practice exists. However, the intentional consideration and implementation of theory can make an enormous impact on practice. This is revealed in this dissertation through the exploration of invitational leadership theory through an autoethnographic study of my leadership journey, as well as the intentionally inviting leadership of Billy Tate, a veteran school principal in Belfast, Northern Ireland. This dissertation uses an amalgamated methodology of interview and observational research embedded within an autoethnography to intimately explore invitational theory in practice through the lens of a new school principal in Southern Ontario and a veteran principal in Belfast. This study provides an intimate understanding of the impact and applicability of invitational educational leadership theory in two unique educational, political, and social contexts and draws conclusions from the consideration of and reflection upon my leadership and Billy Tate’s. This dissertation reveals invitational leadership as a theory of practice that has significantly influenced two very different school leaders and posits that invitational theory is a theory of practice worthy of consideration by educational leaders from around the world. iii Acknowledgments I could not have completed this dissertation without the support, guidance, wisdom, sound advice, solid judgment, encouragement, persistence, and generosity of my wonderfully inviting supervisor and mentor Dr. John Novak. Thank you, John. I am so appreciative of the dedication, inspiration, and critical support provided by committee members Dr. Denise Armstrong from Brock University and Dr. Andrew Allen from the University of Windsor. I am grateful for my brilliant and supportive colleagues in the Joint PhD program, as well as Dr. Susan Tilley, Dr. Susan Drake, Dr. David Hutchinson, and Dr. Renee Kuchapski, Dr. Vera Woloshyn, Wanda Burger, Lynne Duhaime, Janet Pollock, and Betty Chambers from Brock University. I was also fortunate to have learned from Dr. Lisa Korteweg from Lakehead University, and Dr. Allison McInnis from the University of Windsor. I am so humbled to have had the opportunity to work with William “Billy” Tate in Northern Ireland and grateful for his willingness to generously share his spirit and passion for education. I am forever indebted to the Tate family in Co. Down, Northern Ireland, and the staff, students, and parents of East Belfast Primary School in Belfast Northern Ireland. I gratefully acknowledge the wonderful staff, students, and parents of my former school in Southern Ontario, who supported and encouraged my academic pursuits throughout my tenure as principal. A special thanks to my father and mother Sean and Dymphna Browne, my in-laws Dr. Ivan and Kitty Stewart, my brother and sister in-law Dr. Sean Michael and Shelley Browne, Dr. Peter and Mary Blake in Co. Fermanagh Northern Ireland, and Reverend Samuel and Kate Jones in Co. Derry Northern Ireland. iv My most special acknowledgement of thanks is reserved for my wonderful wife Sarah, and my two amazing daughters Fiona and Orla. I consider myself the most fortunate man in the world to have the love and support of my wonderful family who endured my summers away in residence in St. Catharines and Windsor, as well as multiple academic journeys to Ireland, as well as to England, Victoria B.C., Ottawa, and Hong Kong. I recognize how fortunate I am to have such a brilliant, beautiful, and supportive wife, partner, mother, and best friend in Sarah Stewart-Browne. The decision to undertake this degree was made in partnership with Sarah, and I have felt nothing but support and encouragement every step of the way. I am so proud of our two wonderful daughters, Fiona and Orla Browne, and hope that this work encourages their future pursuit of their own dreams and ambitions. To everyone who has supported me along the way: may this work live up to your collective contributions, hopes, and expectations, and further contribute to educational leadership and the creation of inviting school communities. This dissertation is dedicated in loving memory to William “Billy” Tate. v Table of Contents Page Abstract ...................................................................................................................... ii Acknowledgements .................................................................................................... iii CHAPTER ONE: INTRODUCTION ........................................................................ 1 The Story of the Story ...................................................................................... 4 Invitational Leadership ..................................................................................... 5 The Roadmap.................................................................................................... 22 CHAPTER TWO: REVIEW OF THE LITERATURE ............................................. 26 Traditional Leadership—Setting the Leadership Context ................................ 28 Educational Leadership Theories ..................................................................... 34 Camp 1: The Leader, the Organization, and the Business Model .................... 38 Camp 2: The Leader, the Servant, and the Self ................................................ 49 An Inviting Theory of Practice ......................................................................... 58 Invitational Leadership Theory and the Academy ........................................... 70 Mentorship and Leadership .............................................................................. 81 A Very Short History of an Extremely Small Island ........................................ 90 Literature Review Conclusion .......................................................................... 115 CHAPTER THREE: METHODOLOGY .................................................................. 119 Theoretical Foundations ................................................................................... 124 Autoethnography: Inviting Discourse .............................................................. 134 Interview: Connecting Personally and Professionally ...................................... 140 Observational Research .................................................................................... 145 The Influence of Cultural Identity on the Methodology .................................. 148 Ethical Considerations ...................................................................................... 158 Methodology Conclusion ................................................................................. 165 CHAPTER FOUR: A TALE OF TWO LEADERS .................................................. 167 Wonder ............................................................................................................. 167 Wander ............................................................................................................. 208 Widen ............................................................................................................... 312 CHAPTER FIVE: DISCUSSION, CONCLUSIONS, AND IMPLICATIONS ........ 326 Wonder, Wander, Widen .................................................................................. 327 Discussion......................................................................................................... 330 Implications ...................................................................................................... 353 Conclusion ........................................................................................................ 363 References .................................................................................................................. 366 vi Appendix: Glossary of Terms .................................................................................... 401 vii 1 CHAPTER ONE: INTRODUCTION Educational leadership is challenging, complex and while vitally important to student success, it is often overwhelming to new and existing school leaders. Despite the publication of theories, books, and research on school leadership, a perception of a chasm between theory and practice exists. However, the intentional consideration and implementation of theory can make an enormous impact on practice as revealed by my decision to embrace invitational leadership theory in my practice as a school leader and similarly that of Billy Tate, a veteran school principal in Belfast, Northern Ireland. This study utilizes an amalgamated methodology of interview and observational research embedded within an autoethnography to intimately explore invitational theory in practice through the lens of a new school principal in Southern Ontario and a veteran educational leader in Belfast, Northern Ireland. This dissertation reveals invitational leadership as a theory of practice which has significantly influenced two very different school leaders leading in very
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