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This paper explores the literature on teacher leadership and servant leadership; identifying connections and similarities between the two. Using the ten characteristics of servant leaders developed by Spears (2010), the characteristics and behaviours of teacher leaders and servant leaders are compared. Through this exploration a number of implications are reviewed, which in turn lead to recommendations going forward. These include how servant leadership can strengthen and inform teacher leadership by its inclusion in teacher leadership educational programs thus pointing to the possibility of a synergistic partnership.

Once a person assumes the mantle of teacher, one becomes a leader, first, in the classroom and then in the school (Crippen, 2005). With this position comes a delicate power and responsibility to the moral imperative. As such, this issue is critical as a component of teacher preparation programs. Goodlad (2004) sounds the alarm that our teacher preparation programs are remiss in responding to the need for moral literacy in our schools. The following paper will introduce the philosophy of servant-leadership, a moral way of serving, as defined by Robert K. Greenleaf (1970/1991) and will respond to Goodlad's call with possibilities for preservice teachers that help them examine and define their role in contributing to the common good through servant-leadership.

Today there has been a shift in the organizational structure in our schools (Murphy and Seashore Louis, 1999). These include educational leadership shifts in roles, relationships, and responsibilities; the alteration of traditional patterns of relationships; and the fact that authority tends to be less hierarchical. Senge (1990) believes systems that change require a variety of leadership types at different times in organizational development. As schools move toward democratization, it appears that servant-leadership may be one such vehicle for possible systems change, within educational organizations. Servant-leadership is not a panacea. It is a transformational, democratic form of leadership that requires time to implement and to provide abundant opportunities to involve all members of the learning community. The following paper will present the theoretical framework of servant-leadership, a concept identified by Robert K. Greenleaf in his seminal work, "The Servant as Leader" (1970/1991), and link servant-leadership to current literature on democratic schools. The paper will conclude with suggestions for the sustainable development of servant-leadership in the educational milieu. (Contains 37 resources.)

An examination of the organizational culture of the Vancouver Canucks of the NHL provides exemplars for all learning institutions. A culture connected directly to a servant-leader philosophy was identified through a cumulative qualitative case study of key personnel within the organization. Data included transcribed interviews, archival research, and personal observations over a 7 year period (Jan. 2009-Feb. 2016) plus thematic analysis. Particular attention was focused on elite athletes Henrik and Daniel Sedin. In the context of a highly competitive major hockey league, the culture of the Vancouver Canucks emphasizes consistent commitment to service within and outside the formal organization. This identified culture provides examples of valuable approaches for leadership in educational and sport environments.

This qualitative research manuscript details a biographical study, which documents the life story of one female teacher, Sylvia May Peiluck, of Gimli, Manitoba, an educator of 45 years. Her Icelandic heritage and her commitment to teach the children of Manitoba created a strong bond, a nexus. What educational changes did she witness during her lifetime and teaching career? How were her Icelandic cultural roots manifested in her life story? How has her involvement in education and her Icelandic heritage been maintained? What will be her legacy? These four questions are addressed within the context of Peiluck's Icelandic tradition and her long teaching vocation in Manitoba, particularly in the New Iceland area.

Much has been written about leadership in schools, but little mention has been made of followership. The article provides an awareness and foundation for future discussions about school followership. In 1992, Robert Kelly wrote "The Power of Followership," which explains and analyses the world of followers and their relationship to leaders. Kelly's framework provides the groundwork for this article and the important authentic leader-follower relationships that drives the life of a school, with particular attention to the teacher. We move back and forth along this leadership and followership continuum during our lives. Research questions include: Why do people choose to follow? Are there different types of followers? How can the leadership-followership relationship be nurtured in a school? The development of relationships that contribute to leadership-followership will be examined through the application of practical in-school activities with students and staff. Recent teacher feedback from over 400 Canadian teachers suggests that an effective school has established a balanced authentic leadership-followership dynamic that provides opportunities for all members of the school community, regardless of role, to participate.

The role of the school superintendent is complex and challenging. The type of leadership exemplified by school superintendents is crucial to their ability to respond appropriately and adequately to growing diversity issues and economic, social and community influences. Because individuals learn from the styles and/or characteristics of others whom they would like to emulate, this localized qualitative study asked superintendents to elaborate on the nature and characteristics of the people who have most influenced their leadership style. Who were these mentors? What specific characteristics were identified in the mentors? In what ways are these characteristics evident in superintendents' own leadership styles? A critical lens of servant-leadership was used to analyze the information gathered from Manitoba superintendents. (Contains 4 tables.)

Thirty-seven superintendents lead public school divisions in the Province of Manitoba; their role is to implement the policies set out by the Board of Trustees. In a period of rapid educational change and growth in Manitoba, superintendents are increasingly concerned with rural/urban issues; the fallout from recent school division amalgamations; and local/global educational perspectives. The leadership style demonstrated by superintendents is crucial to their ability to respond appropriately and adequately to growing issues of cultural, economic, social, and community influences. This article describes a study of Manitoba superintendents and their perspectives on their leadership style. Their narratives are analyzed through the lens of servant-leadership as defined by Robert K. Greenleaf and an inventory of 10 related characteristics: listening, empathy, healing, awareness, persuasion, foresight, conceptualization, stewardship, commitment to the growth of people, and building community. It appears that this small sample of superintendents regard awareness, foresight, conceptualization, commitment to the growth of others, and building community as priorities in their leadership modus operandi.

Using a blend of social constructionism, critical feminism, and dialogue theory, the discourse of nine Manitoba superintendents is examined to determine if it illustrates particular gendered assumptions regarding superintendents' leadership style. Qualitative inquiry and analysis methods were utilized to identify emerging themes, or topics of talk. Six topics of talk emerged in the discourse regarding leadership style. Since "talk is a form of social action worthy of study in itself" (Chase, 1995, p. 25), each of these topics was analyzed to illustrate how men and women in the superintendency in Manitoba negotiate a gendered social action when they talk about leadership.

The concept of inclusive education is common to the Canadian educational system and involves service to the students. According to Young and Levin, "The provision of appropriate education to meet the needs of each student is increasingly accepted as a right in Canadian education." Bloom, Perlmutter and Burnell define inclusion as "a philosophy that brings diverse students, families, educators, and community members together to create schools and other social institutions based on acceptance, belonging, and community." This suggests that all children, regardless of their ability level or special needs, could be included and accommodated in the regular school classroom. Teacher training and an understanding of exceptional learners are critical. Strategies for differentiation are also necessary to meet the needs of individual learners. The concept of servant-leadership, as introduced by Robert Greenleaf, may provide the seeds for developing effective, supportive, learning environments for all learners. This particular modus operandi is first introduced to special education resource teachers, classroom teachers, teacher assistants, and school administrators in Manitoba as part of a university course in education called "Strategies for Organizing Inclusive Classrooms and Schools." The course examined the organization and implementation of school-wide support for access, learning, socialization, behavior, family liaison, clinical engagement, and community services. These learning objectives, along with the definition of inclusion and the description of a servant-leader, forms the basis of the author's argument that the servant leadership philosophy provides a solid basis for inclusive education. (Contains 19 endnotes.)

Leadership was characterized as patriarchal and hierarchical during the 19th and early 20th centuries. Pioneer women were often not credited with leadership qualities although many, including school teachers, journalists, suffragettes, healthcare workers, and social activists played an important role in the development of Manitoba communities. This study hypothesized that women were engaged in unrecognized leadership strategies within that contemporary culture. This research explored whether three particular Manitoba pioneer women, Margaret Scott (1855-1931), Margret Benedictsson (1866-1956), and Jessie McDermott (1870-1950), did, in fact, practice a form of leadership. This leadership form was identified as servant-leadership and defined by Robert K. Greenleaf (1904-1990) in his seminal work, "Servant as Leader" (1970/1991b). Areas of investigation included leadership theory; Manitoba history, and the role of women during the time period that was common to their lives, 1870-1930. Qualitative historical analysis methodology was used to examine the lives of the three women. Various primary sources (archival papers, autobiographies, newspapers, letters, historical photographs, and committee minutes) and secondary sources (texts related to Manitoba history, journal articles, and servant-leadership theory) were utilized. Data enabled the construction of biographical profiles of the lives of the three women. It was not the intent of the author to rewrite their histories, but rather to analyze their lives and related materials for evidence of the 10 characteristics (or their proxies) of servant-leadership: listening, empathy, healing, awareness, persuasion, conceptualization, foresight, commitment to the growth of people, stewardship, and building community. (Contains 1 table.)

The 12 components or features outlined within this article create a broad safety net for new principals and relates directly to the model of school leadership described by Thomas Sergiovanni. Sergiovanni speaks about three components of leadership in school leaders: the educational leader's "heart" (emotions), "head" (thoughts), and "hand" (behaviour). Each of the ten components link to the triad of head, heart, and hand. They are an ongoing, all-encompassing series of strategies that instill a sense of system inclusivity, self-confidence; and that strengthen administrative skills, broaden the educational knowledge base, provide opportunities for networking and self reflection and dialogue. It encourages the establishment of a strong educational foundation and a system to track one's growth through the portfolio and reflective writing. It reminds the novice of the importance of the school community: staff, student and parents, and the future possibilities that can be reached through effective leadership and collaboration.

This paper briefly details the introduction of the concept of servant-leadership to Manitoba's educational community. The concept of servant-leadership is explained and the 10 characteristics related to this form of leadership are described. Each of the educational stakeholders is identified and the particular approach taken for the concept's introduction and development is examined in each circumstance. Reference is also made to future directions for servant-leadership as a paradigm for educational leadership and management in Manitoba. Last, recommendations are suggested to promote awareness, integration and development of the concept in the academy and other education forums.

In this article, the authors describe the history of women in higher education in Manitoba. The historical perspective chronicles the path of women from 1825-2000. The momentum established by these women pioneers in their quest for higher education, according to the authors, must be maintained for present female students and women in academia because educational opportunity provides hope for their future. (Contains 14 endnotes.)

This article describes how a ministry of education in Canada is responding to new developments in educational thinking related to 21st century learning and teaching. The authors identify challenges with [...]

The pioneer women of Manitoba hold an important place in Canadian history. No record of our country's past will be of greater interest or more inspiring than the record of [...]

Many books have been written about various leadership characteristics, styles, outcomes, and purposes in schools. Much less has been written about followership. But, in order to have leaders, we must have followers. Understanding the leadership-followership dynamic in the school may promote inclusivity, transparent interaction, and authenticity for all members of the school community. Such clarity helps to develop trust and loyalty. Robert Kelly describes seven follower paths that help us understand the role each member of the school team plays in the leadership-followership relationship: apprentice, disciple, mentee, comrade, loyalist, dreamer, and lifeway. With the move toward democratization in our schools and the use of school teams to develop policy, curriculum, school plans, and school celebrations, the relationship between team leaders and followers has become critical in achieving planned goals and outcomes. (Contains 10 endnotes.)

The article discusses servant leadership philosophy of Mary Parker Follett. It mentions Follett born in 1868 in Quincy, Massachusetts, enrolled in Radcliffe College: the women s branch of Harvard University, and published her third book, "Creative Experience" focusing on process and interaction in 1924. It also mentions applicability of servant leadership characteristics in a for-profit setting, i.e., in a proprietary institution of higher education.

Much has been written about leadership in schools, but little mention has been made of followership. The article provides an awareness and foundation for future discussions about school followership. In 1992, Robert Kelly wrote The Power of Followership, which explains and analyses the world of followers and their relationship to leaders. Kelly’s framework provides the groundwork for this article and the important authentic leader−follower relationships that drives the life of a school, with particular attention to the teacher. We move back and forth along this leadership and followership continuum during our lives. Research questions include: Why do people choose to follow? Are there different types of followers? How can the leadership−followership relationship be nurtured in a school? The development of relationships that contribute to leadership−followership will be examined through the application of practical in-school activities with students and staff. Recent teacher feedback from over 400 Canadian teachers suggests that an effective school has established a balanced authentic leadership−followership dynamic that provides opportunities for all members of the school community, regardless of role, to participate. [ABSTRACT FROM AUTHOR]

This colloquium will discuss the concept of servant-leadership and the ten related characteristics as described by Robert K. Greeneaf in his seimnal work, ‘The Servant as Leader’, and illustrate their application to the educational environment with concrete examples. This session will be interactive and relevant to all those involved in educational institutions, regardless of role. [ABSTRACT FROM AUTHOR]

The article discusses the concept of servant-leadership to Manitoba's educational community. In servant-leadership concept, each of the educational stakeholders is identified and the particular approach taken for the concept's introduction and development is examined in each circumstance. The paradoxical term servant-leadership is inclusive of personal service to society regardless of position. This premise of a leadership-service combination was in direct opposition to the hierarchical model of leadership.

The article reviews the DVD release of the short film "Adrenaline Bach," directed by Marten Berkman.

Objective: To test the null hypothesis that there is no significant difference between 3 methods of sheath removal: manual compression, mechanical compression with the Compressar, and mechanical compression with the Femostop., Methods: The research design was experimental. Ninety patients were randomly assigned using a random-numbers table to undergo one of 3 methods of sheath removal. The principal investigator (L.M.B.) requested the patients' consent to undergo randomization of the sheath removal. Post procedure, each patient was told which method of sheath removal he or she would undergo based on results of the random-numbers table assignment., Results: There were no significant differences between the groups with regard to age, body mass index, sheath size, heparin utilization, antiplatelet agents, or use of IIb-IIIa inhibitors. The complications between the methodologies for sheath removal were statistically significant. Patients who underwent manual sheath removal had fewer complications compared with those who underwent sheath removal using the Compressar or Femostop (chi2 P = .04). When complications were compared with the other parameters, only the presence of postprocedure heparin infusion (chi2 P = .014) and ACT values (Student t test P = .044) proved to be statistically significant., Conclusions: Based on the results of this study, staff in the study setting are currently exploring manual sheath removal as the preferred practice. Randomized controlled studies with larger sample populations at multicenter research sites are needed to ensure generalizability of results to larger populations. When using manual pressure application in conjunction with closure pad devices, hold times can be decreased, thus resulting in cost savings through decreased equipment use, earlier discharge times, and improved bed utilization.