James Patton & Camille Catlett
Influencing Up, Down, and Sideways
Camille Catlett
FPG Child Development Institute
University of North Carolina
(919) 966-6635
camille.catlett@unc.edu
Think of a famous leader whose
life or work you admire. Write
down one or more descriptive
words you would use to describe
that leader and their work.
Think of a someone who has had
a significant impact on your
personal or professional life –
someone who has helped make
you the person you are today.
Write down one or more
descriptive words you would use
to describe that individual.
The people who make a
difference in our lives – who
provide daily leadership – are
not necessarily the ones with
the most credentials, the most
fame, the loftiest titles, or the
most awards.
the words “leading
from the middle” and
you’ll get over 37
million results.
...




A different way of thinking about collaborative
leadership
Leading as a peer, not a superior
Requires persuasion, technical competence,
relationship skills, and political smarts to get and
keep the coalition together and produce the desired
goal.”
Influencing others to accomplish things that none of
them could accomplish – at all or as well individually.

Leadership is relationship

Leadership is everyone’s business

Leadership development is selfdevelopment
(Modified from Kouzes & Posner, 2003, p. 47)



It’s not about position or fame or fortune.
It’s about working and learning with people whose
experience, education, gender, and professional
affiliation all differ.
In our work with children and families, effective
leaders can touch each and every life through
relationships. By enhancing colleague-colleague,
supervisor-practitioner relationships, practitionerfamily relationships will be enhanced. These
relationships, in turn, strengthen family-child
relationships.
Write down the names of the following:
◦ The 2011 and 2012 Time magazine
Persons of the Year
◦ The 2011 and 2012 Academy Award
winners for best picture
(Modified from Kouzes & Posner, 2003)
Persons of the Year
2011 The Protester
2012 Barack Obama
Academy Award winners for best picture
2011 The Artist
2012 Argo
Write down the following:
◦ a teacher or coach who encouraged you in
school
◦ friends who helped you through a difficult
time
◦ a person who has taught you something
worthwhile
(Modified from Kouzes & Posner, 2003)





Take the time to read each other’s cues and adjust their
own behavior in supportive ways
Demonstrate mutual respect in the way they share
observations, raise questions, participate and reveal their
professional selves
Reinforce and support both collective and individual needs
and priorities
Remain resilient in periods of stress
Repair breakdowns when they occur

Leadership is collaborative.

You don’t have to be in a position of power or
prestige to be an effective leader or change agent.
Anyone can make a difference.
Research underscores that
“cooperative learning promotes
higher individual achievement than
do competitive approaches or
individualistic ones.”
(Johnson, Johnson, & Smith, 1998, p. 31)
See diversity as an asset, not a problem
 Appreciate that nobody can see a problem
from all perspectives
 Ask who else’s perspective would help to
understand this issue?
 Understand that people support what they
create

◦ Engage everyone in development
◦ Acknowledge everyone’s efforts


A leader’s
primary
instrument is
him or herself.
To develop
others, we have
to develop
ourselves.
 What
are qualities you bring to your
work as a leader in higher education?
 What
capabilities would you like to
grow in order to be even more effective
in your roles as a leader and advocate?
CONNECT
The Center to Mobilize Early Childhood Knowledge
http://connect.fpg.unc.edu/
National Center
on Cultural and
Linguistic
Responsiveness
National Center on Quality
Teaching and Learning
Expansions
Thick and Thin
Conversations
Asking
Questions
Engaging
Children in
Conversations
Collecting
and using
work samples
Expansions
Engaging
Children in
Conversations
Fostering
Children’s
Thinking
Skills
Zoning:
Staffing to
Maximize
Learning
Asking
questions
http://nichcy.org/
Early childhood inclusion embodies the values, policies, and
practices that support the right of every infant and young
child and his or her family, regardless of ability, to
participate in a broad range of activities and contexts as full
members of families, communities, and society. The desired
results of inclusive experiences for children with and
without disabilities and their families include a sense of
belonging and membership, positive social relationships
and friendships, and development and learning to reach
their full potential. The defining features of inclusion that
can be used to identify high quality early childhood
programs and services are access, participation, and
supports.
A sampling of evidence and resources, related
to each feature, to support your learning and
professional development needs
Find them online at
http://npdci.fpg.unc.edu/resources/qualityinclusive-practices-resources-and-landingpads
NPDCI
NPDCI
SCRIPT-NC
Supporting Change and Reform in Preservice Teaching in North Carolina
Landing
Pads
http://scriptnc.fpg.unc.edu/resource-search
EDU 144
Landing
Pad
Supporting Young Children who are Dual
Language Learners with
or at-risk for Disabilities
YEC Monograph 14 considers contemporary perspectives about
strategies to support young children who are dual language
learners served in inclusively early childhood settings.
Information included in this monograph will be immediately
useful for practitioners and families and will demonstrate the
value of thoughtfully and systematically approaching assessment,
interventions, and services for the benefit of children who are
dual language learners and their families.
Family Engagement
Helps Children to
Succeed
• Higher preschool
performance and
promotion to next grade
• More positive
engagement with peers,
adults, and learning
• Buffers negative impact
of poverty on academic
and behavioral outcomes
(Harvard Family Research Project, 2006; Izzo, Weissberg,
Kasprow, & Fendrich, 1999; Mantizicoupoulos, 2003;
McWayne, Hampton, Fantuzzo, Cohen, & Sekino, 2004)