Augusta University
Zach Kelehear, EdD
Vice Provost, Instruction & Innovation
- Augusta GA UNITED STATES
An educator with more than 25 years of experience, Dr. Zach Kelehear is a thought-leader on organizational change.
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Biography
For more than 25 years, Kelehear has been engaged in public education. He has served as a college administrator, professor, a personnel director, staff development director, and a teacher in high school and middle school.
Kelehear has written articles and books that investigate ideas around artful leadership practice in public schools and business. Among his books on leadership are The Art of Leadership: A Choreography of Human Understanding, Instructional leadership as Art: Connecting ISLLC and Aesthetic Inspiration & Leading without Being Stung: The Instructional Leader Meets the Apiarist all of which were published by Rowman and Littlefield.
Kelehear continues to be engaged in professional organizations and publications. He has been President of the Council of Professors of Instructional Supervision, Chair of both the Arts and Learning SIG and Supervision and Instructional Leadership SIGs at AERA. Along with his peer reviewed work, Kelehear has published in the Journal of Staff Development, American School Board Journal, The School Administrator, Principal Leadership, Principal, and others. He also serves as editor and/or reviewer for four journals and publications.
Kelehear enjoys outdoor activities and tending to his beehives. A native of north Georgia, he also was a college athlete at Furman University where he played football while completing a double major in Latin and History.
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Media Appearances
Richmond pupils head back to school
Augusta Chronicle
2016-08-02
Sheahan served as a paparazzi, taking photos as kids walked to the gymnasium. Also cheering students along the red carpet were Augusta University Dean Zach Kelehear and Associate Dean Judi Wilson. “We don’t necessarily know where a student comes from before they get on the bus each morning,” Kelehear said. “We don’t know where they’re going when they leave this afternoon. But while they’re at school, it’s our job to inspire. It’s our job to motivate these children and help put a smile on their face. Everyone can be a positive influence.”...
Articles
Leading without Being Stung: The Instructional Leader Meets the Apiarist
Rowman & Littlefield2013-12-01
Leading without Being Stung offers practitioners a repertoire of eight, research-supported strategies for affecting teaching performance.
Pass the Crayons: Leadership, Art Production, and Communities of Practice
International Journal of Education Policy and Leadership2010 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 ...
Instructional Supervision as Dialogue: Utilizing the Conversation of Art to Promote the Art of Communication
Current Issues in Education2010 The degree to which instructional supervisors encourage reflection by teachers is in large part a function of both the supervisor's and teacher's use of the art of conversation. The author juxtaposes the Concern Based Adoption Model theory for innovation with the Feldman Method for art criticism to support reflection as aesthetic. Reflection that is grounded in an arts-based methodology may embrace both the technical and aesthetic dimensions of teaching and supervision. The author concludes that utilizing the language ...
Instructional leadership, connoisseurship and critique: using an arts‐based approach to extend conversations about teaching
International Journal of Leadership in Education2008 Recent teacher effectiveness research supports the notion that students learn best from teachers who can be characterized as managing both the craft and the artistic dimensions of learning. Additionally, there is a body of research that has examined possible strategies instructional leaders might use to support the development of the craft dimension. It is less clear, however, in what ways leaders might address the artistic dimensions of the classroom performance when working with teachers. Rooted in a theory of qualitative inquiry, the ...
Arts-Based Instructional Leadership: Crafting a Supervisory Practice that Supports the Art of Teaching
International Journal of Education Policy and Leadership2008 If teaching at its best is an art (Davis, 2005; Sarason, 1999; Grumet, 1993; Eisner, 1985; Barone, 1983; Greene, 1971; Smith 1971), then instructional leadership of teaching, done best, must also be based in art (Behar-Horenstein, 2004; Klein, 1999; Eisner, 1983 & 1998a; Blumberg, 1989; Barone, 1998). The author examines possible applications of an arts-based approach to instructional leadership (Blumberg, 1989; Pajak, 2003; Barone, 1998). Building on the research base regarding instructional leadership as art form, the author combines the Feldman Method (Feldman, 1995) of critique, Eisner’s (1998) notion of connoisseurship and Ragans’ (2005) articulation of the elements of art and the principles of design to construct a practice that captures both the technical craft of teaching and the aesthetic dimensions evident in artistic pedagogy (Eisner, 1983; Sarason, 1999). Preliminary results of an ongoing implementation study are presented.
