Understanding Effective Leadership Development John West-Burnham

1. Understanding Effective Leadership Development John West-Burnham

2. Components of Effective Leadership • Strategic direction and ethos • Teaching and learning • Developing and managing people • Networking and collaboration • Operational matters • Accountability (PricewaterhouseCooper 2007)

3. Why leadership? • As far as we are aware, there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. • Total leadership accounted for a quite significant 27 per cent of the variation in student achievement across the school. This is a much higher proportion of explained (two to three times higher) than is typically reported in studies of individual headteacher effects. (Leithwood 2007)

4. Barriers to Effective Leadership • Operational dominates strategic • Problems with holding to account and developing • Difficulty in modifying/changing behaviours PricewaterhouseCooper (2007)

5. Developing Leadership Authority derived from: • Status and position • Knowledge and experience • Relationships and qualities.

6. Outcomes of leadership development programmes • Social interaction • Access to information • Motivation – inspiration • Skills development • Behavioural – attitudinal change • Building confidence • Personal growth

7. Impact of Learning Strategies Training components and combinations Impact on job performance Knowledge Skill Transfer Theory Low Low Nil Theory and demonstration Medium Medium Nil Theory, demonstration and Practice High Medium Nil Theory, demonstration, practice and feedback High Medium Low Theory, demonstration, Practice, feedback and Coaching High High High Joyce and Showers

8. Development Methods and Impact on Pupil Performance • Theory, demonstration and practice have negligible impact on performance. • The addition of feedback moves the mean of pupil attainment to the 66th percentile. (0.39 effect size) • The addition of coaching moves the mean to the 95th percentile. (1.7 effect size) (Joyce – Student Achievement Through Staff Development)

9. Relating theory and Practice Experience Knowledge Creation Practice Training Academic Theory West-Burnham 2005

10. Non-directive Development Strategies Mentoring Action Learning Facilitation Teaching Training Directive Generic Personal West-Burnham

11. Leadership Learning (1) Shallow Deep Profound • Means Memorisation Reflection Intuition • Outcomes Information Knowledge Wisdom • Evidence Replication Understanding Meaning • Motivation Extrinsic Intrinsic Moral (West-Burnham 2005)

12. Leadership Learning (2) • Challenge • Cognitive development • Social interaction • Theory <> practice • Context based • Review and reflection

13. Effective Leadership Development • Shared language • Explicit criteria • Non-chronological • Personalized • Cumulative • Outcomes focused

14. Principles • Leadership as collective capacity • Process not event • ‘Predict and Prevent’ not ‘Find and Fix’ • Targeted