Leadership in perspective: global/ system/ school/ self - Frank Crowther -

1. Leadership in perspective: global/ system/ school/ self - Frank Crowther -

2. Exploring Lofty Aspirations Pedagogical deepening Searching for schoolwide coherence Embedding successes Sharing Insights Committing to professional revitalization THE SIX DYNAMICS OF CAPACITY BUILDING

3. Julia Gillard… Says that a national curriculum is a fait accompli …is inspired by the New York model of “rewards for improvement in students every year” Says that Performance Pay systems will reward “lead teachers” Says that NAPLAN has dual purposes – diagnostic & comparative

4. Julia Gillard (February, 2010): Lead teachers will... 2. Mentor colleagues, in own school and externally 1. Demonstrate high pedagogical standards 3. Enhance the quality of the school environment 4. Facilitate effective schoolwide improvement processes

5. Social commentator Hugh Mackay… Teachers report that this is the most intrusive generation of parents ever – extraordinarily anxious about their children and demanding of schools. The next decade will see one of the most rebellious generations of teenagers ever.

6. Our special leadership role in a complex world “Teaching is a profession of hope….. Inspirational teachers are motivated by their dreams of a better world”. Terry Wrigley, Schools of Hope, 2003, p.1.

7. The “Big Four” Leadership Approaches • Strategic • Transformational • Advocacy (Educative) • Organisationwide

8. Which style is you? • Strategic • Transformational • Advocacy (Educative) • Organisationwide

10. Caldwell and Spinks “The principal must be able to develop and implement a cyclical process of goal-setting, need identification, priority setting, policy making, planning, budgeting, implementing and evaluating in a manner which provides for the appropriate involvement of staff and community, including parents and students as relevant”.

11. Strategic leaders are… • results-driven; • born organisers; • objective decision-makers; • calm and methodical.

12. Is this you? • Strategic – a born organiser, a meticulous planner, a QA believer, an objective decision-maker, driven to succeed “ The buck stops here” (Harry Truman) “ I did it my way” • Transformational • Advocacy (Educative) • Organisationwide

13. Transformational leaders are… • inspirational; • egotistical; • charismatic; • clear communicators.

14. Ken Leithwood The first function of educational leadership is that of establishing a shared vision fostering the acceptance of group goals. Principals must themselves be visionaries who can inspire others to go beyond what they would otherwise do.

15. Or is this you? • Strategic • Transformational leaders are…. dreamers; egotistical;charismatic; inspirational; image conscious; adrenalin- driven; emotional. “I have a dream…” ( Martin Luther King) “ To dream the impossible dream” • Advocacy • Democratic

16. Advocacy leaders are…. • accepting of people as they are; • agitated by unfairness; • motivated by a deep sense of justice; • most attracted to “roll up your sleeves and get involved” projects.

17. John Macbeath “Leadership is subversive. It is intellectual, moral and political…. It cannot accept children being shortchanged whether by government policies, by teachers unaccountable for their actions, or by young people who settle for the mediocre.”

18. Or is this you? • Strategic • Transformational • Advocacy leaders are … motivated by a deep sense of justice; agitated by unfairness; accepting of people as they are; most interested in “roll up your sleeves and do it” work. “I am agitated by the injustice around me” As a mother comforts her child, so I will comfort you. --Isaiah 66:13 “The song of angry men” • Organisationwide

19. Pounder, Ogawa and Bossert “The total amount of leadership found in schools will have a positive relationship to their performance. It suggests that all members of schools - including principals, teachers, staff members, and parents - can lead”.

20. Organisationwide leaders emphasise… • collective responsibility; • processes, not people or personalities; • Shared understanding and agreement; • 1+1 =3.

21. Or is this you? • Strategic • Transformational • Advocacy Organisationwide leaders emphasise…. collective responsibility; processes, not people; consensus decisions. 1+1 =3 “We’re all in it together” “The wind beneath my wings”

23. Capacity-buildingC-B is a school development process co-led by principals and teacher leaders to create enhanced school outcomes and ensure the sustainability of those outcomes into the future.

24. A cosmic guide to C-B

25. Committing to action Micro pedagogy Organisational Invoking diagnosis reaction Seeking Cementing new heights successes

26. IDEAS “School outcomes” have five components • Student achievement and engagement • Student attitudes • Teacher morale and satisfaction • Parent support and satisfaction • An embedded school improvement process

27. ---------------- ___________ Enhanced pedagogical practice ----------------- __________ Heightened professional trust and schoolwide responsibility Explaining “success” in Victoria’s IDEAS Project schools, 2004-2008 – A QUICK ANSWER --------------- ______________ Improved student engagement and learning

28. IDEAS in Victoria, 2004-8 • Strong professional trust and shared leadership (2 years) • Heightened pedagogical practice (2+ years) • Enhanced student engagement (3 years) • Improved student achievement (4 years)

29. Committing to action – The first cosmic dynamic

30. one or more school leaders made a commitment in September, 2004 to do something radically different ! In all 22 Victorian IDEAS Project schools, regardless of their circumstances,

31. IDEAS Principles of Engagement Principle 1: Teachers are the key!Principle 2: Professional learning is key to professional revitalisationPrinciple 3: No blame!Principle 4: Success breeds success!Principle 5: Alignment of school processes is a collective school responsibility

32. Key Committing actions • Identifying a significant school need • Feeling a deep emotional response (agitation! despair! outrage!) • Seeking out suitable school improvement approaches • Ensuring resource availability • Gaining schoolwide endorsement for a focused longrange project • Clarifying distributed leadership functions

33. Organisational diagnosis - The second cosmic dynamic

34. A “coherent” school staff can be likened to an orchestra. “An institution is like a tune; it is not constituted by individual sounds but by the relations between them.” Peter Drucker

36. Key Coherence actions • Administering surveys • Interpreting survey data • Co-ordinating the school’s self-report card • Analysing alignment issues • Endorsing exploratory teacher leader roles

37. Seeking new heights The third cosmic dynamic

38. A SCHOOL WITH ALTITUDE Our pedagogical philosophy and principles We aim high And then, one step at a time, at our own pace, We climb together Using modern technologies and our trust in each other - Until we reach the top And can see forever.

39. Schoolwide pedagogy A schoolwide pedagogy (SWP) is an agreed set of pedagogical principles that reflect the distinctive qualities of a school community and that have been developed by the professional community of the school.

40. From the Castle to the Network… How we learn (a Janus look) Looking Ahead What might this idea look like in the future? How might it make our world a better place? Looking back Where did this idea come from? How has it changed over time? Looking Around What does this idea mean in my life? How is it used around the world?

41. MAZZARINO HIGH SCHOOL “From the castle… …to the network”

42. Key Aspiring actions • Clarifying school and community values • Creative analysis of potential visions • Deciding on a vision statement - principal • Teasing the vision out in teachers’ work • Shaping a schoolwide pedagogical framework – teacher leaders • Exploring leadership processes and concepts

43. Micro pedagogy - – The fourth cosmic dynamic

44. Pedagogical deepening Taking the SWP principles and developing a schoolwide capacity to use them to full advantage.

45. Key Deepening actions • Inviting staff analysis of P.P. Practices • Preparing creative workshop activities • Trialling SWP in subjects and year levels • Facilitating staff critique of SWP in action • Integrating SWP with systemic priorities • Locating SWP in AP contexts • Assessing SWP in relation to NAPLAN and other student outcomes • Conceptualising personal leader style and pedagogical gift.

46. Deepening the co-operative learning principleat St James’ School • The St James’ definition: “Learning from other people while helping other people learn!” Our educational justification: • It is Y Gen’s preferred learning approach • It breaks down antisocial behaviour • It is basic to 21st century science research: 1+1= 3 Our core strategies: • Listening with mirrors • Mentors and mentees • Skilful discussion

47. Invoking reaction The fifth cosmic dynamic

48. Sharing & Refining actions • Establishing schoolwide accountability systems • Preparing external brochures, publicity • Re-administering surveys • Sharing project results in clusters • Creating a school metaphor for leadership

49. MFN outcomes, 2004-8 • Student well-being went from 1st to 4th quartile (on State staff and student surveys) • Teacher morale went from below State average to above State average • Parent satisfaction went from below State average to above State average • Significant upward trends in all Literacy areas

50. THREE YEARS ON... Where are we ?