The Role of School Leaders’ Human Resources Management (HRM) in Student Achievement

1. The Role of School Leaders’ Human Resources Management (HRM) in Student Achievement 17.09. 2010 Lívia Faragó

2. Aims • To highlight the potential of HRM in school leaders’ hands • To present current developments and initiatives in the field • To present two initiatives that aim at raising learning achievements through HRM. • To introduce a model of HRM for the educational context • To consider how knowledge and understanding from research and the model of HRM can feed into devising a research tool (interview) in my PhD research

3. ‘there is increasing evidence that within each individual school, school leaders can contribute to improved student learning by shaping the conditions and climate in which teaching and learning occur. A large body of research on school effectiveness and improvement from a wide range of countries and school contexts has consistently highlighted the pivotal role of school leadership in making schools more effective”’ (Pont, 2008).

4. Central European Cooperation in Education (CECE)

5. Wallace Founded Project

6. The University of Minnesota The University of Toronto Wallace Foundation

8. Leadership Influences on Student Learning Seashore Lewis, Leithwood et al., 2010

9. Leadership dimensions which have a measurable and significant impact on the effectiveness of learning • Establishing goals and expectations • Strategic resourcing • Planning, coordinating and evaluating teaching and the curriculum • Promoting and participating in teachers’ learning and development • Ensuring an orderly and supportive environment (Robinson, 2007):

11. Key: The quality of teaching

12. International Education Roundtable Singapur, 2009 McKinsey & Company (Barber & Mourshed, 2009)

13. ‘For the part two decades policy reforms have focused on standards and assessment and have not given priority to the central role on human capital: teaching quality and how to cultivate and extend more broadly the expert performance of teachers and principals. The time has come to address these ”people” issue; unless there are talented teachers in every classroom and talented principals in every building, political reform will not be realized. Delay is not acceptable.’ (SMHC, 2009 p 5.)

14. Strategic Management of Human Capital Goal: to improve student achievement dramatically in the 100 largest urban school districts.

15. The Model of SMHC

16. http://www.investorsinpeople.co.uk

17. The Investors in People Framework Plan: Develop strategies to improve performance. Do: Take action to improve performance. Review: Evaluate and improve performance. http://www.investorsinpeople.co.uk/Needs/Framework/Pages/PlanDoReview.aspx

18. Framework Summary Table

22. ‘HARD’ HRM (instrumental) Focus: on the ‘resource side’ Perspective: managerialist, results-oriented Leadership: ‘transactional’, promoting efficiency and high standards Key words: professional accountability, strategic planning, quality, standards, competition, efficiency ‘SOFT’ HRM (developmental/expressive) Focus on the ‘human’ side Perspective: humanistic, person-oriented Leadership: ‘transformational’, value-driven, attention to feelings and beliefs Key words: professional autonomy, motivation, commitment, empowerment, learning, teamwork, morale, efficacy Oldroyd (2005) The two dimensions of HRM Oldroyd’s model

23. Rational model of hard HRM Structures, policies and processes for implementing tasks designed to Get the right people in place to do the job (staffing the organisation) Make sure the job is done well (performance management) Supporting their ability to achieve organisational goals and promotion (development and succession) Efficacymodel of soft HRM Emotionally intelligent, growth-enhancing distributed leadership (self, others, team, organisational culture and learning) Personal efficacy Individual professional efficacy Collegial professional efficacy Models of HRM Oldroyd (2005)

24. PhD researchHRM and the quality of teaching Aim: To explore the relationship between school leaders’ HRM and the achievements of the students based on the the results of the NABC National (Assessment of Basic Competences) Focus: not cause and effect but exploration

25. NABC National Assessment of Basic Competences

26. Hypothesis The quality and processes of school leaders’ HRM at school influence the quality and level of student achievement

27. Sampling 2 groups of schools • 5 high achieving schools • 5 low achieving schools Considering • added value • size of town • size of the school

28. Research methodsData collection and analysis • Qualitative data collection • Analysis of features of HRM (interviews eg..focus-group, individual) observation, • Observations in 10 schools in the sample • Quantitative data collection • NABC (school questionnaires, and school level data of achievement) • OECD TALIS Teaching and Learning International Survey), ISKER, PISA • Questionnaire to school leaders of schools in the towns in the sample (optional)

29. One of the research tools: Interview with the School Leader 7 areas of HRM based on Oldroyd’s model • Strategic planning of HRM • Recruitment of teachers • Induction and mentoring • Evaluation of teachers • Professional development • Communication and co-operation among colleagues • Group dynamics and organisational culture

30. Research tool: Interview with the School Leader 7 areas of HRM based on Oldroyd’s model • Strategic planning of HRM • Recruitment of teachers • Induction and mentoring • Evaluation of teachers • Professional development • Communication and co-operation among colleagues • Group dynamics and organisational culture

31. Evaluation of teachers Sub-hypothesis: • In a school where evaluation is a planned carefully and carried out systematically, student achievement is higher. Questions for the interview • How and by whom is teachers’ performance evaluated in your school? • Do you observe lessons? • How do you choose lessons to be observed? • What type of information have you got during lesson observations this year? • How do you record lesson observations and carry out post-lesson discussions? • What criteria do you use for rewarding teachers in your school? • What system is used to evaluate teachers’ work in your institution?

32. References References: • Hallinger P-R.H.Heck (1998) ‘Exploring the Proncipal’s Contribution to School Effectiveness: 1980-1995 School Effectiveness and School Improvement Vol 9. No. 2 pp 157-191 • Oldroyd, D (2005) ’Human resources for learning’ in Leadership and management in education eds Coleman, M & Earley, P. Oxford, Oxford University Press pp 187-207 • Pont, B., D. Nusche and D Hopkins (2008): Improving School Leadership. OECD. Paris • Robinson, V.M. J. (2007): School Leadership and Student Outcomes: Identifying What Works and Why. ACEL Monograph Series. Number 41 October 2007 • Seashore Louis, K., K.leithwood, K.L. Wahlstrom and S.E.Anderson (2010) Investigting the Links to IMproved Student learning • Wallace Educational Foundation. Ledership for Learning Project (2000- ) CAREI, University of Minnesota • http://www.wallacefoundation.org/GrantsPrograms/FocusAreasPrograms/EducationLeadership/Pages/default.aspx

33. Thank you for your attention faragol@yahoo.com