Dr Dorothy Andrews Associate Professor and Director LRI Email: dorothy.andrews@usq.au

1. Workshop: CCEAM/CASEA ConferenceLeadership responses to the implications of demographic change in schools: Engaging with processes, tools and strategies for a school wide approach to pedagogy • Monday 9th June 2014 Session 11:15 – 12:30 Dr Dorothy Andrews Associate Professor and Director LRI Email: dorothy.andrews@usq.edu.au Dr Joan Conway Senior Lecturer and Associate Director LRI Email: joan.conway@usq.edu.au Leadership Research International (LRI) University of Southern Queensland, Toowoomba, Australia LEADERSHIP RESEARCH INTERNATIONAL

2. What is Schoolwide Pedagogy(SWP) Definition A Schoolwide Pedagogy is a school’s expression of its priority Teaching, Learning and Assessment Principles. An SWP....represents teachers’ agreement regarding pre-eminent teaching, learning and assessment processes for their school; reflects the school vision and extends it into the life of classrooms; and provides a vehicle to enable teachers to develop heightened connectivity in the learning experiences of students across year levels and subjects. Source: Crowther, Andrews & Conway, 2013, p.4.

3. Parallel Leadership . . .is a relational process whereby teacher leaders and their principals engage in collective action to build and sustain enhanced school capacity. It embodies 4 distinct qualities: • Mutual trust • Shared purpose • Allowance for individual expression • Appreciation for the importance of creating school successes in the context of systemic goals and priorities

4. Meta-strategic role of the principal - Enabling an envisioning process - Culture building and Identity-generation - Alignment of key organisational elements - Enabling teacher leadership - Creating External alliances and networking

5. The roleof the principal in enabling teacher leadership • Communicates a clear strategic intent. • Incorporates the aspirations and views of others. • Posesdifficult-to-answer questions. • Makes space for individual innovation. • Knows when to step back. • Creates opportunities from perceiveddifficulties. • Builds upon achievements to create a culture of success. Crowther, Kaagan, Hann & Ferguson (2002)

6. Linking Parallel Leadership and Successful Capacity Building

7. Organisational Alignment An institution is like a tune: it is not constituted by individual sounds but by the relations between them (Peter Drucker, 1949)

8. HOLISTIC PROFESSIONAL LEARNING • STRATEGIC • FOUNDATIONS • Is the school vision clear? • Is leadership distributed • COHESIVE • COMMUNITY • Is the community supportive? • Do staff assume collective responsibility? • SCHOOL • OUTCOMES • What have students achieved? • What new knowledge has the staff created? HOLISTIC PROFESSIONAL LEARNING HOLISTIC PROFESSIONAL LEARNING GENERATIVE RESOURCE DESIGN Is the use of space, time and technology reflective of the school vision? SCHOOLWIDE PEDAGOGICAL DEVELOPMENT AND DEEPENING Do teachers have a shared understanding of successful pedagogy? HOLISTIC PROFESSIONAL LEARNING A Research-based Framework for Organisational Alignment (LRI IDEAS Team, March 2010)

9. School Successes and Achievements • Student achievement • Student Well-Being • Teacher Professionalism • Community Perceptions and attitudes • School’s capacity for sustainable progress • School resourcing

10. Organisational Alignment Occurs when distinct and interdependent organisational elements are mutually reinforcing, thereby enhancing the opportunities for heightened school outcomes.

11. Capacity Building for Improvement . . .is the intentional process of mobilising a school’s resources in order to enhance priority outcomes – and sustain those improvements (Andrews & USQ/LRI Research Team 2009)

12. Cosmic C-B Model – a process of: Committing to a process Organisational diagnosis & alignment Seeking new heights Micro-pedagogical deepening Invoking reaction Consolidating & sustaining successes Leadership – Parallel Leadership

13. School Success in agreed priority areas, is based on documented evidence, and teacher’s confidence in their school’s capacity to sustain its achievements into the future.

14. M icro- pedagogical deepening I nvoking reaction S eeking new heights O rganisational diagnosis & alignment C ommitting to school revitalization C onsolidating success The COSMIC Capacity Building Model Source: Crowther & Associates, 2011 .

15. Capacity Building – a process that builds “…….capitals” • Organisational - combination of shared school planning, linkages (internal and external networks) use of time space and technology – structural • Social – professional relationships – trust & respect, dynamics within parallel leadership and student well-being • Intellectual – creation of vision, values and schoolwide pedagogy, school improvement processes and student academic achievement

16. Three-Dimensional Pedagogy(3-D.P). . . an image of 21stC teaching

18. Three-dimensional Pedagogy(3-D.P) 3-D.P happens in a school when teachers engage in three forms of pedagogical inquiry and application: • Personal reflection on, and nurturing of, their gifts and talents in relation to their teaching • Conceptual development of the school’s pedagogical principles • Streamlining of individual and schoolwide strategies for teaching, learning and assessment to accommodate students’ needs as 21st century learners. (Crowther & Associates, 2011)