LDS/RTU SUMMER SCHOOL 2008 Leading Learning in Diverse Contexts Learning-centred Leadership

1. LDS/RTU SUMMER SCHOOL 2008 Leading Learning in Diverse Contexts Learning-centred Leadership Leadership which really makes a difference August 2008

2. Learning-centred Leadership • Growing amount of research and evidence to support this thinking • My work began in small schools and then large ones • NCSL’s research took the ideas forward in primary and secondary schools • International studies also provide support Geoff Southworth

3. How leaders influence what happens in classrooms • Direct effects • Indirect effects • Reciprocal effects • Indirect effects are the largest and most common • Effective leaders work directly on their indirect influence Geoff Southworth

4. How leaders influence what happens in classrooms 3 strategies 1. Modelling 2. Monitoring 3. Dialogue Geoff Southworth

5. Modelling Geoff Southworth

6. 25 years of research • School-based • Interviewing and observing leaders at work • Found 2 things: 1. Never found a teacher with nothing to say about her headteacher! 2. When they talk about school leaders they usually talk about what they do Geoff Southworth

7. Modelling • Leading by example • Walk the talk • Actions speak louder than words • The walk is the talk • Behaviour really matters… it’s what we do • Every action is a chance to lead • You are closely observed – you are watched Geoff Southworth

8. Modelling Example is not the main thing in influencing others, it is the only thing. Albert Schweizer Geoff Southworth

9. Monitoring • Knowing what is going on • Using data • Observing classrooms • Using leaders’ classroom practice as an example for other teachers • Action research Geoff Southworth

10. Monitoring – what it is not Not surveillance And it is important to establish what it is and isn’t to avoid mis-understanding, defensiveness or even threat. Geoff Southworth

11. Monitoring – Reflections [1] Monitoring is a challenge in your schools Q1 - What data do you or might you use? Q2 - Are there ways of observing teaching and learning? Q3 - What is the place and role of self- evaluation? Geoff Southworth

12. Modelling and monitoring pedagogy What we know about high performing school systems and those that close the achievement gap. • They get the right people to become teachers 2. They develop them into effective instructors 3. They ensure the system is able to deliver the best possible instruction for every child Geoff Southworth

13. The quality of a school system cannot exceed the quality of its teachers (Michael Barber & Mona Mourshed 2007) Geoff Southworth

14. The quality of a school cannot exceed the quality of its teachers Therefore the task of learning-centred leaders is to improve the quality of teaching in their schools. Geoff Southworth

15. Monitoring Monitoring should therefore include identifying teachers’ pedagogic strengths and development needs. • Who could mentor whom? • Who could coach whom? Subject knowledge Teaching strategies and tactics – open questions; group work; AfL; plenary sessions Geoff Southworth

16. Monitoring – Reflections [2] Q1. How is teachers’ craft knowledge shared and transferred in your schools? Q2. How might this be strengthened and improved? Q3. What are the obstacles to teachers sharing and developing their pedagogy? Q4. Which of these can you do something about and will you? Geoff Southworth

17. Dialogue Opportunities to talk about learning and teaching Sharing craft knowledge Transferring - reinvesting intellectual capital Geoff Southworth

18. Dialogue • Describing • Analysing • Reflecting • Articulating Geoff Southworth

19. Dialogue Conversation Co-construction of professional knowledge Constructivist professional learning Geoff Southworth

20. Reflections and questions [3] • What do staff in your school talk about? • How much professional conversation is there? • Who provides stimulus to these conversations? Geoff Southworth

21. 3 strategies = one powerful effect Geoff Southworth

22. Modelling Monitoring Dialogue Geoff Southworth

23. What do leaders in high performing schools with lots of disadvantaged pupils do? #1.They focus on what they can do, rather than what they can’t. Geoff Southworth

24. #2. They don’t leave anything about teaching and learning to chance An awful lot of our teachers – even brand new ones – are left to figure out on their own what to teach and what constitutes ‘good enough’ work. [US Study] Geoff Southworth

25. #3. They set their goals high. Expectations matter – behaviour, attendance, effort, attainment Geoff Southworth

26. #4. Higher performing secondary schools put all pupils – not just some – in a demanding, high core curriculum Geoff Southworth

27. #5. Principals are hugely important, ever present, but NOT the only leaders in the school Geoff Southworth

28. High performing schools… • Teachers regularly observe other teachers; • Teachers have time to plan and work collaboratively; • New teachers get generous and careful support & acculturation; • Teachers take on many other leadership tasks at the school Geoff Southworth

29. #6.In good schools, leaders know how much teachers matter and they act on that knowledge Geoff Southworth

30. Good teachers matter a lot But some don’t get their fair share of quality teachers Low-performing students of all races most likely to be assigned to least effective teachers. Leaders in high performing schools don’t let this happen Geoff Southworth

31. Nearly there…!! Good schools are nice places to be – both for students and for teachers. Geoff Southworth

32. Saying that they are nice doesn’t mean they are easy places to work. Principals and teachers work hard. But there is also a kind of shared sense of mission and camaraderie. Geoff Southworth