Leading Learning: What’s in the research? MODULE 1. DECS South Australia Professor Neil Dempster Griffith University

1. Leading Learning: What’s in the research? MODULE 1. DECS South Australia Professor Neil Dempster Griffith University

2. SESSION 1. Purpose: Synthesising significant research findings about leadership links with improved student learning outcomes Faculty of Education Griffith University

3. The Big Picture THE BIG LEADERSHIP SHIFTS From individual with sole to Collective with shared responsibility responsibility From Leadership as to Leadership as activity position

4. DEFINITION Leading Learning School leaders, understanding and harnessing the contexts in which they operate, mobilise and work with others to articulate and achieve shared intentions that enhance learning and the lives of learners. MacBeath & Dempster (2009) following Leithwood & Riehl (2003) Faculty of Education Griffith University

5. Three Leadership Fundamentals 1. Purpose 2. Context 3. Human Agency Faculty of Education Griffith University

6. SEVEN STRONG CLAIMS ABOUT SCHOOL LEADERSHIP (National College for School Leadership 2006) • Leadership is the second most significant major influence on students’ learning • accounts for 5-7% of the difference in student learning (Hallinger & Heck, 1998) • no case of improvement in student achievement trajectory in the absence of talented leadership Faculty of Education Griffith University

7. SEVEN STRONG CLAIMS ABOUT SCHOOL LEADERSHIP 2. There is a verifiable repertoire of basic leadership practices • Building vision and directions • Understanding and developing people • Designing the organisation (bringing function and structure together) • Managing the teaching and learning program (bringing purpose and practice together) Leithwood & Riehl (2005) Bass & Avolio (1994) Harris & Chapman (2002) Faculty of Education Griffith University

8. SEVEN STRONG CLAIMS ABOUT SCHOOL LEADERSHIP 3. The effective application of leadership practices is context sensitive • but the context is not everything – it should not be allowed to render a leader powerless to make changes Slatter, Lovett & Barlow (2006) Mintrop & Papazian (2003) Day (2005) MacBeath et al (2007) Faculty of Education Griffith University

9. SEVEN STRONG CLAIMS ABOUT SCHOOL LEADERSHIP • Leaders improve teaching and learning indirectly through influence on staff motivation, commitment and working conditions • they influence teachers’ pedagogical capacity least (unless they are active in professional development) • they have strong influence on working conditions • they have moderate influence on motivation or commitment Robinson (2006) Leithwood & Janter (2006) Faculty of Education Griffith University

10. SEVEN STRONG CLAIMS ABOUT SCHOOL LEADERSHIP 5. Greatest influence is felt when leadership is widely distributed • shared leadership accounted for 27% of the variation in student achievement across schools in the Mascall and Leithwood studies • this is much higher than the 5-7% reported consistently for the effects of individual leaders. Mascall & Leithwood (2007) Faculty of Education Griffith University

11. SEVEN STRONG CLAIMS ABOUT SCHOOL LEADERSHIP 6. Some patterns of leadership distribution are more effective than others • there is consistent evidence about the ineffectiveness of laissaz-faire leadership (Bass, 1985) • there is no loss of a leader’s power and influence when the power and influence of others increases (Malen, 1995) • there is emerging evidence about the need for coordinated patterns of leadership practice (Ensley, Hmieleski & Pearch, 2006; Spillane, 2007; Harris, 2008) Faculty of Education Griffith University

12. SEVEN STRONG CLAIMS ABOUT SCHOOL LEADERSHIP 7. Personal traits explain differences in leadership effectiveness The most successful School Leaders are: • open-minded • ready to learn from others • flexible in their thinking within a set of core values • persistent in the pursuit of the school’s purpose • resilient • optimistic Leithwood & Jantzi (2006) Jacobson et al (2005) Faculty of Education Griffith University

13. A Summary of the National College for School Leadership Research Review (UK; 2006) Leaders affect learning by: • building vision and setting directions • understanding and developing teachers • designing effective organisational structures • coordinating the teaching and learning program • attending to the conditions for learning • sharing leadership broadly and deeply Faculty of Education Griffith University

14. OECD (2008) ‘Improving School Leadership’ Leadership that enhances student learning does so by: • supporting and developing teacher quality • defining goals and measuring progress • managing resources strategically • collaborating with external partners Faculty of Education Griffith University

15. Australian Council for Educational Research Review (2009) Leaders ensure high quality learning by: • building a school culture of high expectations • setting targets for improvement • employing teachers who have deep knowledge and understanding of key content areas • enhancing staff and leadership capacity • monitoring teacher practice, student learning and performance continuously • allocating physical and human resources to improve learning Faculty of Education Griffith University

16. NZ Government Best Evidence Synthesis from Leadership Research (2007) Leaders affect learning by: • promoting and participating in teacher professional development • planning, coordinating and evaluating teaching and the curriculum • establishing goals and expectations • resourcing strategically • ensuring an orderly and supportive environment Faculty of Education Griffith University

17. The Cambridge Leadership for Learning (LfL) Project (2009) Leadership is linked to learning by: • maintaining a focus on learning • creating conditions favourable to learning • conducting disciplined dialogue about learning • sharing leadership • sharing accountability Faculty of Education Griffith University

18. PURPOSE School Leadership is for learning first and foremost. Leaders need: • deep knowledge of children’s and young people’s learning • evidence on which to base action • practical strategies for teachers’ professional development Faculty of Education Griffith University Faculty of Education Griffith University

19. CONTEXT • Knowledge of the school’s context is essential to the educational leader: • the context has to be understood (globally, nationally and locally); • beneficial connections have to be made; and • helpful networks must be harnessed in the school’s interests. Faculty of Education Griffith University

20. HUMAN AGENCY(it’s what gets things done) This is the bedrock on which current thinking on leadership is based: • Distributed leadership is essential in schools – broad and deep(Price Waterhouse Coopers, 2006) • Types range on a continuum from dispersed to shared(MacBeath, Oduro & Waterhouse, 2004) • Distributing leadership should occur across roles and functions(Leithwood & Riehl, 2003, Spillane 2006, Harris, 2007) • Spread it to include students(Crowther, 2004; Dempster & Lizzio, 2006)

21. Dempster, N. (2009) Leadership for Learning: a framework synthesising recent research, EdVentures, Canberra, The Australian College of Educators. Synthesising the five sets of Research Findings Leaders best affect student learning outcomes when: • They have an agreed and shared moral purpose; • There is ‘disciplined dialogue’ about learning in the school; • They plan, monitor and take account using a strong evidence base; • They are active professional learners with their teachers; • They attend to enhancing the conditions for learning; • They coordinate, manage and monitor the curriculum and teaching; • They use distributive leadership as the norm; and • They understand and connect with parent and wider community supportfor learning.

23. SESSION 2. PURPOSE: To reflect on the strength of each of the dimensions of the Leadership for Literacy Learning Blue Print in participating schools

24. Questions for Self-reflection • How strongly would I rate the implementation of each of the Blue Print domains in my school and what evidence do I have to support my rating? • To which of the domains do I believe we should now turn our attention?

25. SESSION 3 PURPOSE: To practise the use of ‘Disciplined Dialogue’ with quantitative and qualitative evidence gathered about each of the Blue Print domains

26. Disciplined Dialogue By this we mean: all-embracingprofessional conversations that are positively focused on the moral purpose of schools. Disciplined Dialogue is not based on stereotype, hearsay or prejudice, but on reason and values, stimulated by helpful qualitative and quantitative data. From Swaffield and Dempster(2009)

27. Dialogue is ‘disciplined’ in two ways: • By the focus on data or evidence as the source for understanding literacy learning and achievement; and 2. By a professional commitment to improve literacy teaching and learning

28. DISCIPLINED DIALOGUE Outstanding Leaders of Learning: • Reinforce ‘moral purpose’ as the motivation for dialogue • Conduct focused conversations on the leadership for learning dimensions • Scaffold discussions on qualitative and quantitative data • Seek improvement strategies as the outcome Faculty of Education Griffith University

29. A Local General Sports Club • This is a club for children and young people from 5 – 20 • Purpose: to attract as many young people as possible into a healthy sporting environment to enhance their health and wellbeing • It has just had its tenth anniversary • It boasts plenty of playing field space and a good clubhouse

30. Outstanding Leadership for Learning: • rests on an understanding that it is only through improved learning that student performance is enhanced over time. • requires leaders’ never-ending attention to each of the domains in the Leadership for Learning Framework

31. Developing a shared Moral Purpose* Outstanding Leaders of Learning: • Build vision and set directions collaboratively • Hold high expectations • Communicate clear learning and achievement goals • Ensure consensus on goals • See that goals are embedded in school and classroom routines Faculty of Education Griffith University

32. Participating activelyin professional development Outstanding Leaders of Learning: • Support, evaluate and develop teacher quality • Play an active ‘hands on’ role in professional development • Participate as ‘leading learners’ with teachers in professional development • Concentrate on the development of deep knowledge about key learning areas • Promote skills in data analysis and interpretation through PD amongst teachers • Ensure that teachers are engaged in extended professional learning about school priority areas Faculty of Education Griffith University

33. Sharing Leadership and organising accordingly Outstanding Leaders of Learning: • Plan school organisation structures to support shared leadership • Share leadership systematically with teachers • Encourage team work amongst teachers • Build collaborative work cultures Faculty of Education Griffith University

34. Connecting with support from parents and the wider community Outstanding Leaders of Learning: • Are active in the local and professional communities • Include parents as integral to the school’s learning programs • Involve wider community support to improve learning • Network with other schools and teachers on good practice • Seek the input of professionals beyond the school Faculty of Education Griffith University

35. Planning and coordinating the curriculum and teaching across the school Outstanding Leaders of Learning: • Participate actively in curriculum decision making • Coordinate and manage the teaching and learning program • Maintain commitment to curriculum priorities • Actively oversee the school’s overall curriculum • Observe teachers in action directly and provide specific feedback • Ensure systematic monitoring of student learning and progress • Display a keen interest in students’ classroom work and achievements Faculty of Education Griffith University

36. Enhancing the conditions for learning – the physical, social and emotional environment Outstanding Leaders of Learning: • Manage resources strategically • Align funds with learning priorities • Apply resources to the conditions of learning • Provide a safe and pleasant physical environment • Ensure social and emotional support for learners • Understand and respect difference • Celebrate teacher and student successes Faculty of Education Griffith University

37. A STRONG EVIDENCEBASE Outstanding Leaders of Learning: • Pursue systematic data gathering • Ensure that both school and system data are gathered • Plan for learning based on data • Monitor learning based on data • Share accountability tasks with teachers based on classroom, school and system data Faculty of Education Griffith University

38. Follow up Tasks Essential • The discussion of a School Profiling Template with Regional Leadership Consultants 2. Conducting a ‘disciplined dialogue’ with members of staff based on the Blue Print assessment instrument Desirable 3. Gathering data (or using existing sources) and conducting further disciplined dialogue sessions with teachers at staff meetings

40. CLOSURE This action research project is about improving children’s literacy. It rests on: • a Leadership forLiteracy Learning Blueprint for Principals - adopting a commitment to disciplined dialogue using strong qualitative and quantitative evidence to support deliberate action in five research-verified leadership domains or priority areas; 2. five professional development stimulus modules to promote leadership and literacy knowledge, thinking and intervention action; and 3. a mentoring model of support through Regional Leadership Consultants.