CHAPTER 5 Learning-centred Leadership

1. CHAPTER 5Learning-centred Leadership Sisilia P Indahayu 69080062

2. INTRODUCTION • 4 main parts discussed in this presentation: (1) Leadership beliefs and assumptions (2) How leaders make a difference to what happens in classrooms (3) School structures and systems (4) Implications for school leaders

3. LEADERSHIP BELIEFS AND ASSUMPTIONS • Leadership becomes more potent when it focuses on developing students’ learning and strengthening teaching. • Learning-centred leaders add their influence to that of teachers in order to create a combined effect on students’ learning.

4. LEADERSHIP BELIEFS AND ASSUMPTIONS • Leadership is contextualized • Leadership is distributed • Leadership is about providing a sense of direction

5. LEADERSHIP BELIEFS AND ASSUMPTIONS Final Assumptions on school leadership: • A shared function • Contingent upon the context in which it is exercised • Involves setting a direction for the school • A process of social influence • Makes an individual and collective difference to the quality of learning and teaching in schools

6. HOW LEADERS MAKE A DIFFERENCE TO WHAT HAPPENS IN CLASSROOMS A leader’s influence takes 3 forms: • direct effects • indirect effects • Reciprocal effects

7. HOW LEADERS MAKE A DIFFERENCE TO WHAT HAPPENS IN CLASSROOMS School leaders influence through 3 related strategies: • modelling the power of example • monitoring analysing and acting on students’ progress and outcome data • dialogue creating opportunities for teachers to talk with their colleagues and leaders about learning and teaching

8. SCHOOL STRUCTURES AND SYSTEMS • Create ground rules for all members of the school to work within. • Used by all staff and create a sense of coherence and consistency • the key to making a difference to the quality of learning and teaching in classrooms

9. SCHOOL STRUCTURES AND SYSTEMS 6 critical points to supporting learning-centred leadership: • Planning processes • Target setting • Communication systems • Monitoring systems • Roles and responsibilities of leaders • Policies for learning, teaching and assessment and marking

10. IMPLICATIONS FOR SCHOOL LEADERSHIP 4 sets of implications considered: • Understanding learning • Leading learning • Leaders’ skills and qualities • Distributed leadership

11. IMPLICATIONS FOR SCHOOL LEADERSHIP Understanding learning • Focus on how students learn • Learning is an active process of mind Leading learning 6 levels of learning: • Pupil learning • Teacher learning • Staff learning • Organizational learning • Learning networks • Leadership learning

12. IMPLICATIONS FOR SCHOOL LEADERSHIP Leaders’ skills and qualities • A sense of purpose and ethics • Facilitation skills • An understanding of constructivist learning • A deep understanding of change and transitions • An understanding of contexts • An intention to redistribute power and authority • A personal identity that allows for courage and risk

13. IMPLICATIONS FOR SCHOOL LEADERSHIP Distributed leadership 3 main points: • The idea of distributed leadership recognizes that we need lots of leaders in school. • It is about developing lots of learning-centred leaders. • It requires senior leaders to let go.

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