Leadership for Learning

1. Leadership for Learning TONY BUSH UNIVERSITY of WARWICK

2. Introduction – leadership and school improvement • The main factors affecting school outcomes are classroom practice and leadership • Schools do not improve without talented leaders (Leithwood et al 2006) • ‘The closer leaders are to the core business of teaching and learning, the more likely they are to make a difference to students’ (Robinson 07)

3. Instructional Leadership (IL) • IL is strongly focused on teaching and learning • Principals and SLTs should provide the framework for effective teaching and learning • Middle leaders focus on subject leadership, model good practice and provide CPD • Teacher leaders manage classroom teaching and collaborate with colleagues

4. Leading Learning • Effective principals and middle leaders lead learning through six approaches: • Evaluation of school and student outcomes • Monitoring classroom practice • Structured classroom observation • Modelling good practice • Mentoring and coaching colleagues • Dialogue and meetings with colleagues • These are discussed in the following slides

5. Evaluation • Assessing T&L at a strategic level • A systematic review of performance (e.g. KS4) • Avoid ‘blame the learner’ responses • Devise strategies for improvement – e.g. CPD, monitoring, mentoring, and modelling • Address within-school variation (see next slide)

6. Within-school variation • Comparing schools is difficult but comparing learning areas is more straightforward • Twin effective and less effective departments • ‘Buddy’ underperforming colleagues • Structured classroom observation • Confront the issues, don’t avoid them!

7. Monitoring classroom practice • Visiting classrooms, observing practice and providing constructive feedback • ‘An accepted part of leadership’ (Southworth 2004) • Strong link between good monitoring and good teaching (Ofsted 2003) • Monitoring should be a widely distributed role (heads, deputies, AHTs, middle leaders) • Monitoring involves observation (next slide)

8. Structured classroom observation • Required to enhance educational quality • Answers three key questions: • What is the current state of quality? • How can it be improved? • Why is quality poor? • Observation should be formative and ‘normal’ • Leaders should invite observation of their own teaching (modelling)

9. Modelling good practice • Modelling is ‘the power of example’ (Southworth 2004) – ‘role model’ • Modelling by heads, senior or middle leaders • Teachers expect leaders to ‘walk the talk’ • SLEs have an explicit modelling role • Modelling may lead to coaching & mentoring

10. Mentoring and coaching • One-on-one development for teachers • May result from monitoring and observation • Mentoring may be hierarchical or ‘peer’ led • Coaching is usually more directive, targeted at specific outcomes • Intended to produce individual improvement

11. Dialogue and meetings • Professional conversations • Feedback following observation • Formal and informal meetings • Encouraging discussion within and between departments • Developing a learning-focused culture

12. Conclusion • The main purpose of schools is learning • Leaders need to prioritise teaching & learning • Clear expectations are required of learners and teachers • A systematic approach is required; evaluation, monitoring, observation and modelling • School climate should support learning