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Educational Leadership

Educational Leadership. Professional Leadership Appraisal Assignment EDUC 8813. Karene Biggs, Michael Hart, Ian Morrison, Michael Shiu & Murray Smith. Introduction. Definition of professional leadership Present a model Elaborate on the concepts and components of the model

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Educational Leadership

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  1. Educational Leadership Professional Leadership Appraisal Assignment EDUC 8813 Karene Biggs, Michael Hart, Ian Morrison, Michael Shiu & Murray Smith

  2. Introduction • Definition of professional leadership • Present a model • Elaborate on the concepts and components of the model • A reflective self-appraisal tool has been produced

  3. Professional Leadership Professional leaders create and articulate a shared vision which promotes quality teaching and learning for all within a focused, safe and supportive environment. They manage and allocate resources and lead curriculum development to achieve strategic goals. Professional leaders have a keen situational awareness and implement quality review processes to achieve continuous improvement. Starratt (2003), Robinson (2007), Weber (1987), Marzano, Waters & McNulty (2005)

  4. A MODEL OF PROFESSIONAL LEADERSHIP Regulations National Expectations Progress of students Choice A professional leader… Quality Teaching and Learning … to promote … Guidelines …demonstrates curriculum leadership Citizenship VISION … promotes staff development Initiatives … creates a focused, safe and supportive environment …manages strategic resources Adapt to maintain course …has shared values, and beliefs Funding Diverse communities …possesses situational awareness Monitoring/Evaluation Governance Local Expectations Policy Resourcing Delegation within a wider educational context (Ministry of Education, 2003; Razik & Swanson, 2001; Duke, 1987; Weber, 1987)

  5. Shared Vision This is the direction in which we are heading. It is: • Collaborative • Context specific • Clearly articulated • Embedded in all we do (‘the way we do things here’) Bush (2003), Starratt (2003), Robinson (2006)

  6. Strategic Resourcing Professional leadership effectively allocates the available resources to achieve teaching and learning goals. • Allocates resources to support improved student learning outcomes. • Manages financial and physical resources efficiently. • Recruitment of high quality staff. • Ensures a review of resourcing takes place. (Ministry of Education, 1999; Robinson, 2007)

  7. Staff development and growth Professional leaders: • Establish procedures and practices to maintain and improve staff effectiveness through provision of professional development and encouragement of self-development. • Motivate and support staff to improve the quality of teaching and learning. (Blase & Blase, 2000; Druker, 1955; Fitzgerald, Gunter & Eaton, 2006; Southworth, 2004)

  8. Curriculum Leadership Professional leaders demonstrate effective planning, monitoring and review of the curriculum to enhance the learning and teaching in a school. Curriculum leadership is the primary task of a professional leader (Cardno & Collett, 2003) Equivalently: “pedagogical leadership” (Robinson, 2006). (Lashway, 1996)

  9. Teaching and Learning Environment Professional leaders act as gate-keepers and ensure that time for the core activity of teaching and learning is protected by reducing external pressures and interruptions. They also establish a focused, safe and supportive environment both inside and outside the classrooms. ( Weber, 1987 ; Sallis, 2002 ; Lashway, 1995; Robinson, 2007 ; Ministry of Education, 1999 )

  10. Situational Awareness The professional leader: • “is aware of the details and undercurrents in the running of the school and uses this information to address current and potential problems” • “is an advocate and spokesperson for the school to all stakeholders” and “establishes strong lines of communication with and among teachers and students” (Marzano, Waters & McNulty, 2005, p. 43; Duke, 1987; Harris, 1985; Razik, 2001).

  11. Components of model Six reflective questions Self-Appraisal Tool Questions Aspects  Indicators

  12. Reflective Questions • Is the shared vision clearly articulated and embedded in all aspects of school life? • Do I allocate and manage resources and assets to support improved student learning outcomes? • Do I promote professional growth and self-reflection? • Do I demonstrate curriculum leadership? • Do I create a focused, safe, and supportive teaching and learning environment? • Am I aware of the potential opportunities and threats, through effective communication and outreach?

  13. Self-Appraisal Tool (example)

  14. REFLECTION Self-Appraisal Tool

  15. A MODEL OF PROFESSIONAL LEADERSHIP Regulations National Expectations Progress of students Choice A professional leader… Quality Teaching and Learning … to promote … Guidelines …demonstrates curriculum leadership Citizenship VISION … promotes staff development Initiatives … creates a focused, safe and supportive environment …manages strategic resources Adapt to maintain course …has shared values, and beliefs Funding Diverse communities …possesses situational awareness Monitoring/Evaluation Governance Local Expectations Policy Resourcing Delegation within a wider educational context (Ministry of Education, 2003; Razik & Swanson, 2001; Duke, 1987; Weber, 1987)

  16. References

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