Multilingual Leadership for Changing School Principals: Navigating Competing Discourses

1. Christopher Day, University of Nottingham, UKchristopher.day@nottingham.ac.uk The Changing Learning Needs of Principals

2. School principals will need to be "multilingual", working within multiple and competing discourses e.g. managerialism and care, accountability and professional autonomy, competition and collaboration, personal and social education, needs of students and the narrow instrumentalism of government required "standard". Multi-Lingual Leaders

3. Values led People centred Achievement oriented Inwards and outwards facing Able to manage a number of ongoing tensions and dilemmas Successful Headteachers

4. Phase 1 Initiation (entry and encounter) Phase 2 Developing (taking hold) Phase 3 Re-shaping (major change) Phase 4 Refinement Phase 5 Consolidation (agency, efficacy, tensions) Phase 6 Plateau (disenchantment, fatigue or continuing commitment) Headteacher’s Development Phases

5. The holistic where the emphasis is upon vision and culture building; The pedagogical (on and in action) in which they place emphasis upon staff acquiring, applying and monitoring teaching which achieves results allied to their vision (which includes but is greater than the demands made by policy-implementation imperatives); The interpersonal where the focus is upon knowing and nurturing staff, children, parents and governors; The strategic where the focus is upon entrepreneurship, intelligence- gathering and networking to secure some control of the future; The intrapersonal where the focus is upon self-knowledge and self-development and fulfilment. Five Kinds of Reflection

6. 1 Leading in an emotional practice 2 Leading and learning involve emotional understanding 3 Leading is a form of emotional labour 4 Leader's emotions are inseparable from their moral purposes and their ability to achieve these purposes 5 Leaders' emotions are rooted in and affect their selves, identities and relationships with others 6 Leaders' emotions are shaped by experiences of power and powerfulness 7 Leaders' emotions vary with culture and context (Hargreaves, 1993: p. 319) Successful Leadership and Emotion:

7. A commitment to leadership dispersal which supports the spread of leadership practices and collaborative decision-making processes; Supportive relationships with staff (teachers and others) and students; "hot knowledge" about how educational theory translates into strategic action aligned with community concerns; a focus on pedagogy which describes the extent to which leadership in a school is focussed on improving pedagogy and views pedagogical reform as a central concern; support for the development of a culture of care which is supportive of teacher professional risk-taking; a focus on structures and strategies which describes the extents to which leadership focuses on developing organisational processes that facilitate the smooth running of the school. (Hayes et al., 2000: 5) Activist Leaders