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DISTRIBUTED SCHOOL LEADERSHIP HEADMASTER AND CLASS TEACHERS: WHO EXPECTS WHAT ?

DISTRIBUTED SCHOOL LEADERSHIP HEADMASTER AND CLASS TEACHERS: WHO EXPECTS WHAT ?. Tatjana Ažman, Ph .D . Polona Peček, M.A. National School for Leadership in Education, Slovenia Szeged, Hungary , 16. do 19. 9. 2010. EXPECTATIONS. EXPECTATIONS. LEADERSHIP IMPACT.

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DISTRIBUTED SCHOOL LEADERSHIP HEADMASTER AND CLASS TEACHERS: WHO EXPECTS WHAT ?

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  1. DISTRIBUTED SCHOOL LEADERSHIP HEADMASTER AND CLASS TEACHERS: WHO EXPECTS WHAT? Tatjana Ažman, Ph.D. Polona Peček, M.A. National School for Leadership in Education, Slovenia Szeged, Hungary, 16. do 19. 9. 2010

  2. EXPECTATIONS

  3. EXPECTATIONS

  4. LEADERSHIP IMPACT In total, leadership effects on studentlearning account for about a quarter of total school effects and, among school-related factors, is second only to teaching. Leithwood, Seashore Louis, Anderson, Wahlstrom. 2004.

  5. DISTRIBUTED SCHOOL LEADERSHIP - DEFINITION Some leadership functions should be performed at every level of school. Distributing tasks among teachers and other staff. It is a way of thinking about work. Spillane. 2006. Gronn, 2002, Leithwood et al, 2004.

  6. EXPECTATIONS

  7. DISTRIBUTED SCHOOL LEADERSHIP AND QUALITY The existing research shows that demonstrated effects of successful school leadership are considerably grater when a headmaster includes others in leading. Hallinger in Heck. 2008. Day, Leithwood, Sammons, Harris in Hopkins, 2009, Leithwood. 2006.

  8. AREAS OF QUALITY AND DISTRIBUTED SCHOOL LEADERSHIP 4 AREAS OF DEVELOPING QUALITY IN SCHOOLS 1.Changing programs 2. Changing people relationships 3. Increasing teacher autonomy 4. Changing values and school culture Schein, 1992 Sergiovanni,1993

  9. DISTRIBUTED SCHOOL LEADERSHIP: WHY?

  10. EXPECTATIONS

  11. HEADMASTER: TASKS • SET DIRECTIONS • DEVELOP PEOPLE • DESIGN THE SCHOOL ORGANISATION • VISION • VALUES • AIMS, GOALS • ANNUAL PLANS … WHO, WHAT, WHEN, HOW • REPORTS

  12. HEADMASTER DESTRIBUTES LEADERSHIP AMONG … • SCHOOL COUNCIL • DEPUTY • CLASS TEACHERS (TEACHER LEADERSHIP) • HEADS OF THE DEPARTMENTS • HEADS OF DIFFERENT PROJECTS • OTHERS

  13. EXPECTATIONS

  14. CLASS TEACHER: TASKS • LEADS THE CLASS • Takes care of students results: follow, analyse, keeprecords (documents) • Takes care of class climate: shared goals, relationships, communication, rules • Organizes one (two) special hour(s) (lesson) a week • Proposesrewords, punishments • Organises different activities • Takes care of the documentation

  15. CLASS TEACHER: TASKS (cont.) 2. LEADS EACH STUDENT: • Personal academic goals, school attendance • Help and counsel (illnesses, special needs, gifted and talented) • Cooperation with parent and others • Documentation 3. COOPERATES Cooperates with headmaster, other teachers, other class teachers, parents, specialists …

  16. CLASS TEACHER: TASKS (cont.) 4. PLANS PROFESSIONAL DEVELOPMENT • reading • attending seminars • exchanging experiences with other class teachers • peer observation • class teacher deputy • school networks • supervision • portfolio

  17. FACTORS WHICH IMPACT CLASS TEACHERS’ WORK • EVIRONMENTAL CULTURE • SCHOOL CULTURE EXPECTATIONS OF: • CLASS TEACHER • HEADMASTER • STUDENTS • OTHER TEACHERS • PARENTS

  18. EXPECTATIONS

  19. HEADMASTERS EXPECT FROM CLASS TEACHERS …headmasters’ point of view The class teacher should: • respect the law, rules and agreements • act professionally in class, thecommunityand with each student • know how to raise children • know every child, collect information • recognise and solve problems

  20. HEADMASTERS EXPECT FROM CLASS TEACHERS …headmasters’ point of view (cont.) • personal characteristics: be humane, a role model, act as he speaks; be tolerant, respectful, consistent, responsible, positive, self dependant, strict, humorous, brave, sensible, objective • know him/herself: good sides, weak sides, what he can do or can not do, tells the others • be a lifelong learner • keepclass documentationup to date • regularlyinform the headmaster

  21. CLASS TEACHERS EXPECT FROM HEADMASTERS (headmasters’point of view) • 100 % support: troubles, authority among colleges, parents, help, trust, energy, somebody to talk to, presence when talking to parents, understanding, empathy, listening, role model • praise, feedback, right time and place; recognition, participation

  22. CLASS TEACHERS EXPECT FROM HEADMASTERS… headmasters’point of view (cont.) • fairtreatment: consistency, “uniformity”, coordination • conditions: climate, communication, material, organisational, finance (payment), seminars • directions: advice, vision, information, autonomy; instruction • an option/chance to avoid being a class teacher • less administration

  23. HEADMASTERS EXPECT FROM CLASS TEACHERS (class teachers’ point of view) • to document all the necessary data regularly: documentation of class and students • to organise individual and class parentmeetings • to take care of students results: follow, analyse, document

  24. HEADMASTERS EXPECT FROM CLASS TEACHERS…class teachers’ point of view (cont.) • take care of class climate: shared goals, relationships, communication, rules • recognise and solve problems in the class • inform parents about class and school, • cooperate with other teachers and school counsellors • express and support basic human values • represent school in the local community.

  25. STUDENTS EXPECT FROM CLASS TEACHERSstudents point of view BASIC HUMAN QUALITIES: professionalism, humanity, empathy, respect, emotional support and cheerfulness, understanding and trust, tolerance, patience, serenity and kindness, positive expectations, safety, fairness, openness, authenticity, social integrity, cooperativeness, spontaneity, comradeship etc. Strmčnik, 2001

  26. STUDENTS EXPECT FROM CLASS TEACHERSstudents point of view (cont.) • information • problemsolving • company on class excursions • talks about problems with other teachers and interesting topics • counselling, help

  27. TEACHERS EXPECT FROM CLASS TEACHERS … • to solve class discipline related problems • to act when teachers want a student to be punished for inappropriate behaviour • to talk to students about problems • to be informed about each student’s special difficulties

  28. EXPECTATIONS: PRIORITY COMPARISON Kalin, 1999

  29. QUALITATIVE DISTRIBUTED SCHOOL LEADERSHIP IS … • SHARED VISION, AIMS, GOALS • KNOWING AND UNDERSTANDING EXPECTATIONS • COORDINATION OF WORK • ORGANISATION • COMMUNICATION • CONDITIONS: TIME, OPPORTUNITIES • LEARNING • EMPOWERNEMENT

  30. BASIC HUMAN NEEDS Headmaster, class teacher, student, parents need: • a role model in order to be one • trust in order to trust others • understanding in order to understand others • respect in order to show respect • support in order to be supportive • knowledge in order to share it • empowerment as leaders in order to become successful leaders…

  31. G O A L

  32. SOURCES Ažman, T. 2010. Povzetek pričakovanj s posveta ravnateljev v Portorožu. Osebni arhiv. Kalin, J. 1999. Razredništvo v poklicni socializaciji gimnazijskega razrednika. Doktorska disertacija. Ljubljana: Filozofska fakulteta, Oddelek za pedagogiko in andragogiko. Leithwood, K.; Seashore Louis, K.; Anderson, S.; Wahlstrom, K. 2004. How leadership influences student learning. http://mt.educarchile.cl/MT/jjbrunner/archives/libros/Leadership.pdf Pušnik, M.; Žarkovič Adlešič, B.; Bizjak, C. 2000. Razrednik v osnovni in srednji šoli. Ljubljana: Jutro.

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