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School Leadership and Student Outcomes: Identifying What Works and Why

Acknowledgments. Other BES Authors: Dr. Margie Hohepa

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School Leadership and Student Outcomes: Identifying What Works and Why

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    1. School Leadership and Student Outcomes: Identifying What Works and Why Viviane Robinson The University of Auckland Draft Findings from Best Evidence Synthesis Iteration: Educational Leadership-Schooling, New Zealand Ministry of Education. Address to ACEL/ASCD, Sydney, October 10, 2007

    2. Acknowledgments Other BES Authors: Dr. Margie Hohepa & Dr. Claire Lloyd, (The University of Auckland ) Statistical Consultants: Dr. Ken Rowe (ACER) & Prof. John Hattie (The University of Auckland) Oversight and Support: Dr. Adrienne Alton-Lee, Ministry of Education, http://educationcounts edcentre.govt.nz/goto/BES

    3. Main Themes

    4. Linking Leadership and Student Outcomes

    5. The Evidence Base

    6. The Impact of Types of Leadership

    7. Type as Theory

    8. Identification of Leadership Dimensions

    10. Dimension 1: Goal Setting Includes the setting, communicating and monitoring of learning goals, standards and expectations, and the involvement of staff and others in the process so that there is clarity and consensus about goals.

    11. Explaining Goal Setting

    12. Dimension 2: Strategic Resourcing Involves aligning resource selection and allocation to priority teaching goals. Includes provision of appropriate expertise through staff recruitment.

    13. Explaining Strategic Resourcing Strategic resourcing involves clarity about what is and is NOT being resourced and why A focused rather than fragmented approach to school improvement Importance of coordination and coherence

    14. Direct involvement in the support and evaluation of teaching through regular classroom visits and provision of formative and summative feedback to teachers. Direct oversight of curriculum through school-wide coordination across classes and year levels and alignment to school goals. Dimension 3: Planning, Coordinating and Evaluating Teaching and the Curriculum

    15. Explaining Dimension 3: Planning, Coordinating and Evaluating Teaching and the Curriculum Focus on teachers and teaching – the biggest system level influence on student outcomes Coherence increases students opportunities to learn and remember important concepts Evaluation that is evidence-based and fosters inquiry into the teaching-achievement relationship

    16. Dimension 4:Promoting and Participating in Teacher Learning and Development Leadership that not only promotes but directly participates with teachers in formal or informal professional learning.

    17. Explaining Dimension 4: Promoting and Participating in Teacher Learning and Development Evaluate teacher professional development against student outcomes Ensure professional development incorporates those qualities associated with shifts in student outcomes.

    19. Dimension 5: Ensuring an Orderly and Supportive Environment Protecting time for teaching and learning by reducing external pressures and interruptions and establishing an orderly and supportive environment both inside and outside classrooms.

    20. Explaining Dimension 5: Ensuring an Orderly and Supportive Environment Leaders require the capacity to develop relational trust This involves a willingness to be vulnerable to another party because one has confidence that he or she will fulfil the obligations and expectations relevant to the shared task of educating children.

    21. How Relational Trust works in Schools

    22. The Main Message about Leadership Practice The more leaders focus their relationships, their work and their learning on the core business of teaching and learning, the greater their influence on student outcomes.

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