Conceptualizing School Leadership & Management from a Distributed Perspective

2. Conceptualizing School Leadership & Management from a Distributed Perspective An Exploration of Some Study Operations & Measures

3. What is a distributed perspective of leadership? Aconceptual framework

4. "Distributed leadership" is the latest educational buzz word, but what does it mean? HGSE Associate Professor John Diamond, former director of a major 4-year study on distributed leadership

5. John Diamond sheds insight: It is not the leadership activity but the conceptualization of it: "think about the constellation of people who are involved, how the context shapes what happens with that activity, and how artifacts might be an integral part of that activity. The distributed perspective is integrative thinking about all of those pieces and on leadership activity itself."

6. Distributive perspective is about the interactions within the system, but Healey and Spillane urge caution by arguing for more attention to research fundamentals in the form of study operations and research measures before seeking causal inferences.

7. There are 2 Aspects to the Framework • Leadership-plus Aspect • Who leads and manages and, • How these individuals as a collective are arranged in carrying out work of leading and managing • Practice Aspect • Formal & Informal Designation • Practice is fundamentally about interactions (not actions)

8. Abstract A distributed perspective on school leadership and management has garnered considerable attention from policy makers, practitioners, and researchers in many countries over the past decade. However, we should be skeptical of its appeal as a measure of worth. While optimism is high with respect to taking a distributed perspective, we urge caution by arguing for more attention to research fundamentals in the form of study operations and research measures before seeking causal inferences. The question is not, does distributed leadership work? but rather, how are leadership and management related to school and classroom conditions and school outcomes? To answer this question from a distributed perspective, we need to engage study operations and measures when taking a distributed perspective in school leadership and management research. This article attempts to extend that conversation.

9. What’s the goal? to more effectively & reliably seek causal inferences and evidences of effectiveness between leadership and school outcomes • to extend dialogue (among scholars) • to develop solid study operations and reliable and valid measures to frame investigations of school leadership and management

10. Methodology Site & Sample Data Analysis

11. To borrow from Activity Theory and Distributed Cognition: Distributed cognition suggests that people's thinking and actions don't happen in a vacuum. Thinking happens through social interaction and interaction with the environment. These impact how the leadership activity happens.

12. Operationalizing and Measuring Leadership & Management: Formal and Informal Aspects of the School Organization

13. The Formal Organization There are a few dimensions & ways of operationalizing leadership and management from a distributed perspective, and they reveal tremendous variation between schools • Leader to staff ratio • Position focus • Formally designated leadership team diversity • Strengths and limitations

14. Factoring in the Informal Organization Relations between formal and informal can inform our understanding of school leadership and its influence on valued school conditions and outcomes. • Leader to staff ratio reconsidered • Leadership team diversity: compensation • Formal and informal congruence (informal as key advice givers) • Strengths & Limitations

15. Formal-Informal Aspects, Relations & Composition

16. Afterthoughts Do you think that this is a “commonsense” way of conceptualizing leadership? I definitely do not think this is a “commonsense” way of conceptualizing leadership, this is an extremely intensive, exhaustive, and ‘empirical’ way of understanding school leadership and management. It is not a matter of what is leadership, nor is it a matter of whether or not leadership impacts school outcome, but rather an “extended conversation” to perpetuate research methodology regarding how leadership impacts school outcome. Though it isn’t a “commonsense” way that non-researchers conceptualize the matter, it is definitely a more reliable and viable method to reach causal inferences between the two variables at hand.

17. Afterthoughts What do you think are the most important role of leadership? Influenced by the (interactive) framework introduced in this essay as well as inferred from previous knowledge and past experiences, one of the most important role of leadership is the notion that it is scalable within the learning community and educational ecosystem. If every stakeholder including management level, to classroom teachers, to students feel a sense of engagement to contribute and support those around us as “leaders” do, that will have a great impact on school outcome in many different aspects.

18. Conclusion / Key Findings • variation across schools • positive and significant correlation between the two measures of formal-informal congruence • the proportion of formally designated leaders who are also key advice givers • the proportion of advice-seeking ties directed toward formally designated leaders

19. Design for Scalability: A Case Study of the River City Curriculum

20. Main content This paper presents a framework on how to design educational innovations for scalability through enhancing their adaptability for effective usage in a wide variety of settings.

21. Dimensions Important for Scalability

22. Key Definitions:

23. Activities to achieve scale along each dimension: • Depth: evaluation and research (design-based research) to understand and enhance causes of effectiveness • Sustainability: ‘‘robust design’’ to enable adapting to inhospitable contexts • Spread: modifying to retain effectiveness while reducing resources and expertise required • Shift: moving beyond ‘‘brand’’ to support users as co-evaluators, co-designers, and co-scalers • Evolution: learning from users’ adaptations to rethink the innovation’s design model

24. Case Study The River City multi-user virtual environment (MUVE): 1. a technology-based curriculum designed to enhance engagement and learning in middle school science 2. over 250 teachers and 15,000 students throughout the United States and Canada have participated

25. Introduction River City River City is a technology-based middle school science curriculum designed around national content standards and assessments in biology, ecology, epidemiology, and scientific inquiry. Interface Design The technological infrastructure that delivers the curriculum is a (MUVE). MUVEs are online digital contexts where multiple participants can communicate, navigate, and share experiences. Depicting a Nineteenth Century Virtual City The River City virtual ‘‘world’’ is an industrial nineteenth century city with a river running through it. The storyline of the curriculum students have been commissioned by the mayor of River City to travel back in time to 1878 and help her figure out why the residents of the town have fallen ill.

26. Using Robust Design to Develop River City • Depth: The River City research team employs design-based research methods in order to understand what conditions are more flexible and adaptable to meet needs of students and teachers in various conditions. • Sustainability: Through design-based research, the River City research team develops different strategies to meet needs for different types of learners. • Spread: The River City research team automate as many processes as possible through creating an online dashboard for teachers and automated reports. • Shift: The River City research team and teachers have been co-evaluators and co-designers at every stage of implementation. • Evolution: The River City research team not only provides teachers with ownership, but also incorporate their ownership into the evolution of the curriculum.

27. Conclusion and Implications for Further Research Bringing a technology innovation to scale in education requires a design that is flexible enough to be used in a variety of contexts and robust enough to retain effectiveness in settings that lack its conditions for success; this may involve developing variants that are the equivalent of hybrid plants designed for inhospitable locales.

28. Is there a theory of change that underpins the theory of scalability put forward in this paper? The Theory of Diffusion: The main elements in the diffusion of new ideas are: (1) an innovation, (2) which is communicated through certain channels, (3) over time, (4) among the members of a social system. Diffusion is a special type of communication concerned with the spread of messages that are perceived as new ideas.

29. Is there a theory of change that underpins the theory of scalability put forward in this paper? The Theory of Scalability: “Depth” refers to deep and consequential change in classroom practice, altering teachers’ beliefs, norms of social interaction, and pedagogical principles as enacted in the curriculum. “Sustainability” involves maintaining over substantial periods of time the consequential changes in classroom practice enabled by an innovation’s depth. “Spread” involves the diffusion of the innovation to large numbers of classrooms and schools. During ‘‘shift,’’ districts, schools, and teachers assume ownership of the innovation, deepening, sustaining, and spreading its impacts. “Evolution” is when the adopters of an innovation revise it and adapt it in such a way that it is influential in reshaping the thinking of its designers.

30. Towards a Mapping Framework of ICT-enabled Innovation for Learning

31. Objectives of this report & Background Up-scaling Creative Classroom in Europe ----SCALE CCR • define and classify • concept of CCR and reference parameters • identify and analyse • propose Objectives of this report • define and classify • provides the basis for an in-depth analysis

32. Setting the context-Definition of innovation • intentional activity • address unsolved problems and benefit • change and novelty • a dynamic and unpredictable social process • occurs in a specific context

33. Setting the context-Definition of educational innovation According to OECD/CERI(2010,p.14): “...any dynamic change intended to add value to the educational process and resulting in measurable outcomes, be that in terms of stakeholders satisfaction or educational performance” OECD: Organization for Economic Co-operation and Development CERI : Center for Educational Research and Innovation

34. Setting the context -Definition of ICT-enabled innovation for learning the profoundly new ways of using and creating information and knowledge made possible by the use of ICT • a new culture of learning • flexibility, personalisation and different learning styles • peer-to-peer informal interactions • open, collaborative, free and characterised as ‘with’ those involved

35. Classifications of (ICT-enabled) innovation for learning Three major dimensions • product-process • radical-incremental • technological-administrative ICT-supported pedagogical innovation • learning objectives • teachers’ roles • learners’ roles • ICT used • connectedness • learning outcomes

36. A proposal for a mapping framework of ICT-enabled innovation for learning Aim: • a further understanding of the nature of ICT-enabled innovation for learning • map the impact of ICT in E&T context Five trajectories(the path followed by an object moving through space): • Nature of innovation • Implementation phase • Access level • Impact area • Target

37. A proposal for a mapping framework of ICT-enabled innovation for learning

38. Using the mapping framework

39. Innovating Learning: Key Elements for Developing Creative Classrooms in Europe

40. Objectives & Background • conceptualization of ‘Creative Classrooms’ • reference parameters • up-scaling

41. Setting the scene • What are Creative Classrooms Innovative learning environments that fully embed the potential of ICT to innovate and modernise learning and teaching practices. • Innovative teaching and creative learning T: any kind of teaching which addresses creativity and applies it to methods and content L: the possibility for learner to develop their thinking skill and learn in a new, creative way • Innovative pedagogies and ICT Innovative forms of pedagogical practice with ICT encourage learner- centred approaches, group work and participative learning and promote inquiry- based learning, learning-by-doing, problem-solving and creativity.

42. Creative Classrooms: a multi-dimensional concept • The rationale • The key dimensions of Creative Classrooms

43. Reference parameters for Creative Classrooms Aim: • most innovative elements • sustainable implementation and progressive up-scaling CCR reference parameters

44. Reference parameters for Creative Classrooms

45. Applying the CCR multi-dimensional concept: an example

46. The Seven Principles of Sustainable Leadership

47. The definition of sustainable leadership • Sustainability: nourish particular initiatives be developed without compromising now and in the future.(Hargreaves & Fink 2000) • Sustainable leadership: a share responsibility, not deplete resources, avoid damage on surrounding

48. The seven principles of sustainable leadership Principle 1: creates and preserves sustaining learning - depth 1.Learning to know 2.Learning to do 3.Learning to be 4.Learning to live together UNESCO 1996 5.Learning to live sustainably Hargreaves & Fink, 2006

49. The seven principles of sustainable leadership Principle 2: secures over time - endurance Few things succeed less than leadership succession (Hargreaves & Fink, 2006) How to get succession?

50. Approach to succession The public sector 1.Seeks replacement for existing roles 2.Selects in relation to current competencies 3.lets candidates emerge The private sector 1.Defines future leadership skills and aptitudes 2.Emphasises flexibility and lifelong learning in the face of changing needs 3.•recruits and encourages potential leaders