Association of Independent Schools NSW

Leadership for Learning:

Connecting Research and Practice

Professor Neil Dempster Griffith Institute for Educational Research

A presentation in 2 parts

1. Recent leadership for learning research – 3 Frameworks 2. Making Connections with leadership practice through Professional Development – 3 Programs Griffith Institute for Educational Research

3 Leadership for Learning Frameworks

Robinson et al, 2007, 2009 Leithwood et al, 2006, 2010 Dempster et al, 2007, 2012 Griffith Institute for Educational Research

Best Evidence Synthesis (Robinson et al, 2009)

8 Leadership Dimensions • Establishing goals and expectations • Resourcing strategically • Planning, coordinating and evaluating teaching and the curriculum • Promoting and participating in teacher professional learning and development Griffith Institute for Educational Research

Robinson’s dimensions (cont’d)

• Ensuring an orderly and supportive environment • Creating educationally powerful connections • Engaging in constructive problem talk • Selecting, developing and using ‘smart tools’ Griffith Institute for Educational Research

Robinson’s Knowledge, Skills and Dispositions (2009)

•

Ensuring administrative decisions are informed by knowledge about effective pedagogy

•

Analysing and solving complex problems

•

Building relational trust

•

Engaging in open-to-learning conversations

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Leadership for Learning – the impact of leadership actions

Leadership dimension Active involvement in professional development Clear purpose, goals and expectations Quality teaching Managing strategically e.g. strategic resource usage Creating a safe and orderly learning environment Effect size .84

.42

.42

.31

.27

Robinson (2007)

10 Strong Claims

Leithwood et al, 2010 1. Headteachers are the main source of leadership in their schools 2. There are 8 key dimensions of successful leadership 3.

Headteachers’ values are key components in their success 4. Successful heads use the same basic leadership practices but there is no single model for success 5. Differences in context affect the nature, pace and direction of leadership actions

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10 Strong Claims (cont’d)

6. Heads contribute to student learning through a combination and accumulation of strategies and actions 7. There are three broad phases of successful leadership 8. Heads grow and secure success by layering leadership strategies and actions 9. Successful heads distribute leadership progressively 10. The successful distribution of leadership depends on the establishment of trust

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Leithwood’s 8 LfL Dimensions (Leithwood et al, 2010) Successful Leaders:

       

define their values and vision to raise expectations, set direction and build trust reshape the conditions for teaching and learning restructure parts of the organisation and redesign leadership roles and responsibilities enrich the curriculum enhance teacher quality enhance the quality of teaching and learning build collaboration internally build strong relationships outside the school community

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My Synthesis of Research Findings (Dempster, 2009)

Those leading schools best affect student learning outcomes when: 1. They have an agreed and shared

moral purpose

; 2. There is ‘

disciplined dialogue

’ about learning in the school; 3. They plan and monitor learning and take account using a strong learning and achievement

evidence base

; 4. They are

active professional learners

with their teachers; 5. They attend to enhancing the

conditions for learning

; 6. They coordinate, manage and monitor the

curriculum and teaching

; 7. They use

shared leadership

as the norm; and 8. They understand and connect with

parent and wider community support

for learning.

School of Education and Professional Studies

PURPOSE School Leadership is for learning first and foremost – there is a moral purpose to which leadership action is directed

Leaders need: • deep knowledge of young people’s learning* • evidence on which to base action *Particular knowledge in at least one key curriculum area (Robinson, 2009) – and knowledge of cultural and social influences on learning (Buckskin et al, 2008, Bishop and Berryman, 2011) School of Education and Professional Studies

CONTEXT

 Knowledge of the school’s context is essential to the educational leader: • the context has to be understood (globally, nationally and locally); • beneficial connections have to be made; and • helpful networks must be harnessed in the school’s learning interests. School of Education and Professional Studies

HUMAN AGENCY

(it’s what gets things done)  This is the bedrock on which much current research on leadership is based: • Distributed leadership is essential in schools – deep, inside and outside broad and (Price Waterhouse Coopers, 2006; OECD, 2008) • Types range on a continuum from dispersed to shared (MacBeath, Oduro & Waterhouse, 2004; Leithwood et al, 2010) • Sharing leadership should occur across roles and functions (Leithwood & Riehl, 2003, Spillane 2006, Harris, 2007) • Its spread should include students, family and community members (Crowther, 2004; Dempster & Lizzio, 2006-10; OECD, 2008; Johnson and Jervis-Tracey, 2011) School of Education and Professional Studies

A Leadership Framework for 3 Australian Projects (Dempster, 2009) Leading Learning – A Framework PROFESSIONAL DEVELOPMENT Participating actively in professional development LEADERSHIP Sharing leadership and organising accordingly STRONG EVIDENCE BASE DISCIPLINED Developing a shared Moral Purpose* DIALOGUE STRONG EVIDENCE BASE CONDITIONS FOR LEARNING Enhancing the conditions for learning – the physical, social and emotional environment Connecting with support from parents and the wider community Planning and coordinating the curriculum and teaching across the school PARENT and COMMUNITY SUPPORT CURRICULUM and

* Improving student learning and performance

TEACHING

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Principals as Literacy Leaders: PALL, PALLIC and SPALL POSITIONS 1. The Position on Leadership: Compelling research evidence shows that quality leadership makes a difference to children’s learning and achievement; and It is about working together on a common moral purpose – in these cases the improvement of children’s literacy

Robinson, 2009; MacBeath and Dempster, 2009; Masters, 2009; OECD, 2008; Leithwood et al, 2006 Griffith Institute for Educational Research

PALL and PALLIC POSITIONS (Cont’d) 2. The Position on Reading: National and International research confirms that learning to read requires explicit attention by parents and teachers to: The BIG SIX: Early and ongoing oral language experiences Phonological awareness Phonemic awareness Fluency Vocabulary Comprehension

Konza, 2011; DEST, 2005; Louden et al, 2005; Rowe, 2005 Griffith Institute for Educational Research

The SPALL Position on Literacy Learning Literacy is every subject teachers’ business Literacy teaching and learning is maximised through pedagogy directly addressing the literacy demands embedded in assessment tasks The Australian Curriculum, 2012 Wyatt-Smith, 2011

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PALL and PALLIC POSITIONS (Cont’d) 3. The PALLIC Position on Shared Leadership: Accumulating research evidence shows that achieving improvements in schools in Indigenous communities or schools with significant proportions of Indigenous students, requires shared leadership with Indigenous people

Bishop et al, 2011; McNaughton and Lai, 2009; DEEWR, 2009; Sara, 2010, PriceWaterhouseCoopers, 2008 Griffith Institute for Educational Research

PALL, PALLIC and SPALL POSITIONS 4. The Position on Professional Learning: Research findings on the professional learning of leaders show that authentic learning takes place over time supported by mentors or coaches through specific tasks designed to link research with local practice Professional learning and development is most effective when it blends leadership processes and curriculum content In short, this is learning with support through action on the job for a particular purpose

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Professional Development Strategies - from theory to practice, knowing to doing – Huber (2011)

Huber, 2011

Professional Development Strategies

Huber, 2011

Emerging Research Evidence

What evidence do we have that these positions, when put into place, produce helpful outcomes?

Does blended leadership learning have an effect on teaching, learning and achievement?

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Mean scores for teachers’ and principals’ ratings on PALL principals’ role in leading literacy learning

Item teacher mean principal mean came to an enhanced understanding that our shared moral purpose is to improve children’s literacy learning and achievement 5.03

5.18

used the Big 6 to provide a framework for the teaching of reading across the school reviewed assessment practices in light of our knowledge of the Big 6 4.53

4.49

5.39

5.23

conducted disciplined dialogue about data related to literacy teaching and learning shared accountability for implementing aspects of the Big 6 4.68

4.38

5.47

5.12

shared leadership in developing and implementing literacy intervention actions 4.53

5.50

explored ways to involve parents and the community in supporting literacy learning enhanced the conditions for literacy learning across the school

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4.21

4.75

4.60

5.18

Preliminary PALLIC findings

The shared approach to leadership is gaining value in the eyes of Principals and Indigenous Leadership Partners Difficulties are evident in making connections with Indigenous families and community members for reading support Griffith Institute for Educational Research

Preliminary SPALL Findings (Principals: N=42) Principals’ views on aspects of the SPALL Program SA A U D SD The importance of my leadership in driving literacy improvement has been highlighted A focus on the literacy demands of assessment tasks in all subjects is fundamental to school improvement Asking secondary principals to be literacy leaders makes unrealistic expectations of them The SPALL position on literacy makes critically important connections with the Australian Curriculum The staff have responded positively to my direct involvement in our Action Research Project The Action Research Project is improving staff skills and understanding in how to teach the literacy demands of assessment tasks 20 24 17 13 12

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21 18 5 25 1 8 24 5 20 8 19 8 2 42 42 42 42 41 41

Blue Print Data Gathering Questions What do we need to know about:



how leadership is shared with staff and community members for reading?



the way parents and members of the wider community are connected with reading?



the professional knowledge of the school’s staff about reading?

 

how children are being taught to learn to read? the physical, social and emotional conditions and resource support for reading?

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