1 leadership for learning practice from macro perspective sr agnes law fdcc
TRANSCRIPT
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Leadership for LearningLeadership for Learning
practice from macro perspective
Sr Agnes Law fdcc
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ObservationsObservations
Learning leaders learning staff improving school (Robinson 2008)
Leadership & school improvement mutually responsive – organic (Hallinger 2010)
Different leadership style adopted in different stages of school improvement (Day et al., 2010)
Collaborative (Murphy 1996) & distributed leadership (Fullan 2001) school improvement
School capacity building human capital: high expectations of teachers, consistent quality, strong professional ethic & excellent professional development focused on classroom practice (OECD)
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Learning leaders - learning staffLearning leaders - learning staff
FOR MORE INFO...
Robinson et al, 2008, Leadership for Learning: Results from a Meta-analysis p. 657
Leadership Dimension EffectEstablishing goals & expectations ES = 0.42
Strategic Resourcing ES = 0.31
Planning, coordinating & evaluating teaching and curriculum
ES = 0.42
Promoting and taking part in teacher professional learning, formal & informal
ES = 0.84
Ensuring an orderly & supportive environment ES = 0.27
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Leadership School Improvement?Leadership School Improvement?
Important catalyst – Leadership as supporting factor for school
improvement
Contextual impact – School culture or improvement capacity always
exercises an even stronger influence on leadership
Implication– Systemic change in school needed
Hallinger, Mar 2010, HKIEd, Lessons from Research on Leadership for Learning: Yesterday, Today and Tomorrow
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Stages of School DevelopmentStages of School Development
Starting with the turn around phase
FOR MORE INFO...
Hallinger, Mar 2010, HKIEd, Lessons from Research on Leadership for Learning: Yesterday, Today and Tomorrow
Taking Ownership Developing Creativity Everyone a Leader
Phase 2Phase 2
Phase 3Phase 3
Phase 4Phase 4
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Towards Distributed Leadership?Towards Distributed Leadership?
achievement of a long process of staff professional development
planning for individual & whole school professional development – short & long term
with implementation & constant evaluation (PIE)
and explicit high level of expectation leadership at all levels – key lever for
academic improvement & for other aspects including voices of teachers & students
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Staff Professional DevelopmentStaff Professional Development
to reduce gap between highest & lowest achievers (Ss & Ts)
to ensure structure and system to support learning & teaching
to ensure organisational culture of learning to seek external input to further effect
improvement to groom new forms of leadership to
accentuate collaboration in learning and distribution of power
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Organising Professional DevelopmentOrganising Professional Development
FOR MORE INFO...
Refer to handout ‘Organising Professional Development’ & ‘Professional Life Phases of Educators’
‘Direct’ teaching & practicumLearning in schoolLearning out of school
Motivation for professional development?
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Professional Life Phases of EducatorsProfessional Life Phases of Educators
0-3 yrs Commitment: support & challenge 4-7 yrs Identity & efficacy in the classroom 8-15 yrs Managing changes: growth tensions 16-23 Work life tensions: career advancement? 24-30 Challenges to sustain motivation 31+ Ability to cope with change, looking to
retirementFOR MORE INFO...
Day (2006), Notes of seminar on Leadership & the Impact of Continuing Professional Development of Teachers, Teacher & Leadership Research Centre, University of Nottingham
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Our Practice in SHCCOur Practice in SHCC
3 layers of professional learning– Learning according to individual
choice/needs, time & interest, respecting learner diversity (e.g. courses by EdB, on-line courses from ASCD)
– Departmental staff development day/sessions
– Whole school staff development days/sessions
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Our PracticeOur Practice
Leadership in professional learning– Staff Development Team (with the
principal) for whole school PD planning– Teachers delivering professional
development sessions to colleagues or other schools
– Demo lessons to other colleagues &/or teachers of other schools
– Peer lesson observation for development
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Our PracticeOur Practice
Long & short term planning– 5 year whole school staff professional
development plan– Individual professional development
planning for future 1 or 2 years, reviewed annually in May
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Collaborative Leadership?Collaborative Leadership?
Person In C Dimension of School Development
Principal Staff Professional Development on L & T, School Culture, Religious Formation - Ts & Ss
Deputy Principal Academic Dev (curr, KLA), Timetabling,
Finance, Building, F & E, Resources
Vice Principal OLE, CCA, ECA, Student Quality – S leaders, awards & scholarship, extended learning, Ts & Ss international conference, financial assistance to Ss
Assistant Principal Life Education – homeroom period, counseling, discipline, career & further studies, civic & media ed, sex ed, health edu, student needs, learning support
School Policy & Improvement Committee
4 Ps, 5 elected staff (2 senior, 2 basic rank, 1 new blood within 3 yrs in sch.,), 2 appointed staff, 4 elected Ss rep.
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Sacred Heart Canossian College?Sacred Heart Canossian College?
…– We struggle in learning how to learn and teach like
you– We practise, fail & achieve at times like you– We have high quality & nasty stakeholders like
youand We care to learn & improve even if the ‘ESR
Team’ or others give a smallest remark… We learn rigorously with high energy like… no one else
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Leadership for LearningLeadership for Learning
together with all staff in SHCC
Thank You!9 & 11 June 2010