1 leadership for learning practice from macro perspective sr agnes law fdcc

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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