assessing the i leadership programme in a teaching schools … · 2020-02-13 · a three-day...

THEJOURNALOFTEACHERACTIONRESEARCH 51

JournalofTeacherActionResearch- Volume3,Issue1,2016,<practicalteacherresearch.com>,ISSN#2332-2233©JTAR.AllRights

ASSESSINGTHEIMPACTOFATEACHERLEADERSHIPPROGRAMMEINATEACHINGSCHOOLSALLIANCEKatyGranville-Chapman

WellingtonLeadershipInstitute

AbstractAteacherleadershipprogrammewasdesignedanddeliveredforanewlyformedTeachingSchoolsAlliancebasedintheSouthEastofEngland;theimpactsofthiscoursewereresearched.Theprogrammeranoverthreedaysandwasdeliveredoverafivemonthperiodfortwentyteachers.Itfocusedonemotionally

intelligentleadershipandstrategicvision.Torbert’s(2004)‘ActionInquiry’and‘TeacherActionResearch’(Hendricks,2006)informedthedesignofthemethodology.Thekeylessonslearntincluded:animprovedappreciationoftheimportanceoftimeforreflectionanddiscussion;pitchingprogrammesatahighenough

leveltochallengeparticipants’thinking;andensuringthatcoursesarewhollyrelevanttoteachers’contextsandpractices.Thereisasignificantbodyofevidencetosuggestthatteacherleadershipisimportantforimprovingpupiloutcomes,butthisprojectraisesquestionsabouthowtomeasurethesuccessofateacherleadershipprogramme.Italsoconsiderswhatimpactsshouldbeexpectedfromashortcourse;andwhethercoursesarethebestwayofdevelopingteacherleadership.

Keywords:teacherleadership,leadership,emotionalintelligence,vision,strategy,teacheractionresearch

Introduction

Athree-dayteacherleadershipprogrammewasdesignedanddeliveredforanewlyformedTeachingSchoolsAlliancebasedintheSouthEastofEngland.Aninterventiontargetingteacherleadershipwaschosenbecausethereappearedtobeasignificantbodyofevidencetosuggestthatteacherleadershipisimportantforimprovingpupiloutcomes.

Sincethe1990s,teacherleadershiphasbeeninvestigatedasameansofimprovingschooleffectiveness,accompaniedbyacallformoreteacherstodevelopasleaders.Barth(2001),forexample,says‘allteachershavethecapacitytoleadtheirschoolsdownamorepositivepath,toenlisttheirabundantexperienceandcraftknowledgeintheserviceofschoolimprovement’(p.244).



Thishasbeenreflectedinaproliferatingliteratureonteacherleadership:theEducationalResearchInformationClearinghouse(ERIC),forexample,listsover19,000publishedandun-publishedpapersonthesubject.YetMuijsandHarris(2006)arguethatresearchintothemethodsthatcanbeusedtoimplementteacherleadershipandwhatfactorscanenhanceitarerare.ThisassertionissupportedbySmylieandBennett(2005)whosuggestthattheeducationcommunity’sunderstandingofeffectivepracticeitselfisbetterdevelopedthanitsunderstandingoftheknowledge,skills,anddispositionsneededtoensuretheeffectivenessofschoolleaders.Furthermore,Barberatal(2010),inastudyofthetopperformingschoolsintheworld,arguethatthereismuchtolearnfrom‘examplesofgoodpractice,butwearestillalongwayfromcapturingtheleadershippremium,oneofthemostimportantdriversofimprovementinschools.’(p.1)

TheresearchquestionsThefollowingthreeresearchquestionsarosefromconsideringhowtodesignaprogrammeandwhatIneededtoknowforfutureleadershipcoursesanddevelopmentopportunities:

1. Whatshouldtheteacherleadershipcoursecompriseandwhy?2. Whataretheperceivedimpactsoftheleadershipcourseonparticipatingteachers?3. Whatarethelessonslearnedfromimplementingtheprogramme?

Literaturereview

Whatisteacherleadership?Acleardefinitionofteacherleadershipdoesnotemergefromtheliterature:York-BarrandDuke(2004),intheirreviewof20yearsofteacherleadershipresearch,statethatveryfewauthorsgiveadefinitionofteacherleadership.Theyexplainthatthismaybebecausethetermitselfissobroad,encompassingaplethoraofactivities,rolesandbehaviours.Atrendappearstobethatlaterresearchmorecommonlydefinesteacherleadershipasaformofdistributedleadershipwhereteachersatalllevels,holdapivotalpositioninboththewaysschoolsoperateandintheircorefunctionsofteachingandlearning;thisdiffersfromearlierresearch,particularlypre-1990,whichfocusesmoreonteacherswithformalleadershiproles.

MuijsandHarris’s(2006)‘fivedimensionsof‘teacherleadership’demonstratethetrendtowardsdistributedandcollaborativeleadership.Theirdimensionsare:

Shareddecision-makingacrossthewholeoftheteacherbody;collaborationwiththeaimofimprovingteachingandlearning;activeparticipationwhereteachersparticipateintheprocessofschoolimprovement;professionallearning;andactivismwhereteachersengagedwithissuesonbehalfoftheschool(p964).

ThisissupportedbyDayetal(2000)who,inalarge-scale,3-yearresearchprojectconductedinEngland,foundthatleadershipdistributionwascommoninsuccessfulschoolsand‘distributedsourcesofleadershipco-existedalongsideorinparallelwithmorefocusedorindividuallyenactedsourcesofleadership’(p.193).Dayetal(2000)alsoargue,however,thattheextenttowhichresponsibilityandpowerhadbeendistributeddependedonthehead’sassessmentoftheirschool’scontext.



Mostpost-1990definitionstendtostatethatthekeyobjectiveforteacherleadershipistoimprovestudentoutcomes,asexemplifiedbyYork-BarrandDuke’s(2004)definition:

Teacherleadershipreflectsteacheragencythroughestablishingrelationships,breakingdownbarriers,andmarshallingresourcesthroughouttheorganizationinanefforttoimprovestudents’educationalexperiencesandoutcomes(p.263).

Mulford(2008)takesthisideafurtherandcontendsthatteacherstakeonschoolleadershiprolesinordertomakeadifferencetoyoungpeople’slearningandlives.Importantly,hearguesthatleadershipisnotanendinitself;ratheritisaprocessthatenablesthelearning,achievementanddevelopmentofyoungpeopleandchildren.Duringthecoursedesignphase,theeducationalexperiencesandoutcomeswehopedtoimprovethroughenhancedteacherleadershipwithinourTeachingSchoolsAlliancewereconsidered.

Howcanteacherleadershipbedeveloped?Adair(2011)says:‘anorganisationshouldnevergiveateamleadershiproleorpositiontosomeonewithouttraining’(p.4).Thisisaviewechoedbymanyauthors,yetthereissignificantdisagreementintheliteratureonhowtodevelopleaderseffectively.Thereis,however,consensusthattheteachingofleadershipinallprofessionsbringswithitresponsibility(Snooketal,2012).Withinschools,forexample,ithasbeenconsistentlyarguedthatthequalityofleadershipmattersindeterminingthemotivationofteachersandthequalityofteachingintheclassroom(Mulford,2008;DayandLeithwood,2007;MuijsandHarris,2006;York-BarrandDuke,2004;Crowtheretal,2002;Fullan,2001).

Thedisagreementoverhowbesttodevelopleadersisechoedintheliteratureoneducation.Rossetal(2011)reportthattherehasbeenlimitedguidanceoneffectivemethodsofdevelopingteacherleadershipwithingraduateprogramsforpracticingteachers,despitethegrowthofsuchprogrammes;theyalsofoundthattherewaslittleresearchontheseprogrammes’impacts.Rossetal(2011)onlyfoundoneexampleofresearchintoaleadershipprogrammeforteachers:thiswasconductedbyOvingtonetal(2002)andthecoursewasrunthroughauniversityintheUSasaprimarilydistancelearningprogramme.

Rosset.al.’s(2011)researchalsoconsideredtheimpactoftheirownuniversity-basedgraduateteacherleadershipprogrammeintheUS.Rosset.al.’s(2011)TLSIprogrammehadfourprinciples,whichwerereferredtointhedesignofthiscourse:

1.Itshouldbejobembedded;

2.Inquiryandreflectionshouldbefocusedon;

3.Collaborationshouldtakeplace;

4.Structuralsupportforexperimentationshouldbeprovided.

Methodology



Rationalefortheresearchdesign.ThisresearchwasinformedbyTorbert’s(2004)workon‘actioninquiry’,whichhedescribesasa‘wayofsimultaneouslyconductingactionandinquiryasadisciplinedleadershippracticethatincreasesthewidereffectivenessofouractions’(p1);itwasalsoinspiredbythetraditionsofTeacherActionResearchandemployedaseriesofaseriesofstepsinwhichI,theresearcher,reflected,acted,andevaluated(Hendricks,2006).

Ethicalconsiderations.TheEthicalGuidelinesforEducationalResearch(BERA,2011)wereadheredtoandethicalapprovalwasobtainedfromaUniversity’sCentralResearchEthicsCommittee.

ResearchSample.The20participantsallcamefromourTeachingSchoolsAlliance;theywerebothmiddleleadersandaspiringleaderswithvaryinglevelsofexperience.Allhadvolunteeredfortheprogrammeandtheirmotivationsfordoingsowerediverse.

DataCollectionSchedule.Thetablebelowshowsthesetsofdatathatwerecollectedforeachresearchquestion,whenthesedatawerecollectedandthesample.

Table1:DataCollectionSchedule

Research

questionDatacollected Date

1

Questionnaire1

6May2013

FocusedGroupdiscussionsx57,13,18,23May;7;27Jun

2013

Emailcorrespondenceaboutcoursecontent MayandJun2013

MeetingwithUniversitylecturer 21May2013

EmailcorrespondencewithUniversity May-Oct2013

2

Questionnaire2

14Oct;29Nov2013;13Jan2014

Sessionevaluation14Oct;29Nov2013;13Jan

2014

Notestakenbyme14Oct;29Nov2013;13Jan

2014



FocusGroupdiscussions20Nov2013;10Jan2014;

March2014

Interviewswith3xcourseparticipants March–April2014

Leadershipjourneys.

14Oct;29Nov;10Jan;23

Apr.

3. Notestakenbyme14Oct;29Nov2013;13Jan

2014

Sessionevaluation14Oct;29Nov2013;13Jan

2014

FocusGroupdiscussions20Nov2013;9Jan2014;20

March2014

Interviewswith3xcourseparticipants MarchandApril2014

Leadershipjourneys14Oct;29Nov;10Jan;23

Apr.

Leadershipjourneys.Trackingtheaimstheparticipantshopedtoachievethroughthecourseandtheimpacttheyperceivedthe

coursehad

14Oct;29Nov;10Jan;23Apr.

Ishallnowdescribehowandwhythesedataweregatheredforeachoftheresearchquestions.

Researchquestion1.Whatshouldtheteacherleadershipcoursecompriseandwhy?

Inordertoestablishavisionfortheprogrammeaninitialsurvey:‘Teachers’PerceptionsofourSchool’sLeadership’wassentoutviaemailinMay2013toallteachersintheschoolIworkat;41teachersresponded.Amorestrategicsamplingtechniquesuchasstratifiedsamplingwouldperhapshavegivenmorereliableresults;bysendingittoalloftheteachingstaff,however,Iwasabletogatherdatafromalloftheteacherswhowereparticularlyinterestedinleadershipandleadershipdevelopment.

Thequestionsintheinitialsurveyasked:



1.Whatcharacteristicsandbehavioursofyourleader(s)motivateyou?

2.Whatcharacteristicsandbehavioursofyourleader(s)demotivateyou?

3.Whatdoyourleader(s)do,orcouldtheydo,toimproveyourteaching?

4.Doyourleader(s)doanythingthatreducesthequalityoreffectivenessofyourteaching?

5.Whatleadershiptrainingdoyouthinkthatyouand/oryourleaderswouldbenefitfrom?

6.Whattypeoftrainingwouldimproveyourleaders'abilitytoenhancethequalityandeffectivenessofyourteaching?

ThequestionnairewasdesignedanddistributedusingtheInternetprogramme:www.surveymonkey.com.Theinformationfromthisquestionnairewasusedtobeginthecoursedesignprocessandwascoded.Before,however,Idecidedonanycategoriesforthecoding,Icarriedoutatextanalysisontheinternetsite‘Surveymonkey’,whichgavemeanindicationofthewordsandphrasesthatwereoccurringmostfrequentlyintheresponsesforeachquestion.Iaskedacolleaguewhohadhelpedmeintheinitialstagesofformingthecategoriestocheckmycodingandthedefinitionsofthecategoriestoimprovetheirreliability.

Fourcategorieseventuallyemergedfromthisprocessasthemostusefulfordesigningthecourse:

1.Socialemotionalintelligence(EI-social)

2.Personalemotionalintelligence(EI-self)

3.Visionandstrategy

4.Values

Researchquestions2and3.Datawerecollectedforresearchquestions2and3together.Researchquestion2asked:‘whataretheperceivedimpactsoftheleadershipcourseonparticipatingteachersandontheresearcher?’and3:‘whatarethelessonslearnedfromimplementingtheprogramme?’

Questionnaire2:teachers’perceptionsoftheirownleadershipcapacity,wasdistributedtoallcourseparticipantstoassesstheirperceptionsoftheirownleadershipabilityatthestartofeachsession(OctoberandNovember2013,andJanuary2014).Itwasthenre-distributedthreemonthsafterthefinalsession(April2014).Thequestionsusedthecourseobjectivestofocusonaspectsoftheparticipants’leadershipcapacitythatwerebeingtargetedbytheprogramme.ParticipantswereaskedtoindicatetheirlevelofagreementwiththefollowingsetofstatementsusingaLikert-typescale:



1.Imanagemyteamusingemotionallyintelligentleadership;

2.Ihavebuiltastrategicvision;

3.Ihavecommunicatedmystrategicvisionwithmyteam

4.Icaneffectivelyusecoachingapproachestochallengingconversations.

ParticipantswereaskedtoanswerthequestionsusinganumericalLikert-typeScale,givinganumberfrom1-5torepresenttheextenttowhichtheyagreedwitheachstatement(Wuensch,2004),with‘1’being:‘donotagreeatall’;and‘5’being:‘fullyagree’.Theresultswerecolourcodedtoprovideavisualrepresentationofthesedata.Thesewere,however,theleastusefuldatasetinansweringtheresearchquestionsduetothechallengesofmeasuringperceptionsandthepotentialdifferencebetweenateacher’sperceivedcapacityoftheirownleadershipandtheiractualcapacity.

Thesessionevaluationformgivenoutattheendofthefirstdayofthecourse(October2013)toassessexperiencesofthatdayaskedtwoquestions:‘Whatwentwellforyou?’and‘Evenbetterif…’.Thesequestionswerealsousedforthesecondandthirddays(November2013andJanuary2014),butafurtherquestionwasadded,whichwas:‘Whatimpacthastheprevioussessionhadonyourthinkingand/oryourpractice?’Datafromthesequestionnaireswereusedtoeditthenextday’scontentanddeliverystyle.Theywerealsousedtoprovidealoosestructureforthefocusgroupdiscussionsandinterviews.

Focusgroupdiscussionswereconductedafterdays1,2and3,closetothestartofthenextday/event,togathermoredatathatcouldbeusedtoimprovethecourse.Theywereconductedafteratleast3weekshadpassedfromtheprevioussession;thisgaveteacherstheopportunitytoimplementwhattheyhadlearntintheirpracticesbeforetheyparticipatedinthediscussions.

Afterthefinaldayoftheprogramme,threeteacherswereinterviewedtogathermoredetaileddataabouttheirexperiences.Theywereselectedfromthosewhohadnotparticipatedinadiscussiongroupandwerevolunteerswhowereinterestedinthisresearch.

ParticipantsalsoallcompletedawrittenrecordoftheirleadershipjourneysonasetofthreeA3templates,whichtheyfilledinbetweensessionsandthenpresentedateachofthethreesessions(October,NovemberandJanuary).Ialsophotocopiedtheirleadershipjourneysatthefinalsessionandtwomonthsafterthecourse.Theseleadershipjourneyscoveredasixandahalfmonthperiod,withthefirstreflectionsbeingrecordedinOctober2013andthefinalnotesbeingmadeinApril2014.

Codingforresearchquestiontwousedthreemaincategories,whichwere:

1.Emotionalintelligence(EI)

2.Strategy/vision(SV).



3.Inspirationtoimproveorchangeleadershippractices(I)

Ialsousedtwosub-categories,whichwere:

a.Improvedknowledgeandunderstanding(KU)

b.Applicationofwhathasbeenlearnttotheirpractice(Ap)

ResearchQuestion3.Thedatacollectedforresearchquestion3:‘Whatarethelessonslearnedfromimplementingtheprogramme?’werecodedcollaborativelywithfourcolleagueswhohadalsobeeninvolvedwithcodingforresearchquestion2.Twomaincategoriesemerged:contentanddelivery.Contentwasfurthersplitintopracticaltools;casestudies;coaching;andacademiclevel.Deliverywasdividedinto:timefordiscussionandreflection;timeforgroupworkandactivities.

ResultsandDiscussion

Theanalysisofthedatafrequentlyhighlightedthecomplexityofteacherleadershipanditsdevelopment.Reflectingonthedataalsoreinforcedtheideathatleadership,andleadershipdevelopment,arenotonlycognitive,butalsoemotionalprocesses,whichneededtobeapproachedwithsensitivity.Theinterviewsandfocusedgroupdiscussionsdemonstratedthepassionmanyteachersfeelaboutleadership,andtheprofoundimpactthatbothgoodandpoorleadershipcanhaveonthosebeingled.

Inordertomakesenseofsuchacomplextopic,Ihaveusedthethreeresearchquestionstogiveastructuretowhatwasactuallyadynamicandcontinuousprocessofanalysis.

Discussionofresearchquestion1.Whatshouldtheteacherleadershipcoursecompriseandwhy?

Thestrategicvisionfortheprogramme.IbegancollectingdataforthisprojectinMay2013anditwastwomonthsbeforeIbegantoshapethestrategicvisionfortheprogramme.Inmid-July,havingconsultedteachersandmanagersfrommyschool;potentialparticipants;theUniversity;andtheliterature,Idecidedonthefollowingstrategicvision:

‘Todesignanddeliverateacherleadershipprogrammewhichimprovesteachers’perceptionsoftheirownleadershipcapacitythroughtwokeyconcepts:

1.Emotionallyintelligentleadership

2.Strategicvision.’

Programmeobjectives.Theobjectivesfortheprogramme’sdeliverywereinspiredbyRossetal’s(2011)‘TeacherLeadershipforSchoolImprovement’(TLSI)programmeprinciples:

1.Itshouldbejobembedded;



2.Inquiryandreflectionshouldbeafocus;

3.Collaborationshouldtakeplace;

4.Structuralsupportforexperimentationshouldbeprovided.

Theobjectivesforthecoursecontentweredirectlyrelatedtothevisionandwereto:

1.Describeandexplainemotionallyintelligentleadership;

2.Analyzedifferentwaysofpracticingemotionallyintelligentleadership;

3.Encourageteacherstopracticeusingemotionallyintelligentleadershipintheirowncontexts;

4.Describeandexplainhowtocreateastrategicvision;

5.Encourageteacherstocreateavisionandstrategy,andcommunicatethiswiththeirteams;

6.Encourageteacherstomaketheirstrategicvisionareality.

Questionnaire1:Teachers’perceptionsonschoolleaders.Questionnaire1providedastartpointfromwhichtobegindesigningtheprogramme’scontent.Table2givesthecategorizedresponsestothisquestionnaire.

Table2:Categorizedresponsesfromquestionnaire1

Question EI-self EI-social Values StrategyandVision

Other

1. Whatcharacteristicsandbehavioursofyourleader(s)

motivateyou?

95% 87% 75% 46% 9%

2. Whatcharacteristicsandbehavioursofyourleader(s)

demotivateyou?

87% 80% 82% 46% 4%

3. Whatdoyourleader(s)do,orcouldtheydo,toimproveyour

teaching?

31% 34% 34% 53% 72%



4. Doyourleader(s)doanythingthatreducesthequalityor

effectivenessofyourteaching?

21% 21% 19% 51% 73%

5. Whatleadershiptrainingdoyouthinkthatyouand/oryourleaderswouldbenefitfrom?

EI-

43%

0% 14% 54%

6. Whattypeoftrainingwouldimproveyourleaders'abilityto

enhancethequalityandeffectivenessofyourteaching?

EI-

34%

0% 12% 60%

Table2:Categorizedresponsesfromquestionnaire1

Discussionofresultsandtheirimpactonthecoursecontent

Emotionalintelligence.AscanbeseenfromTable2,Icategorized95%ofresponsesasrelatingtosocialemotionalintelligence(EI-social)and87%relatingtopersonalemotionalintelligence(EI-self)forthefirstquestionregardingthecharacteristicsandbehavioursofleadersthatmotivatedrespondents.Theresultsweresimilarforthesecondquestionaboutleaders’behavioursandcharacteristicsthatledtode-motivation,with87%categorizedasEI-selfand80%asEI-social.FewerresultswereconsideredtoberelatedtoEIforthethirdquestion,whichaskedaboutimprovementstoteaching.65%ofresponseswereclassifiedeitherasEI-selforEI-social,makingEIthecategorywiththejointhighestnumberofresponses(tyingwith‘agreaterfocusonlearningandteaching’).Whenaskedwhattrainingteachersbelievedtheirleaderswouldbenefitfrom(question5),thehighestpercentageofresponsesrelatedtotraininginEI(43%).Forthefinalquestion(question6),whichasked:‘whattypeoftrainingwouldimproveyourleaders'abilitytoenhancethequalityandeffectivenessofyourteaching?’,EIwasthesecondhighestscoringcategoryafter‘other’.

TheseresultssuggestthattheteachersfeltthatEIwasanareainneedofdevelopmentinourschool’sleaders.Itisdisappointingnottohaveresultsfromtheotherschoolsthatsentteachersontheprogramme,buttheemphasisontheimportanceofEIforleadersisalsosupportedintheliterature(Mills,2009;Kerretal,2006;LebanandZulaf,2004;andSrivastava&Bharamanaikar,2004;WongandLaw,2002;Goleman,1998).Someauthorshave,however,questionedthestatisticalsignificanceofthecorrelationbetweenEIandleadershipeffectiveness(Grunesetal,2014;Cavazotteetal,2012;Antonakis,2009;BarabutoandBurbach,2006;Brownetal,2006;andConte,2005).IchosetoincludeEIin



theprogrammeandaspartofmystrategicvisionforthecourse,asIfeltthattheliteraturesupportingthelinksbetweenEIandleadership,combinedwiththeresultsfromthissmall-scalequestionnaire,justifieditsinclusion.

IdecidedwhichaspectsofEItocoverbyreviewingtheindividualcommentsinthequestionnaireandthroughinterviews,focusgroupdiscussionsandemailcorrespondencewithparticipants.AdiscussionwiththeUniversityaboutthesedataallowedthemtosendmealonglistoftopicstheycouldoffer,whichwererelevanttowhathadbeensuggestedbythedata.Allteacherswhohadsignedupatthispointweresentthelonglistoftopicsandwereaskedtochoosethosetheyfeltweremostrelevanttothem.Thefollowingtopics,relatedtoEI,appearedtobeofmostusetothoseontheprogramme:

1.Whatisemotionalintelligence?

2.Whatdoesemotionallyintelligentleadershiplooklike?

3.Motivating,developingandmanagingpeoplethroughemotionallyintelligentleadership.

OneothertopicconcernedwithEIwascovered:

4.Coachingapproachestochallengingconversationsandmanagingperformance.

Coachingdidn’tformacategoryinitsownrightinmyanalysis,asitwasonlyrelevanttotwoquestionsinthequestionnaire.10%ofresponses,however,mentionedcoachinginanswertoquestion5:‘whatleadershiptrainingdoyouthinkthatyouand/oryourleaderswouldbenefitfrom?’7%ofresponsesalsoincludedcoachinginanswertoquestion6:‘whattypeoftrainingwouldimproveyourleaders'abilitytoenhancethequalityandeffectivenessofyourteaching?’Thisledmetoinvestigatecoachingasameansofdevelopingleadershipfurther.

CoachinghasthecapacityenhanceEI,asitprovidesleaderswithtoolsthatenhancetheircapacityforlistening,thereforealsotheirabilitytounderstandothers;itisalsorecognizedasausefulmethodofdevelopingotherleaders(Barberetal,2010;Snooketal,2012).FurtherevidenceofthebenefitsofcoachingforleadersisprovidedbyBoyatzisetal(2013);Elyetal(2010);Kampa-KokeshandAnderson(2001);Oliveroetal.(1997).Theperceivedrelevanceofcoachinginmyteacherpopulationishighlightedbythefactthatallcoachingcoursesthathaverunatourschoolhavebeenoversubscribed.CoachingwasalsoapopulartopiconthelistofoptionsgiventomebytheUniversity,andwasthereforeincludedinthisprogramme.

Values.Table2givesthepercentageofresponsesthatwerecategorizedasrelatingtovaluesforeachquestion.Forquestions1and2:‘whatcharacteristicsofyourleadersmotivate/de-motivateyou?’,thecategoryreceivingthesecondhighestnumberofresponseswas‘values’(75%and82%respectively).WhencourseparticipantsandtheUniversityIwasworkingwithwereconsultedontheinclusionofvaluesintheprogramme,itwasfeltthatthiswouldbedifficulttodeliver,butcouldbeexploredaspartofawider



considerationoftheroleofEIinleadershipandthroughthedevelopmentofavisionbasedonsharedvalues.Thiswassupportedbytheresultstoquestion5:‘whatleadershiptrainingdoyouthinkthatyouand/oryourleaderswouldbenefitfrom?’,asnoneoftheresponseswerecategorizedasanexpressionofvalues.Thisis,however,anareaIamkeentoexplorefurtherinthefuture,asvaluesareconsideredtobecriticaltoeffectiveleadershipbymanyauthors(forexample,ChatmanandKennedy,2010;Conger,2010;Podolnyetal,2010).Wealsoconsideredhowwecanre-invigorateourschool’scorevaluesthroughafullstaffCPDsessioninSeptember2015andtheleadershipcoursethathasemergedfromthisresearchspendsasignificantamountoftimeexploringthistopic.LeadershipvaluesalsonowformsacorethemeinthenewleadershipcourseswearedeliveringforourTeachingSchoolsAlliance.

Visionandstrategy.Asignificantnumberofresponsesrelatedtothecategoryvisionandstrategyinallofthequestions.Visionandstrategyhadthehighestnumberofrelatedresponsestoquestion4:‘doyourleadersdoanythingthatreducesthequalityoreffectivenessofyourteaching?’,with51%ofanswers.14%ofanswerstoquestion5:‘whattypeofleadershiptrainingdoyouthinkthatyouand/oryourleaderswouldbenefitfrom’;and12%forquestion6:‘whattypeoftrainingwouldimproveyourleaders’abilitytoenhancethequalityandeffectivenessofyourteaching?’,relatedtovisionandstrategy;Ihadperhapsexpectedthistobehigher.Visionandstrategywere,however,topicsthatwerespecificallyrequestedbyparticipantsinfocusgroupdiscussionsandinterviews;andtheywerealsorecommendedbytheUniversityasbeingparticularlybeneficialtoteacherleaders.Inadditiontothis,visionandstrategyareconsideredtobecentraltoeffectiveleadershipbyourHeadTeacher,andthereisasignificantbodyofresearchintotheimportanceofstrategicvisionforleaders(forexample,Kotter,2011;Wassermanetal,2010;Leithwoodetal,2008;HallingerandHeck,2002).Visionandstrategy,thereforebecametheothermajorthemeofourprogramme.

Othersignificantresponses.Therewereanumberofinterestingresponses,whichwerenotcategorizedsincetheydidnotinformthecontentoftheprogramme.Itisworth,however,mentioningafewofthesesincetheyarerelevanttoadiscussionwearehavingwithinourAllianceandschoolaboutthetypeofleaderswehopetodevelopandhowbesttotrainourleaders.Question3and4,inparticular,ledrespondentstowardsananswerthatwasrelatedtolearningandteaching.Forquestion3:‘whatdoyourteachersdo,orcouldtheydo,toimproveyourteaching?’,itwasperhapsunsurprisingthat65%oftheresponsesrelatedtoallowingteacherstofocusmoreonlearningandteaching.

Interestingly,17%ofresponsestothefinalquestion:‘whattypeoftrainingwouldimproveyourleaders’abilitytoenhancethequalityandeffectivenessofyourteaching?’relatedtotraininginteachingandlearning.Because,however,thepotentialparticipantsconsultedfeltthatwehadabroadandinterestingcontinuingprofessionaldevelopment(CPD)programmefocusingonlearningandteaching,theirpreferencewastoexamineleadershipspecifically



onthiscourse.Thiswassupportedbymembersofmyschool’sseniorleadershipteamandtheuniversity.

Discussionofresearchquestion2:Whataretheperceivedimpactsoftheleadershipcourseonparticipatingteachers?

Themainpurposeofthisresearchquestionwastogatherdatathatwouldinformthedesignoffutureleadershipinterventions.Thequantitativedatacollectedfromquestionnaire2(teachers’perceptionsoftheirownleadershipcapacity)wasarguablytheleastusefulforlearninghowtoimproveourimpactonteacherleadersandtheirpractices.Thiswasbecauseitdidnotprovideexplanationsofwhyteachershad,orhadnotexperiencedanimpactfromtheprogramme.Itwas,however,usefulforestablishingmoregeneraltrends,whichcouldbeinvestigatedfurther.Incontrast,thefocusgroupsweretherichestsourcesofdataandtheywereparticularlyhelpfulforfollowinguponpointsthathadbeenmadeinthesessionevaluationsandquestionnaires.

Thecodingofdatahelpedtoidentifythemainareasinwhichanimpacthadbeenmade.Perhapsunsurprisingly,theseareasofimpactrelatedcloselytothecourseobjectives,withimprovementsinparticipants’knowledge,understandingandapplicationofEI,strategyandvisionbeingrecorded.Asmall,butsignificantnumberofteachersfelttheyhadbeeninspiredtomakeasignificantchangetotheirleadershippracticeandeven,inonecase,tomakeacareerchange.Anaspirationforfuturecourseswouldbetoinspiremoreteacherstoreflectand,ifnecessary,changetheirleadershippractice.Achievingthisisnoteasy,asbothmyexperiencefromthisprojectandpublishedliteratureattest(George,2012;Fairman,andMackenzie,2012;Ibarraetal,2010;DanaandYendol-Hoppey,2009;Getz,2009;DayandLeithwood,2007;Hirstetal,2004;FrostandDurrant,2003;HarrisandMuijs,2003;Crowtheretal,2002;Cranton,1994).

Discussionofresearchquestion3:Whatarethelessonslearnedfromimplementingtheprogramme?

Thefeedbackprovidedvaluablerecommendationsonhoweachsessioncouldhavebeenimproved.Becausethecoursewasdeliveredonthreedays,eachseparatedbyoveramonth,itwaspossibletoimplementmanyoftheparticipants’ideasintimeforthefollowingsession.Thekeyareasrelatingtotheprogrammecontentthatcouldhavebeenimprovedfurtherwereasfollows:

1. Theinclusionofmorepracticalleadershiptools;2. Morecasestudiesandexamples;3. Amorepracticalapproachtocoaching;4. Pitchingthecourseatahigheracademiclevel.

Themainareasidentifiedforimprovementofthedeliveryincluded:

1. Moretimefordiscussionandreflection;2. Moregroupworkandactivities;



Thedatasuggeststhatthefeedbackrelatingtothecoursecontentwasmoreeffectivelyimplementedthanthatwhichreferredtothedelivery,sincetherewasmorepositivefeedbackreferringtothecontentinthelaterfocusgroups,interviewsandsessionevaluationsthanintheearlierones.Lesspositivefeedbackremainedindatathatwascollectedlaterregardingthedelivery.Thisisprobablybecauseitisfasterandeasiertochangetopicsthanstyleofdelivery;furthermore,wehadtwodifferentfacilitators,neitherofwhomhadtheadvantageofbeingpresentduringthefocusgroupsorinterviews.

Summaryoftheresultsanddiscussion

Thedataconfirmsthat,tosomeextentatleast,theobjectivesforthecontentoftheprogrammeweremetand,bytheendofthecourse,teachersperceivedthattheywereableto:

• DescribeandexplainEIleadership;• AnalyzedifferentwaysofpracticingEIleadership;• Describeandexplainhowtocreateastrategicvision;• Encourageteacherstocreateavisionandstrategy,andcommunicatethiswiththeir

teams;

Theprogrammehadalso:

• EncouragedteacherstopracticeusingEIleadershipintheirowncontexts;

and,

• Encouragedteacherstomaketheirstrategicvisionareality.

Thefeedbacksuggestedthatthetopicsselected(EI,strategyandvision),wereappropriateandofbenefittotheteachersattending.Thisprovidessomeevidencetosupporttheconsultationprocessthatwasusedbeforethecoursetodecidewhattocover.Thelimitation,however,ofaskingteacherswhohaveneverreceivedleadershiptrainingwhattheywanttostudyisthattheymaywellnotknow(asreflectedintwofocusgroupsandinterviews).Startingtheconsultationprocessbyaskingmoregeneralquestionsaboutleadership,whichcouldthenbecategorizedtoinformpotentialprogrammetopicswasthereforeuseful.Thefollowupdiscussions,whichwereinformedbytheseresultswerealsobeneficialforconfirminginitialideasandnarrowingtopicoptions.

Theexclusionofvaluesfromtheprogrammewasanerror;afterEI,theexpressionofaleader’svaluesappearedtobethemostsignificantdriverofmotivationfortheteacherswhoansweredtheinitialquestionnaire.Iam,therefore,workingwitharangeofexpertsonvaluesandleadershipandwehaveincorporatedvaluesasacentralthemeinournewleadershipprogrammes.AfullstafftrainingsessionalsotookplaceinourschoolatthebeginningofSeptembertodiscusstheroleofvaluesandcharacterineducation;wearealso



workingonembeddingtheimportanceofthedevelopmentoftheseinourschoolcultureinarangeofwaysincludingthroughtraining,coaching,mentoringandworkinggroups.

Limitations

Programmedesign.Courseparticipantsandmembersofmyschoolsseniorleadershipteamwereconsultedbeforetheprogrammebegan,butotherkeystakeholderswithinourAlliancewhohaveastronginterestintheleadershipdevelopmentoftheirstaff,suchasheadteachers,werenot.Ideally,studentsshouldalsohavebeenconsultedtofindoutwhattheyvalueinateacherleader,sincetheyarecentraltothepurposeofanyteacherleadershipintervention.ItwouldalsohavebeenusefultospendmoretimeworkingwiththeUniversitytotailortheprogrammemorepreciselytotheparticipants’requirements.AsourTeachingSchoolsAllianceisnowmoremature,IaminabetterpositiontocarryoutwidercollaborationbeforeournextmajorcycleofinterventionsbeginsinSeptember.

InthecoursedesignphasesIdidnotfullyanswerthequestion:whatexactlyshouldtheparametersofsuccesslooklikeforthisleadershipprogramme?Ishouldalsohavereflectedmoredeeplyonthequestion:whatoutcomeswouldjustifyteachersbeingawayfromtheirclassroomsandhowcouldthesebemeasured?Ihavenotfullyansweredthesequestionsforfuturecourses,butIbelieveabroadercollaborativeprocessisnecessarytogetclosertosolvingthem.

Impactsoftheprogramme.Itischallengingtomeasuretheimpactofanycoursetargetingleadership.Evenonalongitudinalstudy,itisdifficulttodecidewhattouseasmeasuresofsuccess,andtofindameasurethatwillbebothreliableandvalid.Wewereaimingtoenhanceteacherleadershipinordertoimproveoutcomesforpupils,boththroughraisedattainmentandincreasedwellbeing.Theliteraturereviewsuggeststhatteacherleadershipcanbeanimportantdriverofpupils’outcomes;inastudyofthisscale,however,itwasnotpossibletomeasurewhethertheprogrammehadaffectedstudentoutcomeswithanydegreeofconfidence.Teachers’perceptionsoftheirownleadershipcapacitywerethereforechosenasameasureofimpact.

Thishasmanyweaknesses.Gallreinetal(2013)forexample,foundtherewasevidencefortheexistenceofidiosyncratic‘blindspots’inpeople’sperceptionsofthemselvesinastudyof65students;theirliteraturereviewpresentsfurtherevidenceforthisphenomenon.ThisresearchisechoedinArgyrisandSchon’s(1974)workontwotheoriesofaction:‘espousedtheory’and‘theory-in-use’.Themis-matchbetweenpeople’sperceptionofthemselvesandhowothersperceivethemisaninterestingtopicforfutureleadershipdevelopmentprogrammes.Theextenttowhichateacher’sperceptionoftheirleadershipcapacitycorrelateswiththeimpacttheyactuallyhaveonpupiloutcomesmayalsobeaninterestinglongitudinalstudy.

Lessonslearned.Thelessonsdiscussedinthepreviouschapterarereflectiveofthegroupofteacherswhoparticipatedontheprogramme.Alloftheseteachersweredrawnfromasmallgeographicalarea,coveringtwocountiesintheSouthEastofEngland.Theextentto



whichtheselessonswouldberelevanttootherswishingtodesignateacherleadershipprogrammeis,thereforequestionable.Manyofthepointsraised,however,wereechoedintheliterature,perhapsindicatingtheirrelevancetoawideraudience.

ConcludingRemarks

Atthebeginningofthisproject,IcarriedoutasearchontheInternetsearchengine‘Google’,usingtheterm:‘leadershipdevelopment’(www.google.co.uk).Thisreturned7,930,000webpages:aresultofthatsizeimpliesthatasignificantlevelofuncertaintymustremainoverhowbesttodevelopleaders.Thechallenge,therefore,ofcreatingameaningfulleadershipdevelopmentprogrammethatwouldhaveapositiveimpactonteacherswasnotgoingtobeinsignificant.Thecomplexityofthetaskwascompoundedbythefactthatacleardefinitionofteacherleadershipdoesnotappeartoemergefromtheliterature.Indeed,York-BarrandDuke(2004),intheirreviewof20yearsofteacherleadershipresearch,statethatveryfewauthorsevenattemptadefinition.Furthermore,despitethenumberofwebpagesconcernedwithleadershipdevelopment,Rossetal(2011)onlyfoundoneexampleofresearchintoaleadershipprogrammeforteachers(conductedbyOvingtonetal.,2002).This,however,madetheprojectfascinatingandgavemetheopportunitytoreflectonresearchfromabroadrangeoffields.

OneofthekeyquestionsIhaveconsideredthroughoutthisprojectis:whatisthepurposeofteacherleadershiptraining?Nodoubt,itistoimprovepupils’outcomes(York-BarrandDuke,2004;Mulford,2008),buthowcanaprogrammeachievethisandhowcanyouknowwhetheryourcoursehasbeenthecatalystofbetterresultsforstudents?AtameetingwithheadteachersfromourAlliance,thispointwasdiscussedandthegroupconcludedthatanyleadershipcoursemust‘inspireandenergize’teacherstoimprovetheirpractices;programmesmust‘excite[teachers]andkeepthemintheprofession’.Theheadteachersalsosaidthatanyinterventionshouldalsohavea‘long-termimpact’.Onlythefirstofthesesuggestionswasspecificallyanalyzedbythisproject,butallcouldpotentiallybeinterestingtoresearchoveralongertimeperiod.

Aparticularlyinterestingquestioniswhatimpactscanbeexpectedfromshortteacherleadershipcourses.Thepreviousquestion,concernedwiththeparametersofsuccess,maygosomewaytowardsaddressingthis,butitissomethingthatisworthreflectingonfurtherbeforethenextprogrammeislaunched:strikinganappropriatebalancebetweentakingteachersawayfromtheirclassesandprovidinghighimpactleadershipdevelopmentopportunitiesiscrucial.TheadvantagesofteachersresearchingtheirownpracticesarewidelyreflectedintheliteratureandfacilitatingontheNationalProfessionalQualificationforMiddleLeaders(NPQML),hasgivenmetheopportunitytowitnessthebenefitsofaskingparticipantstocompletealeadershipprojectwheretheteacherleadsachangeintheirsettingandreflectsonthisprocess.Manyoftheteachersonthisprogramme,however,hadchosenourprogrammeastheydidn’tfeelreadytocommittotheNPQML,soweremorecomfortablewiththenon-assessedformatofthiscourse.



Onreviewingtheliterature,however,Icameacrossworksuggestingthatstand-alonecoursesareunlikelytohaveatransformational,long-termimpact,andthatamoreblendedapproachispreferable(Boyatzisetal.,2013;Getz,2009);thismeantgoingbeyondthiscourse’srequirementforteacherstofocusonaspecificprojectwithintheirpractice,toamoreholistic,longer-termprogrammeofcoaching,mentoringandvisits.

Forournewprogramme,wehavegivenparticipantstheopportunitytocompletereflectiveassignmentsandasktheirteamandseniorleadersabouttheimpactsoftheirleadershipandtheleadershipstrategiestheyhavelearntontheprogramme,supportedbyamentororcoachwithintheirschool.Thesewrittenassessments,withattendanceonthemodules,leadtoacertificateordiploma.Itisalsopossible,however,toattendindividualmodulesthatareofparticularinteresttoteacherswithoutwritingassignments,givinggreaterflexibilitytobusyteachersandhopefullyintroducingthemtoleadershipideasthattheyfeelareworthlearningmoreaboutinthefuture.

Overall,thecomplexityofteacherleadershipanditsdevelopmenthasprovidedmewithathoroughlyengagingproject,whichhasprovidedmewithmanymorelessonsthanIhadanticipatedwhenIbegan.Ithasbeenparticularlyinterestingtoreviewliteraturefromarangeofdisciplinesandevaluatetheextenttowhichresearchfrombeyondeducationcanbeusedtoenhanceteacherleadershipdevelopment.ThisprojecthashadasignificantimpactonthewaythatIpersonallylead,aswellasthemannerinwhichIhaveapproachedleadershipdevelopmentopportunitiesforteachers,notonlythroughformalprogrammes,butalsoinformallythroughcoachingandleadershipsupportandresearchgroups.

AbouttheAuthor

KatyGranville-ChapmanisageographyteacherandtheDirectoroftheWellingtonLeadershipInstitute.BeforeWellington,KatyservedintheBritishArmyasaTroopCommanderandthentrainedsoldiersandyoungofficersinleadershipservinginIraq,Nepal,andtheUSAandacrossEurope.Katy’sresearchinterestsfocusondevelopingleaderswhocultivateflourishingandshehasadvisedtheGovernment,CabinetOfficeandCivilServiceonleadershipandcharacterdevelopment.KatydesignsanddeliversteacherandpupilleadershipprogrammesandinterventionsandhercoursesarequalityassuredbytheUniversityofOxford.Email:[email protected]



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