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LEADERSHIP DIALOGUES Improving outcomes for all

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Page 1: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

LEADERSHIP DIALOGUESImproving outcomes for all

Page 2: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

LEADERSHIP DIALOGUES

Leadership Dialogues

Executive Summary

The context or the Leadership

Dialogues Odyssey

The Methodological

Framework

The leadership for learning

model

Data Collection and Analysis

Research project impact

Page 3: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

EXECUTIVE SUMMARYLEADERSHIP DIALOGUES

JANUARY 2014 - JULY 2015

Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

A model of leadership is needed which engages all in

action focused on learning.

cognitive politicscollaborationdialogic schooldialogueepistemology

Outstanding teaching

quality over time is

facilitated by mode 2

professional learning.

This vision for school

improvement recognises

the centrality of cognitive politics to improving outcomes.

generalisationheutagogy

inquirymethodological pluralism

mixed methods

Positioned within the

mixed methods research

paradigm and comprised

three phases.

Engaging all in learning will

improve outcomes for all leading to the advent of the dialogic

school.

mode 2 professional learningontologyteacher mindsetteaching quality over time360° view

The key impact indicator is teaching

quality over time; the focus

for data collection and

analysis.

Active engagement and collaboration will

improve teaching quality

over time.

A 360º view of teaching quality

over time provides an

accurate measure of how

a teacher is performing.

For professional learning to be

effective, teachers need to

be at a given level of

competency.

Teacher mindset determines if a

teacher can transition from

RI to good teaching quality

over time.Leadership

directly impacts on outcomes for

all.

Page 4: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

CONTEXT

Office for Standards in Education (2013) School Inspection Report: Primary School A. URN: 131183. London: Ofsted publicationsSilcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Following completion of initial phase

intended impact

became the creation of a

dialogic school.

Phase 1The wicked problem

What does Primary School A need to do to

improve further?

Increase the proportion of outstanding

teaching.

A change in context (move

to Primary School B)

afforded the opportunity to

employ the case study method.

Phase 2Case study

method

The consideration of cultural and micro-political

issues introduced

further areas for research.

How is the role of

leadership integral to improving

outcomes for both children and teachers?

Phase 3The leadership for learning model

What are the barriers to change in teachers requiring

improvement?

Page 5: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

HYPOTHESISFor schools to ensure quality of teaching over time, they need to build capacity in designing learning around all learners’ needs. This shift from the school as deliverer of the curriculum for children to the school as designer of learning for all requires the engagement of all in action focused on learning.

Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Primary pupils’ artwork unveiled at Kidbrooke by the Mayor of Greenwich ahead of construction beginning on expanded school site for Primary School B, December 2014.

Page 6: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

THE METHODOLOGICAL FRAMEWORKAn adaptive

methodological framework

which facilitated the use of multiple

methods to address different

phenomena.

Mixed methods research paradigm

Research project positioned within

the mixed methods research

paradigm.

A 360° view of teaching

quality over time used: a strategy for evaluating impact and

leadership for change.

Piecing together the evidence of

teaching quality over time

An assessment model using a

mix of qualitative and

quantitative research

methods built around the tool of observation.

The use of an open code to interrogate

data collected secured the

robustness of the assessment

model.

Content analysis

Limitations of the assessment

model addressed during the

second and final phases by

utilising content analysis.

Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. RoutledgeHorst, H., Hjorth, L. and Tacchi, J. (2012) Rethinking ethnography: An introduction. Media International Australia, Incorporating Culture and Policy 145 (2012): 86Silcock, R. (2014) The Case for Change: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 7: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

THE METHODOLOGICAL FRAMEWORK

Piecing together the evidence of teaching quality over time

Learning

journey evident

in books

Quality of children’s learning matched by quality and frequency of feedback marking

Pupil attainment and progress data over a term and

over a year

No gaps in progress or attainment for groups

Quality of the learnin

g environment and

how it support

s learnin

g

Breadth and balance of curriculum

Quality of

behaviour for

learning

What this tells us about attitudes to learning, engagement and established routines

Pupil perceptions of learnin

g

What they say about the quality of teaching over time

Quality of observed teaching

The manner in which the teacher reads the context and adapts teaching to engage learners

Enrichment

To what extent is learning enriched across the curriculum

Silcock, R. (2014) Inquiry for Impact: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 8: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

THE METHODOLOGICAL FRAMEWORK

Evidence Method Weakness

Learning journey evident in books

ObservationWill the expectation of a book

scrutiny impact on the learning journey evident in books?

Pupil attainment and progress data over a term

and over a year

School performance data

School performance data is based on teacher assessments and is not indicative of attitudes to learning.

Quality of the learning environment and how it

supports learningPhotographs

Photographic evidence will only record the potential for the

learning environment to support learning.

Quality of behaviour for learning

Observation/School performance

data

An observer in a classroom will impact on the environment.

Pupil perceptions of learning

QuestionnaireWill pupils feel encouraged to be

honest?

Quality of observed teaching

ObservationAn observer in a classroom will

impact on the environment.

Enrichment QuestionnaireWill stakeholders feel encouraged

to be honest?

Silcock, R. (2014) Inquiry for Impact: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 9: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

ETHICAL ISSUES

Anonymising data enables adherence to confidentiality

and consent agreements and

addresses broader issues of ownership

and access.

Inherent subjectivity

countered by multi-layered

understanding of the research

subject provided by the researcher.

A mixed methods approach presents

a risk of overlooking ethical

issues given the use of qualitative and quantitative research design.

Hammersley, M. and Traianou, A. (2012) Ethics and Educational Research. British Educational Research Association on-line resource. Available at http://www.bera.ac.uk/ [accessed January 2014]Silcock, R. (2014) Inquiry for Impact: Research Paper. [Unpublished paper] Academy for Innovation/University of West LondonSilcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 10: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

THE LEADERSHIP FOR LEARNING MODELTHE THEORETICAL FRAMEWORK

Leadership culture

• Tell less, ask more: the exposure of all stakeholders to inquiry, dialogue and collaboration will promote the desired culture of telling less and asking more and the corollary of relationship building

Leadership relationships

• For all stakeholders: the building of relationships underpins the success of every complex social organisation susceptible to an array of both external and internal influences, including schools

Leadership structure

• A transparent leadership structure: defines accountabilities that will fuel school improvement both internally and externally

Leadership systems

• Precise leadership systems: leadership systems present the tangible realisation of cognitive politics

Leadership learning

• Action focused on learning: all stakeholders need to be provided with the opportunity to learn which will promote critical thinking and a focus on change; a prerequisite for responding to the increased complexity of social life

Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 11: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

THE LEADERSHIP FOR LEARNING MODELTHE EVIDENCE

Leadership culture

• Informed by data from the final phase of the research project which is indicative of the impact of leaders on teacher mindset and on outcomes for all stakeholders

Leadership relationships

• Supported by the data and the subsequent finding from the initial and second phase of the research project which states that active engagement for teachers within a context of personalised professional learning will lead to an improvement in teaching quality over time; teachers being able to take a lead in their professional learning

Leadership structure/Leadership systems

• Designed following the data and the subsequent finding from all phases of the research project which advocates a 360º view of teaching quality over time; supports the management of meaning and maintains the shared reality

Leadership learning

• Supported by the data and the subsequent finding from the initial and second phase of the research project which states that active engagement for teachers within a context of personalised professional learning will lead to an improvement in teaching quality over time; promotes a shared moral purpose

Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 12: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

DATA COLLECTION AND ANALYSIS

Phase 1

Identify wicked problemDevelop research methodologyConduct researchAnalyse data and determine interim findings

Phase 2

Identify case studyDevelop case study methodologyConduct case studyAnalyse data and revise findings

Phase 3Develop leadership for learning model and identify further areas for research to secure robustness for itAdapt research methodologyConduct researchAnalyse data, finalise leadership for learning model and determine claimsPublish claims

Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 13: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

DATA COLLECTION AND ANALYSIS

Research Project Development Plan

Phase Timescale Key tasks Interventions Data collection Evaluation Reporting

3January 2015 to

July 2015

Adapt research methodology Conduct research Analyse data and determine

impact

At the level of leader

At the level of RI teacher

Assessment model Piecing together the evidence of teaching quality over time

Questionnaire

Yes Yes

Inte

rventi

ons Leading with Precision

senior leadership development programme

Intensive fixed term support plan for RI teacher

Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 14: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

DATA COLLECTION AND ANALYSIS

Research Project Development Plan

Phase Timescale Key tasks Interventions Data collection Evaluation Reporting

3January 2015 to

July 2015

Adapt research methodology Conduct research Analyse data and determine

impact

At the level of leader

At the level of RI teacher

Assessment model Piecing together the evidence of teaching quality over time

Questionnaire

Yes Yes

Data

colle

ctio

n

Questionnaire

Teaching quality over time (baseline)

Teaching quality over time (evaluative)

Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 15: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

DATA COLLECTION AND ANALYSIS

WHAT ARE THE BARRIERS TO CHANGE IN TEACHERS REQUIRING IMPROVEMENT?

Child

ren'

s boo

ks

Pupi

l pro

gres

s

Lear

ning

env

ironm

ent

Behav

iour

Pupi

l voi

ce

Obser

ved

teac

hing

Cross

-cur

ricul

ar le

arni

ng

Overa

ll te

achi

ng q

ualit

y0

10

20

30

40

50

60

70

80

Teacher 1Piecing together the evidence of teaching

quality over time

Jan-15Mar-15

Assessment foci

Teach

ing q

uality

Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 16: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

DATA COLLECTION AND ANALYSIS

WHAT ARE THE BARRIERS TO CHANGE IN TEACHERS REQUIRING IMPROVEMENT?

Child

ren'

s boo

ks

Pupi

l pro

gres

s

Lear

ning

env

ironm

ent

Behav

iour

Pupi

l voi

ce

Obser

ved

teac

hing

Cross

-cur

ricul

ar le

arni

ng

Overa

ll te

achi

ng q

ualit

y0

10

20

30

40

50

60

70

80

Teacher 2Piecing together the evidence of teaching

quality over time

Jan-15Mar-15

Assessment foci

Teach

ing q

uality

Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 17: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

DATA COLLECTION AND ANALYSIS

HOW IS THE ROLE OF LEADERSHIP INTEGRAL TO IMPROVING OUTCOMES FOR BOTH CHILDREN AND TEACHERS?

Vision

for l

eade

rshi

p at

SR a

nd W

F

Iden

tifiab

le le

ader

ship

sty

le a

t SR a

nd W

F

Succ

ess o

f a sc

hool

det

erm

ined

by

its le

ader

s

Teac

her m

inds

et d

eter

min

ed b

y le

ader

s

Teac

her m

inds

et ca

n be

cha

nged

by

lead

ers

Succ

essf

ul le

ader

s bu

ild re

latio

nshi

ps

Lead

ers d

irect

ly im

pact

on

teac

hing

qua

lity

over

tim

e

Lead

ers d

irect

ly im

pact

on

child

ren'

s ou

tcom

es0

20

40

60

80

100

Attitudes to Leadership

Percentage of leaders/teachers strongly agreePercentage of leaders/teachers agreePercentage of leaders/teachers undecidedPercentage of leaders/teachers disagreePercentage of leaders/teachers strongly disagree

Attitude

Perc

enta

ge o

f le

aders

/teach

ers

Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 18: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

RESEARCH PROJECT IMPACTCLAIMS

Leadership Dialogues research project claims

Active engagement and collaboration will improve teaching quality over time: For professional learning to be effective, teachers need to be at a given

level of competency Teacher mindset determines if a teacher can transition from RI to good

teaching quality over time.

A 360º view of teaching quality over time provides an accurate measure of how a teacher is performing.

Leadership directly impacts on outcomes for all.

Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Page 19: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Generalisability is evidenced in the leadership

for learning model which

promotes scalability and sustainability.

cognitive politicscollaborationdialogic schooldialogueepistemology

Successive phases of the

research project have added

robustness to the findings and

secured generalisability.

Implementation of the

leadership for learning model will lead to the creation of a

dialogic school and address the wicked problem.

generalisationheutagogy

inquirymethodological pluralism

mixed methods

This is evidenced by the continued

success of Primary School

A, the early scaling of

personalised CPD and the

transformation of Primary School B.

Further robustness

could be added to the

leadership for learning model, but this is not a barrier to using it as a blueprint

for change.

mode 2 professional learningontologyteacher mindsetteaching quality over time360° view

Scalability and sustainability

further evidenced by my changing ontological

perspective: I am now a more effective change

agent.

RESEARCH PROJECT IMPACTLEADING CHANGE

To get involved or for a project update click on icon:

Page 20: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

GLOSSARY

Term Definition

Action Research Practitioner based research focused on change at the local level.

Case StudyA process or record of research into the development of a particular person, group or event which utilises the complexity of multiple variables and adopts a mixed methods approach in order to understand what is being investigated. Data collection and analysis is guided by the development of a theoretical position at the outset.

Complexity Theory The design of minimal interventions with the purpose of effecting major change.

Design Thinking Reframing problems (how the problem is defined) to find overlooked solutions.

Dialogic SchoolA school which promotes improved outcomes for all by employing precise, context-driven and collaborative leadership to create a professional learning environment characterised by inquiry, formal and informal dialogue and collaboration.

Epistemology How knowledge is acquired.

Ethnography The observation of society from the viewpoint of the research subject.

Heutagogy Self-determined or learner-centric learning.

Interpretivism An emphasis on the ability of the individual to construct meaning.

Joint Practice Research Collaborative practitioner based research focused on change at the local level.

Page 21: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

GLOSSARY

Lead Practitioner A teacher who delivers outstanding teaching quality over time and subsequently leads colleagues to improve their practice.

Methodology The explanation for the methods used to conduct research.

Methods The methods used to conduct research.

Mindset The fixed mental attitude or disposition which predetermines a person’s responses to and interpretations of situations.

Mixed Methods Research The collecting, analysing and mixing of both quantitative and qualitative research methods to understand a research problem.

Mode 1 Research Academic, investigator-initiated and discipline-based knowledge production.

Mode 2 Professional Learning A professional learning environment characterised by inquiry, formal and informal dialogue and collaboration.

Mode 2 Research Context-driven, problem-focused and interdisciplinary knowledge production.

Ontology View of reality and being.

Paradigm An overall theoretical research framework.

Positivism To prove or disprove a hypothesis.

Page 22: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

GLOSSARY

Qualitative Research Used to gain an understanding of underlying reasons, opinions and motivations providing insights into a problem.

Quantitative Research The quantification of a problem by generating numerical data or data that can be transformed into useable statistics.

360º view A measure of teaching quality over time which incorporates all of the key indicators of how a teacher is performing.

Page 23: LEADERSHIP DIALOGUES Improving outcomes for all. LEADERSHIP DIALOGUES Leadership Dialogues Executive Summary The context or the Leadership Dialogues Odyssey

REFERENCES

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