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The Centre for Teacher and School Development, The University of Nottingham
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1The Centre for Teacher and School Development, The University of Nottingham
Leading Schools in Times of Change
Dr Alma Harris
The Centre for Teacher and School Development, The University of Nottingham
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2The Centre for Teacher and School Development, The University of Nottingham
Main Themes
• Effective school leadership in current context
• Current theoretical perspectives
• Professional development and training for leaders
• Future leadership research
The Centre for Teacher and School Development, The University of Nottingham
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3The Centre for Teacher and School Development, The University of Nottingham
The Current Context
• Autonomy and Accountability
• Performance, Standards, Results.
• Central power v local power
• Teacher morale, supply and retention.
• Imposed curriculum certainties
• Performance management and Performance Related Pay
The Centre for Teacher and School Development, The University of Nottingham
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4The Centre for Teacher and School Development, The University of Nottingham
Current Approaches to School Improvement
• Fix the System
• Fix the School
• Fix the Curriculum
• Fix the Teacher
• Fix the Leader
The Centre for Teacher and School Development, The University of Nottingham
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5The Centre for Teacher and School Development, The University of Nottingham
The Leadership Literature Hodgkinson (2000)
I set out to explore the swamp of literature on leadership. It goes on and on and ranges from the sublime to the ridiculous with little in between. It is full of word magic of the worst kind.
The Centre for Teacher and School Development, The University of Nottingham
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Current Leadership Theories
• Transactional
• Transformational
• Pedagogic/Instructional
• Moral
• Emotional
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7The Centre for Teacher and School Development, The University of Nottingham
Leading Schools in Time of Change: Research Goals
• To investigate leadership in the contemporary context of schooling
• To capture the authentic voice of leadership in schools
• To identify the characteristics of ‘effective leadership’
• To explore the relationship between theory and practice
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8The Centre for Teacher and School Development, The University of Nottingham
Leading Schools in Time of Change:12 Case Study Schools
• Different phases of education
• Range of socio-economic areas
• Positive OFSTED report
• Effective in Academic Performance
• Varying length of experience
• Gender mix
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9The Centre for Teacher and School Development, The University of Nottingham
Interviews
12 Headteachers - each interviewed 3 times
92 Teachers- individual
24 Parents - in groups of 6-10
24 Govenors
24 Students in groups of 8-10
200 interviews - 400 participants
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Analysis
• Inductive Analysis
• Cross Case Analysis
• Thematic Analysis
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Leading Schools in Time of ChangeCharacteristics of Effective Leaders
• High expectations of self and others• Tangible, communicated sense of
professionalism• Central focus on care and achievement of
pupils• Ability to create and maintain learning culture
for staff and students• Toughness of vision, clarity of values
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12The Centre for Teacher and School Development, The University of Nottingham
Leading Schools in Time of ChangeCharacteristics of Effective Leaders
• Created, maintained and monitored relationships• Entrepreneurial, risk takers, net workers • Made tough decisions• Acknowledged failure but learned from it• Possessed Leadership repertoire• Recognised and managed ongoing tensions and
dilemmas in a principled way
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Leading Schools in Time of ChangeTensions
• Leadership v Management
• Maintenance v Development
• Internal v External Change
• Autonomy v Autocracy
• Personal Time v Professional Tasks
• Personal values v Institutional imperatives
• Leadership in small v Large schools
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Leading Schools in Time of ChangeIssues
• Fit between leader and context
• No one dominant leadership approach
• Value driven and emotional nature of leadership
• Complexity of leadership role
• Inadequacy of current leadership theory
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15The Centre for Teacher and School Development, The University of Nottingham
Post-Transformational LeadershipDay et al (2000)
• Value Driven
• Contingent
• Reflective
• Adaptive
• Power with and through
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Causing Concern but Improving(Gray 2001)
• Dual Leadership
• Expanded view of leadership
• Leadership capacity
• Leading Learning
• Distributed Leadership
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Distributed LeadershipGronn (2000)
• Leaders and followers exchange roles
• Followers initiate acts of leadership
• Leadership is fluid and emergent rather than fixed
• Distribution entails maximising sources of information, data and judgement
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18The Centre for Teacher and School Development, The University of Nottingham
Teacher Leadership( Harris, 2000)
• Proximity to learning
• Influence upon departmental and school culture
• Building Professional communities
• Professional development
• Establishing norms of practice
• Capacity building for school development
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19The Centre for Teacher and School Development, The University of Nottingham
Implications for Professional Development and Training
• Critical, Reflecting Thinking
• Intra as well as Inter-personal skills
• Attention to emotional as well as cognitive
• Managing competing tensions and forces
• Promote self-care
• Develop lead learners
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Issues for National College
• Moving beyond rational and reductionist approaches to
training
• Mentoring, Coaching, Peer Review
• Workshop and Workplace
• Diffused and devolved leadership
• Avoiding orthodoxy and celebrating diversity
• Linking research to professional development
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Future Research
• NCSL-Leadership in Challenging Contexts
• NCSL-Team Leadership
• ESRC -Teacher Leadership
• DfEE - Teacher Effectiveness
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22The Centre for Teacher and School Development, The University of Nottingham
Contact Details
Dr Alma Harris
Tel: 0115 9514434