OR…………………….NOT

EDUCATIONAL LEADERSHIP

NOT WITH...

TUSIGA POSSIBLE

KATH

POSSIBLE

KYM

POSSIBLE

GRACE

POSSIBLEGUS

POSSIBLESONIA

POSSIBLE

DEFINITIONEducational Leadership

is the process of strategically influencing and managing an educational organisation with an explicit

aim to raise learning outcomes.

‘providing direction, developing the capacity of others, pioneering change, and establishing an orderly

environment.’ (Lashway, 2006, p43)

T

H

R

O

U

G

H

ProcessProcess

JourneyJourney RoadRoad Setting Direction (table 2.1 Lashway)Setting Direction (table 2.1 Lashway) Goal framing and mission building Goal framing and mission building

(Hallinger and Heck) (Hallinger and Heck) Focus (Waters et al)Focus (Waters et al)

StrategicallyStrategically

PlanPlan MethodMethod Change is involved - leading changeChange is involved - leading change Redesigning the organisation and Redesigning the organisation and

modifying organisational structure modifying organisational structure (Leithwood)(Leithwood)

Optimizer, Change agent (Waters et al)Optimizer, Change agent (Waters et al) Situational awarenessSituational awareness

InfluencingInfluencing

People can only be influencedPeople can only be influenced Developing people Developing people Creating and Organisational culture Creating and Organisational culture RelationshipsRelationships VisabilityVisability OutreachOutreach

ManagingManaging

Maintaining and building structureMaintaining and building structure Establishing managerial orderEstablishing managerial order OrderOrder Discipline Discipline ResourcesResources CurriculumCurriculum

““Educational Organisation” Educational Organisation” denotes that;denotes that;

It is a specific type of organisation as It is a specific type of organisation as apposed to any organisationapposed to any organisation

It implies a group of professionalsIt implies a group of professionals

It implies a learning centre approachIt implies a learning centre approach

ExplicitExplicit

Core business Core business

Central focusCentral focus

The word “student”

““Raise learning outcomes”Raise learning outcomes”

This is the core business of an This is the core business of an educational institution educational institution

This is our “profit”This is our “profit”

What is missing?What is missing?The word “student”The word “student”Why?Why?Learning should not just be aimed at Learning should not just be aimed at students. students. Organisations need to learn as much Organisations need to learn as much as those they are teaching need to as those they are teaching need to learn.learn.

Final test of my definitionFinal test of my definition

Is it measurable?Is it measurable?

Can I measure process?Can I measure process?

Can I measure strategyCan I measure strategy

Can I measure InfluenceCan I measure Influence

Can I measure ManagingCan I measure Managing

I believe one can.I believe one can.

THE POSSIBLE EDUCATIONAL LEADERSHIP MODEL

IMPROVING STUDENT

OUTCOMES

hrough VISION

and ACADEMIC

GOAL SETTINGaving

CONSTRUCTIVECOMMUNICATION

ESOURCING STRATEGICALLY

aving ability to

Manage andSolve complex

problems

rderly Supportive

Environment

reatSystems of

Management andCurriculum

p to datePEDAGOGICALKNOWLEDGE

T

H

H

R

OU

G

STUDENT OUTCOMESSTUDENT OUTCOMES This is the core focus of any This is the core focus of any

Educational Leader.Educational Leader.

Student Learning has been at the Student Learning has been at the centre of school reform for the centre of school reform for the past decade….(Lashway, 2006)past decade….(Lashway, 2006)

All elements of the ‘Positive All elements of the ‘Positive

Leadership Model’ needs to be Leadership Model’ needs to be working harmoniously together working harmoniously together for there to be a positive effect on for there to be a positive effect on student on outcome.student on outcome.

Educational Leaders make a Educational Leaders make a difference. Their impact on difference. Their impact on student achievement comes from student achievement comes from creating and sustaining the creating and sustaining the conditions that enable and conditions that enable and encourage teachers and students encourage teachers and students to do their best work. (Lashway, L.to do their best work. (Lashway, L.(2006).(2006).

VISION AND ACADEMIC VISION AND ACADEMIC GOAL SETTINGGOAL SETTING

Identify and articulate a Identify and articulate a visionvision

that embodies the that embodies the educational organisation educational organisation values and all believe that values and all believe that the goals are all achievable the goals are all achievable (Lashway,2006).(Lashway,2006).

Unify collective visions Unify collective visions from all staff from all staff (Lashway,2006).(Lashway,2006).

Have strong values, Have strong values, orientations and nurture orientations and nurture individual visions.individual visions.(Lashway, 2006)(Lashway, 2006)

Constructive CommunicationConstructive Communication Establishes strong lines of Establishes strong lines of

communication with communication with teachers and among teachers and among studentsstudents

Easily accessible to Easily accessible to teachersteachers

Develops effective means Develops effective means for teachers to for teachers to communicate with one communicate with one anotheranother

Maintains open and Maintains open and effective lines of effective lines of communication with staff.communication with staff.

Manza……Manza……

Effective leaders set Effective leaders set effective goals byeffective goals by

‘‘establishing the establishing the importance of the importance of the goals’goals’

‘‘ensure that the goals ensure that the goals are clear’are clear’

‘‘develop staff develop staff commitment to the commitment to the goals’goals’

Robinson, V., Hohepa, Robinson, V., Hohepa, M. & Lloyd, C. (2009)M. & Lloyd, C. (2009)

Resourcing StrategicallyResourcing Strategically

Educational Educational Leadership is about Leadership is about acquiring resources acquiring resources such as material, such as material, intelluctual and intelluctual and human resources. human resources. (Robinson et al, (Robinson et al, 2009)2009)

Supportive Environment:Supportive Environment:CULTURECULTURE

Build relational trust (Robinson et al, 2009)Build relational trust (Robinson et al, 2009)

Fostering shared beliefsFostering shared beliefs

Recognizing school accomplishments.Recognizing school accomplishments.

Relationships- …demonstrates an Relationships- …demonstrates an awareness of personal aspects of staff awareness of personal aspects of staff (Waters et al)(Waters et al)

Learning Communities- directly involved in Learning Communities- directly involved in design & implementation of curriculum design & implementation of curriculum instruction & assessment practices.(MOE)instruction & assessment practices.(MOE)

Role ModelingRole Modeling

EDUCATIONAL LEADERSEDUCATIONAL LEADERS

For most educational leaders research For most educational leaders research shows that more commonly indirect shows that more commonly indirect leadership occurs but has a strong leadership occurs but has a strong influence on student achievement. influence on student achievement.

PEDAGOGYPEDAGOGY

Knowledgeable about Knowledgeable about current current curriculum instruction and curriculum instruction and assessment practicesassessment practices (Waters, T.J., (Waters, T.J., Marzano, R.J & McNulty, B. (2004)Marzano, R.J & McNulty, B. (2004)

SYSTEMS OF MANAGEMENT SYSTEMS OF MANAGEMENT AND CURRICULUMAND CURRICULUM

Establishing a set of Establishing a set of operating procedures and operating procedures and routines.routines.

““Setting and Monitoring Setting and Monitoring school wide academic school wide academic standards.” (Weber, J. standards.” (Weber, J. 1996).1996).

Ensure administrative Ensure administrative decisions are informed by decisions are informed by knowledge about effective knowledge about effective pedagogy. (Robinson et al, pedagogy. (Robinson et al, 2009)2009)

Planning, co-ordinating, Planning, co-ordinating, and evaluating teaching and evaluating teaching and the curriculumand the curriculum

PROBLEM SOLVINGPROBLEM SOLVING

Having the ability to name, Having the ability to name, describe and analyse describe and analyse complex problems that can complex problems that can help provide solutions for help provide solutions for school based change. school based change. (Robinson et al, 2009)(Robinson et al, 2009)

Engage in problem talk in Engage in problem talk in order to understand why order to understand why teachers do the things they teachers do the things they do in order to change. do in order to change. (Robinson et al, 2009)(Robinson et al, 2009)

CONCLUSIONCONCLUSIONHallinger and Heck 1999:4-5 refer to principals influencing Hallinger and Heck 1999:4-5 refer to principals influencing

what happens in their schools in three different ways.what happens in their schools in three different ways.Direct effectsDirect effects: where principal’s actions influence school : where principal’s actions influence school

outcomes. outcomes. Mediated effects:Mediated effects: where principal actions affect outcomes where principal actions affect outcomes

indirectly through other variables.indirectly through other variables.Reciprocal effects:Reciprocal effects: where the principal affects teachers where the principal affects teachers

and teachers affect the principal and through these and teachers affect the principal and through these processes outcomes are affected.processes outcomes are affected.

(Southworth, G. (2004).(Southworth, G. (2004).

For effective Educational Leadership to occur all the For effective Educational Leadership to occur all the conditions in conditions in

‘‘The Positive Educational Leadership Model’ The Positive Educational Leadership Model’ needs to be fulfilled to have a positive impact on Student needs to be fulfilled to have a positive impact on Student

Outcome.Outcome.

MISSION….EDUCATIONAL LEADERSHIP

BANG

IT’S POSSIBLE