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Student Centred Leadership

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Robert Brabec

on 10 April 2014

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Transcript of Student Centred Leadership

Dimension 1
Establishing Goals and Expectations
Robinson et al. (2011) describes 3 capabilities under each dimension which define the how of Student Centred Leadership
Dimension 4
Leading teacher learning and development
Dimension 5
Ensuring an orderly and safe environment
Group 2
Rob, Scott and Jeff
What factor is the most challenging
obstacle when setting goals?
When all 3 conditions are met...
Communication of Goals must Meet 3 Conditions
The Effect Size of Establishing Goals and Expectations on Student Learning (0.42)
1) people need to be personally committed
2) people need to believe they have the
capacity to achieve it
3) goals need to specific and measurable
Teacher Stress

Relationships...
Leaders need to be able to form effective relationships with staff and all stakeholders (parents, students and outside agencies)
Leaders need to listen and act as observers
Learning Goals!
It is important for leaders to set learning, not performance goals, that are specific and measurable
Example:
"the vision of X school is to develop every child to his/her full potential"

Is too vague and impossible to measure
Dimension 2
Resourcing Strategically
Allow the opportunity for valued teachers on staff influence over school decisions.
This is will
increase teacher
retention
Leaders should also consider the cost of improving the ability of classroom teachers rather than deploying a teacher assistant
Research from (Blatchford et al, 2010) and (Gerber et al, 2001) suggest that teachers aides are not an effective means of lifting student achievement.
Make instructional time the priority
School Culture
Recruitment Strategies
Give new teachers specific and clear expectations of the position
Evaluate Instructional Resources
are resources easy to use?
are they valid?
up to date?
Feedback
Pay particular attention to feedback from under performing teachers:
If necessary, explore termination
Document process and opportunities for improvement
Dimension 3
Ensuring Quality Teaching
When teachers that have leaders that are heavily involved with assisting in quality teaching
Student Outcomes
Rise
The Effect Size of Ensuring Quality Teaching on Student Learning (0.42)
that discussions occur around instructional matters
they are constantly involved in classroom observation
they use data to monitor progress
The Effect Size of Leading Teaching and Learning on Student Learning (0.84)

In High Performing Schools
Teachers discuss instructional strategies with principles
Principals are responsible for providing most key resources
Leaders need to be visibly invested and involved in teacher learning and development activities. This gives a sense of importance and validity to process.
Effective Teacher and Principal Leadership - Group 2
)
Beginning teachers report behavior and classroom management as challenges that need to overcome before learning can occur
When students feel safe
attendance improves
parents are positive about sending children to school
teachers feel more respected
Capability 1:
Applying relevant knowledge
Leaders are not expected to know everything and curricular content
But need to take every opportunity to deepen their knowledge
These steps will assist in making administrative decisions
Example
Nelson and Sassi (2005) Mathematics

Leaders to support teachers from computational to mathematical reasoning. Teachers need to use a constructivist approach, which leaders need to understand
Leaders need to understand what mathematical reasoning looks like
Capability 2
Solving Complex Problems
Leaders who excel in solving problems understand that will be "tensions" with solutions
these solutions should satisfy all scrutiny
Example
Expert problem solver
(Leithwood and Steinbach, 1995)

Leaders check assumptions
seeks feedback from others
relates problems to mission of the school
gives clear self statement of problems
goals are developed and shared
anticipate obstacles
plans collaborative problem solving
expresses no frustration
Capability 3
Trust
Developed trust among leaders, teachers, parents and students, will improve the social and academic progress of students
Four Qualities of Modeling Trust
1) Respect - valuing ideas of others
2) Modeling Caring - care about
personal and professional lives of staff
3) Competence - makes others feel
confident
4) Integrity - keeps their word and is fair
Trust
Trust allows leaders to have difficult conversations which are necessary to improve teacher performance
Yet ....
leaders when asked, continue to choose the profession for the opportunity to make a difference with students.

They feel compelled to ensure students take their positive place in society and the workplace.

Even though parental and societal expectations have risen over the years.
Today, School Leadership is Considered a Balance of.
..

school management
being financially stable
providing a safe environment
managing change
making a school future-proof

as well as ensuring students develop the knowledge and skills they need.
Leaders that protect students and staff from "pressures" increases concentration in teaching and learning
A New Theory
The Effect Size of Resourcing Strategically on Student Learning (0.31)
The Effect Size of Ensuring an Orderly and Safe Environment on Student Learning (0.27)
(Robinson, 2012)
The Student Centred Theory's Key Leadership Dimensions and their Relationship to
Student Outcomes

Finally The
Student-Centred Theory
outlined by Robinson (2006) was released suggesting which key factors (defined as dimensions of leadership) needed to be focused on by leaders to effectively impact student outcomes.

Craftyjoe, (digital artist), (2012). Group Yoga - Lotus Position Stock Image [digital image]. Retrieved July 30, 2013, from:
http://www.freedigitalphotos.net/images/Healthy_Living_g284-Group_Yoga__Lotus_Position_p72565.html

Independent Schools Queensland (2012). Student-centred leadership: Putting fine ideas into action. Briefings, 16(1). 1-5. Retrieved from
http://www.aisq.qld.edu.au/files/files/Communications/briefings/JanFebBriefings_12_A4.pdf

Robinson, V. (2012, July 13). Student-centred leadership; an evidence-based approach. [PowerPoint presentation and notes]. Retrieved from 4th
Academy of Principals Global Education Conference 2012:
http://www.aps.sg/index.php?option=com_content&view=article&id=88:conferences-global-2012&catid=67:conferences-global-2012&Itemid=95

Robinson, V. (2006). Putting education back into educational leadership. Learning and Managing 12(1), 62-75. Retrieved from
http://www.education.auckland.ac.nz/webdav/site/education/shared/about/centres/uacel/docs/Putting%20Education%20Back%20intro%20Educational%20Leadership.pdf

The Big Think. (2012). The Dos and Don'ts of Educational Leadership. Retrieved from:

School Leadership is Getting More Complex
"The principal is expected to be a legal expert, health and social services co-coordinator,
fundraiser, diplomat, negotiator, adjudicator, public relations consultant,
security officer, technological innovator and top notch resource manager,
whose most important job is the promotion of teaching and learning."
(Robinson, 2006)
Resources
Williams, H. S., & Johnson, T. L. (2013). Strategic Leadership In Schools. Education, 133(3), 350-355.

Workman, T., & Cleveland-Innes, M. M. (2012). Leadership, Personal Transformation, and Management. International Review Of Research In Open & Distance Learning, 13(4), 313-323. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1383/2329

Decreases
When Resourcing Leaders Should...
Leaders Should Ensure
Leaders can
assist with
this concern
Leaders Help All Stakeholders by Ensuring Order and Safety
A mutual understanding of expectations and operations makes all stakeholders whether staff, parents or students feel more comfortable in the learning environment and increases everyones ability to focus on teaching and learning.
FreeDigitalPhotos.net

Of all 5 leadership dimensions the
"Leading Teacher Learning and Development"

dimension has the greatest influence on student outcomes
.
Question Set A

(1) Robinson suggests that the amount of direct interaction a leadership team has in the professional learning and development activities of its staff will have a great influence on overall student outcomes. What personal skills and implementation strategies do leaders need to integrate this process into their daily and long term practice.

(2) Describe a system initiative (including its outcomes), used to develop and support a leadership development program focused on encouraging the growth of the skills and strategies listed.

Additional Resources To Explore
Why is this Dimension so Powerful?
Symbolic importance
Increased expertise brings increased influence
Increased understanding of the conditions required to achieve improvement goals.
(Over twice the effect)
(Robinson, 2012)
To Show Involvement in Teacher Development

Robinson
Viviane Robinson - A Guide to the Leadership BES ("Best Evidence Synthesis")
Summary
5 Dimensions
Please view the following video of
The Big Think. (2012). The Dos and Don'ts of Educational Leadership.
Question Set B

(1) Reflecting on the main areas of focus in the leadership of all levels of your educational setting, describe how they align with the 5 leadership dimensions outlined by Robinson in the Student-Centred Theory.

(2) Describe what organizational changes your leadership team could facilitate to initiate/or improve your learning communities development in these leadership dimensions ensuring they are specifically focused on student learning outcomes.
Putting Education Back Into Educational Leadership
(Robinson, 2006)
Student-Centred Leadership: Putting Fine Ideas Into Action
(Independent Schools Queensland, 2012)
With changes to educational expectations, comes the need to change the role our leaders have in the new educational landscape.
... and to that end we look to the research for a new description for what an educational leader needs to be
An examination of the existing research and theory related to educational leadership and the proposal for changing the way review it.
Leadership Transformation
For much of the twentieth century the leadership skills developed in the field of education were mainly related to the management of tasks and people, and considered readily transferable from one organization to another.
Due to this fact, the majority of leadership training up to the late 1990's had been related to what Robinson refers to as this "
generic management
".
But when the Question was asked ...
How Does Leadership Affect Student Outcomes?
The data available was insufficient as the majority of research related to educational leadership was based on measuring management performance and not related to student outcomes.
Defining the Research Strategy
Robinson suggested that researchers should investigate the impact leaders have on student outcomes by examining the issue through
backward mapping
.
The determination of a causal relationship between the actions of leaders and student outcomes can be determined by examining how teachers make a difference in the achievement of their students.

From there think backwards to determine how leaders can influence these specific practices conducted by teachers.
Robinson - Breaking the Mold
Due to the increasing complexity of schools it was becoming essential that educational leaders examine their practice not only through managerial performance, but more specifically through their ability to positively influence teaching and learning.
A new theory to direct work in the area of educational leadership was needed.
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FreeDigitalPhotos.net
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An examination of the key dimension of the Student-Centred Leadership Theory and their effects on student outcomes.
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Check it out!
Full transcript