Objectives By the end of the course you will have:  Developed a supported stance of what effective leadership means in YOUR context  A firm understanding of the latest school leadership literature  Discussed a number of key personal and systemic leadership issues with fellow educators  Formally and informally reflected upon leadership  Enjoyed your learning Session Pulling it Together Objectives:     To construct an understandings of what educative leadership means based on our work so far To attach some practical strategies/meanings to the concept of educative leadership To continue to pull together personal beliefs and constructs of leadership To debate different approaches to leadership Leadership is action, not position The base for pulling together - Values       Values act as preferences, dictating school leaders’ actions The influence of values most apparent in ill-structured problems where values act as substitutes for knowledge Values function as long-term goals to integrate school leaders’ comprehensive school visions The more discretion the school leaders have, the greater the influence of values Common values of school leaders are “general moral values” and “social and political values The more effective school leaders have clearer ideas of their value priorities (Leithwood & Associates) It’s about Learning Leaders’ learning Organizational Learning The Learning Community Educative Leadership Stoll, Fink, &Earl (2002) It’s about Learning (And It’s about Time London:Routledge/Falmer A school statement: educative Leadership Align the schools functions and decisions with the purpose At our school we acknowledge that every person is a champion of change and that along the change/improvement/growth journey the leadership team cannot mandate what matters What matters is the business of the whole school community and it is the role of the leadership team to interdependently support, model and challenge across the school Pedagogical Leadership It is not enough just to be able to talk about what it means to teach numeracy; someone in the school has to be able to take the lead in improving numeracy What leadership practices support numeracy improvement in your school? Pedagogical or Instructional leadership roles can include: • The principal as a quality controller of classroom practices and teachers programs • The principal as a moderator of student assessment standards • The principals as an initiator and facilitator of staff professional learning about classroom practices Educative Leaders • • • develop and nurture a climate that promotes inquiry, value problem solving and welcome criticism (use it constructively), ensure that every staff member has the opportunity to participate in the learning process (innovation, change, staff development) They make their leadership real Making it real Form into Learning Leadership Teams  Accept the challenge  Brainstorm strategies  Report one strategy to the whole group  Challenge Form a Learning Leadership Team the purpose is to ‘learn’ together how to improve the process of teaching      Who will be on it? How will it be formed? When will it meet How will it operate? What power will it have? Sample Strategy: Invite your staff to elect teachers to comprise the Learning Leadership Team They would meet once a month to plan, review and monitor literacy and numeracy teaching in the school The team would report directly to the General Staff Meeting Challenge Promote reflection on practice by teachers      How will you go about it? What strategies will you use to motivate staff to be involved? How will it operate? What power will it have? Sample Strategy: Hold your staff meetings in different teachers classrooms on a rotational basis, with each ‘host’ teacher having to talk about what their class has been doing in the last week 10 Challenge “Routine is the death of consciousness”, the educative leader constantly encourages his or her staff to break with routines, to seek new ways of teaching and learning in their classrooms    How will you go about it? What strategies will you use to motivate staff to be involved? How will it operate? Sample Strategy: Arrange Relief Teachers so that all teachers get to visit another school for half a day to investigate how they teach reading recovery 11 Challenge Enable staff to seek critical feedback from others    How would you go about it? What strategies will you use to ensure staff not feel threatened by this? How will it operate? Example strategy: forming teachers into pairs of critical friends at the start of each year 12 Challenge Create the conditions in which teachers are prepared to work above and beyond the official call of duty, entirely of their own volition, to enhance learning    How would you go about it? What strategies will you use to motivate staff? What are the risks? Example strategy: Keep a weekly record of teacher’s achievements and send each one a letter at the end of each semester outlining what these have been 13 Challenge Create the time needed to be an educative leader    How would you go about it? What strategies will you use to review your workload? What are the risks? Example strategy: Find a Critical Friend, meet monthly at breakfast and discuss your educative leadership acts for the period Make “what I have achieved towards improving learning” the only agenda item 14 Be an Educative Leader Make connections Attend to staff motivation Understand and express emotions Believe in success Be part of a community of learners Engage in inquiry learning Foster creativity Find the time Enable practice 15 [...]... 13 Challenge 6 Create the time needed to be an educative leader    How would you go about it? What strategies will you use to review your workload? What are the risks? Example strategy: Find a Critical Friend, meet monthly at breakfast and discuss your educative leadership acts for the period Make “what I have achieved towards improving learning” the only agenda item 14 Be an Educative Leader 1. .. half a day to investigate how they teach reading recovery 11 Challenge 4 Enable staff to seek critical feedback from others    How would you go about it? What strategies will you use to ensure staff do not feel threatened by this? How will it operate? Example strategy: forming teachers into pairs of critical friends at the start of each year 12 Challenge 5 Create the conditions in which teachers are... Attend to staff motivation 3 Understand and express emotions 4 Believe in success 5 Be part of a community of learners 6 Engage in inquiry learning 7 Foster creativity 9 Find the time 8 Enable practice 15