1. style and fashion

The What and the How of StudentCentred Leadership: Implications from
Research Evidence
Viviane Robinson
Academic Director,
University of Auckland Centre for Educational Leadership
with Anne Berit Emstad
Program for lærerutdanning, NTNU
What is Student-Centred Leadership?
√
•leadership that
makes a difference
to the equity and
excellence of
student outcomes
Student-Centred Leadership is more than…
• Well managed schools
• Good relationships with staff and
parents
• Innovation
• School reputation
The Ruler for Evaluating Leadership
We should judge
leadership primarily
by impact on students
rather than on adults
The How and the What of Student-Centred
Leadership
• What do leaders need to
do to have a bigger
impact?
• How do they do it?
Leadership capabilities
Leadership dimensions
Integrating
educational
knowledge into
practice
Solving complex
problems
Building
relational trust
Establishing goals and expectations
Resourcing strategically
Ensuring quality teaching
Leading teacher learning and development
Ensuring an orderly and safe environment
High quality
teaching and
learning
Effect of Leadership Types
Mean effect size estimate
0.45
0.40
0.35
0.30
0.25
0.20
0.15
0.10
0.05
0.00
Transformational Leadership
Pedagogical Leadership
Five Dimensions of Student-Centred Leadership
Derived from Quantitative Studies Linking Leadership with Student Outcomes
1.
0,42
1. Establishing
Goals
andExpectations
Expectations
Establishing
Goals
and
2.
3.
4.
Resourcing
2.
ResourcingStrategically
Strategically
0,31
0,42
3.
EnsuringQuality
QualityTeaching
Teaching
Ensuring
4.
Leading
TeacherLearning
Learningand
and
Leading
Teacher
Development
Development
0,84
5. Ensuring an Orderly and Supportive
5. Ensuring
an Orderly and Safe
Environment
0,27
Environment
0
0,1
0,2
0,3
0,4
0,5
0,6
Effect Size
0,7
0,8
0,9
1
The Big Message
The more leaders focus their relationships, their
work and their learning on the core business of
teaching and learning the greater their influence
on student outcomes.
“The main thing is to keep the main
thing the main thing.”
Source: Sonny Donaldson, superintendent of
Aldine school district in Texas
EXERCISE 1: REFLECTIONS ON FIVE
DIMENSIONS
1. Were there any surprises in the research evidence
about the effect of the different types of
leadership?
2. Are there aspects of educational leadership that
you think are important that are not included in
the five dimensions or three capabilities?
Student-Centred Leadership: Dimension One
1. Establishing Goals and
Expectations
2. Resourcing Strategically
3. Ensuring Quality Teaching
4. Leading Teacher Learning
and Development
5. Ensuring an Orderly and
Safe Environment
Aspects of Goal Setting
1. Establishing Goals and
Expectations
2. Resourcing Strategically
3. Ensuring Quality Teaching
includes:
setting important and measurable
learning goals
communicating clearly to all relevant
audiences
involving staff and others in the
process
4. Leading Teacher Learning
and Development
5. Ensuring an Orderly and
Safe Environment
clarity and consensus
about goals
How Goal Setting Works
1. Establishing Goals and
Expectations
Conditions Required
Commitment to goals
Capacity to achieve goals
Specific and unambiguous
2. Resourcing Strategically
3. Ensuring Quality Teaching
Processes Involved
Goals:
Create a discrepancy between current and desired
action or outcomes
Motivate persistent goal-relevant behaviour
Focus attention and effort
4. Leading Teacher Learning
and Development
5. Ensuring an Orderly and
Safe Environment
Consequences
Higher performance and learning
Sense of purpose and priority
Increased sense of efficacy
Increased enjoyment of task
Student-Centred Leadership: Dimension Two
1. Establishing Goals
and Expectation
Within-school Expertise
External Expertise
2. Resourcing
Strategically
3. Planning,
Coordinating and
Evaluating Teaching
and the Curriculum
PEOPLE
MONEY
4. Promoting and
Participating in
Teacher Learning and
Development
PRIORITY
GOALS
5. Ensuring an Orderly
& Safe Environment
TIME
Student-Centred Leadership: Dimension Two
1. Establishing Goals
and Expectation
Involves clarity about
what is and is NOT being resourced and why
2. Resourcing
Strategically
A focused rather than fragmented
approach to school improvement
3. Planning,
Coordinating and
Evaluating Teaching
and the Curriculum
Importance of critical thinking skills
in allocating scarce resources
4. Promoting and
Participating in
Teacher Learning
and Development
5. Ensuring an
Orderly & Safe
Environment
Appraisal Goal
Examples:
Incorporate Habits
of Mind more fully
into the curriculum
school wide
Consolidation of
ABCD Classroom
Management
Student-Centred Leadership: Dimension Three
1. Establishing Goals and
Expectations
2. Resourcing Strategically
3. Ensuring Quality Teaching
4. Leading Teacher Learning
and Development
5. Ensuring an Orderly and
Safe Environment
Focus on
Teaching quality –
the biggest source of
school-based
variance in
achievement
Two Big Ideas
1. Establishing Goals and
Expectations
2. Resourcing Strategically
includes:
Coherent A coherent teaching
Programme programme
Effective A defensible theory of
Teaching effective teaching
3. Ensuring Quality Teaching
4. Leading Teacher Learning
and Development
5. Ensuring an Orderly and
Safe Environment
Ensuring Quality
Teaching
A Coherent Teaching Program involves…
Progressions of age-related learning outcomes –
standards are specified in each core subject
Common pedagogical approaches
Common assessments across a year level
Teacher learning needs are based on their students’
learning needs
Leadership Strategies for Promoting Coherence
Explain why increased coherence promotes better
student learning
Agree priority areas for increased coherence
Explain the tradeoffs between increased coherence,
increased collective responsibility and reduced individual
teacher autonomy
A More Defensible Theory of Effective Teaching
Effective teaching maximises the
time that learners are engaged
with and successful in the
learning of important outcomes
LACK OF ENGAGEMENT
ACADEMIC LEARNING TIME
MISALIGNMENT
LACK OF SUCCESS
Source: Associate Professor Graeme Aitken, Faculty of Education, University of Auckland
Student-Centred Leadership: Dimension Four
1. Establishing
Goals and
Expectation
2. Resourcing
Strategically
3. Planning,
Coordinating and
Evaluating
Teaching and the
Curriculum
4. Promoting and
Participating in
Teacher Learning and
Development
5. Ensuring an
Orderly &
Supportive
Environment
Leadership that not only promotes
but directly participates with
teachers in formal or informal
professional learning
Student-Centred Leadership: Dimension Four
1. Establishing
Goals and
Expectation
2. Resourcing
Strategically
3. Planning,
Coordinating and
Evaluating
Teaching and the
Curriculum
4. Promoting and
Participating in
Teacher Learning and
Development
5. Ensuring an
Orderly &
Supportive
Environment
Focus on the links
between what is
taught and what
students have
learned
Use expertise
external to group
TPL&D
Ensure worthwhile
evidence-based
content
Voluntary or
compulsory?
Student-Centred Leadership: Dimension Four
1. Establishing
Goals and
Expectation
Why is this Dimension so Powerful?
2. Resourcing
Strategically
3. Planning,
Coordinating and
Evaluating
Teaching and the
Curriculum
4. Promoting and
Participating in
Teacher Learning and
Development
5. Ensuring an
Orderly &
Supportive
Environment
Symbolic importance
Increased leadership expertise brings
increased influence
Increased understanding of the conditions
required to achieve improvement goals
Student-Centred Leadership: Dimension Five
1. Establishing
Goals and
Expectation
2. Resourcing
Strategically
3. Planning,
Coordinating and
Evaluating
Teaching and the
Curriculum
4. Promoting and
Participating in
Teacher Learning and
Development
5. Ensuring an
Orderly & Safe
Environment
Student-Centred Leadership: Dimension Five
1. Establishing
Goals and
Expectation
2. Resourcing
Strategically
3. Planning,
Coordinating and
Evaluating
Teaching and the
Curriculum
4. Promoting and
Participating in
Teacher Learning and
Development
5. Ensuring an
Orderly & Safe
Environment
Norms and routines that support
cognitive and behavioural engagement
Relationships of mutual trust
between leaders, staff, parents and students
Student-Centred Leadership: Dimension Five
1. Establishing
Goals and
Expectation
Protecting time for teaching and learning by:
2. Resourcing
Strategically
3. Planning,
Coordinating and
Evaluating
Teaching and the
Curriculum
4. Promoting and
Participating in
Teacher Learning and
Development
5. Ensuring an
Orderly & Safe
Environment
• reducing external
pressures and
interruptions
• establishing an orderly
and safe
environment both inside
and outside classrooms.
Two Overarching Principles
Build relational trust
You reap what you sow
Two Broad Strategies for Strong Parent-School Ties
Teachers who make
connections with
students’ lives
Parents who are
strongly involved
in their children’s
schooling
Teachers who Make Connections
Talking with your
students at a
personal level
increases their
sense of
connection to the
school and their
teachers
Knowing student
culture helps
teachers connect
abstract academic
ideas to students’
lives
Bryk, A., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2009).
Organizing schools for improvement. Chicago: University of Chicago Press.
EXERCISE 2: IMPLICATIONS FOR YOUR OWN
WORK
1. To what extent does the system in which you work
support and require student-centered leadership?
2. What are the barriers you see to stronger studentcentered leadership in your schools?
3. How can you contribute to overcoming these
barriers?
Leadership capabilities
Leadership dimensions
Integrating
educational
knowledge into
practice
Solving complex
problems
Building
relational trust
Establishing goals and expectations
Resourcing strategically
Ensuring quality teaching
Leading teacher learning and development
Ensuring an orderly and safe environment
High quality
teaching and
learning
Three Key Capabilities for Student-Centered
Leadership
Relational
trust
STUDENTCENTERED
LEADERSHIP
Problem
solving
Integrate
Knowledge
Viviane Robinson, The University of Auckland
Building relational trust
Consequences of High Relational Trust
Determinants of
Relational Trust
for teachers
and schools…
Interpersonally
respectful
Positive attitude to
innovation and risk
Personal regard
for others
More
outreach to parents
Relational
Trust
Competent in role
Enhanced
commitment
Personal integrity
Enhanced
professional community
for students…
Improving
academic
outcomes in
high trust schools
Higher likelihood
of positive
social outcomes
Viviane Robinson, The University of Auckland
Complex problem solving
• Complex problem
solving involves
discerning relevant
constraints and
modifying and
integrating them in
ways that enable a
solution to be
reached
Discern
relevant
constraints
The goal
Modify/
integrate
Enables solution
Viviane Robinson, The University of Auckland
Integrate pedagogical knowledge
Learning goal:
Pedagogical
shift required:
Administrative shifts
required to support
pedagogical shift:
to improve
mathematical
reasoning
and problem
solving
from
computational
fluency to
fluency and
mathematical
understanding
?
Viviane Robinson, The University of Auckland
Suggested Reading
Emstad, A. B., & Robinson, V. M. J. (2011). The role of leadership
in evaluation utilization: Cases from Norwegian primary
schools. Nordic Studies in Education, 31(4), 245-257.
Robinson, V. M. J. (2007). School leadership and student
outcomes: Identifying what works and why. The University of
Auckland Centre for Educational Leadership: Monograph &
Resource Pack (available from
www.education.auckland.ac.nz/uacel)
Robinson, Viviane (2011). Student-centered leadership. San
Francisco: Jossey Bass.
Thank you
for your
participation
today