Whare Group Final Presentation

7/28/2019 Whare Group Final Presentation

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EducationalLeadership

Post Graduate

Diploma Of School Management

2007

Simon Craggs, Arvind Raj, Sachida Naidu,

Rachel Peak, Justine Driver, Michael Malins


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Definition

Educational and professional leadershipenhances student outcomes through thecreation of an environment where learningpermeates the organisational culture.

The educational leader is able to promote a

shared community vision, mobilise people,lead curriculum and pedagogical practice,administrate effectively and reflect critically onall practice.


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Supporting Literature

Starratt (2003) states I believe that the core work of schoolleaders must be involved with teachers in seeking to promotequality learning for all children, and that all management tasksserve that core work (p.11).

Robinson (2006) discusses the role of new research intoprofessional leadership as putting the education back intoeducational leadership that is, to ground leadership in the corebusiness of teaching and learning. This new research is helpful intwo ways:

1. It tells us about what school leaders need to know andunderstand if they are to lead the improvement of teaching andlearning.

2. It identifies some of the features of school and teacher culturewhich support principals or their designees in the leadership of

teaching and learning (p.63).


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Operational

Leadership

Curriculum &

Pedagogical LeadershipValues, Vision, Strategy

Reflection

Community

RelationshipsStudent Learning& Well-Being

Concepts of Educational

Leadership


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Operational

Leadership

Curriculum&

PedagogicalLe

adership

Values,V

ision,S

trateg

y

Community

StudentL

earning

&Well-Being

Te Whare RangatiratangaThe House of Leadership


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Operational

Leadership

Curriculum&

PedagogicalLe

adership

Values,V

ision,S

trategy

Community

StudentL

earning

&Well-Being



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Community

Communication is a major factor when linking the communityto the institutions core value of teaching and learning.

Managers in schools and colleges have to engage withboth internal and external audiences in leading theirinstitutions (Bush, 2003, p.1).

To enhance collective ownership of the strategic direction ofthe school, Robinson (2007) suggests educational leadersneed to focus on cultivating shared beliefs and a feeling ofcommunity.

By encouraging a sense of togetherness within the school andthe wider community the core business of teaching andlearning is paramount.

School leaders should not only run efficient, safe andcaring learning environments they should also beleaders of teaching and learning (Robinson, 2006, p.62).


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Vision and Values

Vision is:

A shared understanding for the future direction of the organisation

Clearly understood by all stakeholders

Negotiated in conjunction with the community

Vision is increasingly regarded as an essential component of effectiveleadership. (Bush, 2003, p.6)

The articulation of vision is crucial. (Starratt, 2003, p.15)

core leadership activitiesincludes vision building (Harris, 2005,p.80)

Values are: The shared ideals which underpin the practice in an organisation

A determining factor in the culture of the organisation

the need for leadership to be grounded in firm personal andprofessional values (Bush, 2003, p.5)

fosters shared beliefs and a sense of community and cooperation.(Robinson, 2006, p.67)


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Strategy

Strategy is:

A future-focused view of the organisational direction

Developed in concert with all stakeholders in the school community

The basis for operational decision-making

strategic curriculum leadership is likely to lead to more effective

practice. (Cardno & Collett, 2004, p.15).

success as a curriculum leader depended on a determination

tothink strategically (Cardno & Collett, 2004, p.26).

transformational leadership in schools may be identified bycore

leadership activities: setting directions (Harris, 2005, p.80).


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Curriculum &Pedagogical Leadership

Instructional/Pedagogical/Curriculum leadership has the ability tofocus the curriculum on learning areas that are considered veryimportant, and in doing so, increase students achievement.

Curriculum is the schools formal plan to fulfil its mission andexpectations for student learning. The curriculum links the schoolsbeliefs, its expectations for student learning and its instructionalpractices.


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Curriculum &Pedagogical Leadership

Curriculum and pedagogical leadership is:

Leaders having the curriculum insight and the transformativeability to enhance student achievement in schools (Elmore,

2000).

Carrying out the schools core function being teaching andlearning in classrooms (Cardno & Collett, 2004).

Targeting the schools central activities, teaching and learning

(Bush, 2003).

Strategic curriculum leadership is likely to lead to moreeffective teaching and learning practice (Cardno & Collett,2004).


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Operational Leadership

Middlewood (1998) emphasises the importance in recognising the centrallink between strategy and its implementation as an essential component ofeffective strategic planning.

Bush (2003) Supports this by affirming that leadership and management

need to be given equal prominence if schools and colleges are to operateeffectively and achieve theirgoals (p.8).

Within this model strategic leadership refers to strategic resourcing asdefined by Vivian Robinson (2007), who discusses that this leadershipdimension is about securing and allocating material and staffing resourcesthat are in line with the strategic direction best serving pedagogical

improvement.

The interrelationship between strategic and operational leadership must notbe undervalued. The sound management of operational leadership mustalign with the school strategic direction; to ensure the core function ofimproving student achievement and well being remains at the forefront ofimplementing school wide initiatives.


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Relationships

Building positive relationships with all stakeholders is an essential part ofEducational Leadership

These aspects are all related to building positive relationships with staff Talking with teachers to promote reflection

Promoting professional growth Strong influence on professional dialogue

Positive relationships are needed with all stakeholders to implement the visionSouthworth (2004) explains that leaders work with and through their colleagues.Leaders are dependent upon others putting into practice the ideas and policies agreedand adopted by the school (p.99).

Research suggests that leaders who develop relationships and communicate goals byinforming community of achievements and recognise student achievement are found inhigher performing schools (Robinson,2007).

Weber (1987) suggests that leaders are listeners and talkers, they are collaboratorswith teachers and students, whose needs present the most important demands in an

instructional leadersrole (p.2).


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Reflection

According to Bush (2003) effective instructional leadershipcomprises aspects of talking with teachers, promoting teachersprofessional growth and fostering teacher reflection.

Our model of effective instructional leadership consists of the

two major themes: principals talking with teacher to promotereflection and promote professional growth (Blase and Blase,2000).

Effective principals value dialogue that encourages teachers tocritically reflect on their learning and professional practice(Blase & Blase, 2000).

A reflective leader gives thoughtful consideration to their ownleadership practice to gain a better understanding of their actionsto become aware of what is happening within the school in awider context, to ensure quality management.


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Definition

Educational and professional leadershipenhances student outcomes through thecreation of an environment where learningpermeates the organisational culture.

The educational leader is able to promote a

shared community vision, mobilise people,lead curriculum and pedagogical practice,administrate effectively and reflect critically onall practice.


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Self-Appraisal Tool
http://localhost/Users/jdriver/Desktop/UNITEC/Assignment/Whare%20Groups%20Self%20Appraisal%20Tool.doc


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Operational

Leadership

Curriculu

m&

PedagogicalLe

adership

Values,V

ision,S

trategy

Community

StudentLearning

&Well-Being



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References

Blase, J. & Blase, J. (2002). Effective instructional leadership: Teachers perspectives on how principals promote teaching and learning inschools. Journal of Educational Administration, 38(2), 130-141.

Bush, T. (2003). Theories of educational leadership and management(3rd ed.). London: Sage Publications.

Cardno, C. & Collett, D. (2003). Curriculum leadership: Secondary school principals perspectives on this challenging role in New Zealand.New Zealand Journal of Educational Leadership, 19(2), 15-29.

Drucker, P. (1955). The Practice of Management, London: Heinemann.

Elmore, R. (2002). Improving school throught principal professional development. Retrieved 5 July 2007 fromhttp://www.nsdc.org/library/leaders/leader_report.cfm

Harris, A. (2005). Leading from the chalk-face: An overview of school leadership. Leadership, 1(1), 73-87.

Middlewood, D. (1998). Strategic management in education: An overview. In D Middlewood & J. Lumby, (Eds.) Strategic management inschools and colleges (pp. 1-17). London: Paul Chapman.

Ministry of Education (1999) Principal Performance Management. Wellington: Ministry of Education.

Ministry of Education (2006) The New Zealand Curriculum Draft for consultation 2006. Wellington: Ministry of Education

Robinson, V.M.J. (2006). Putting education back into educational leadership. Leading & Managing, 12(1), 62-75.

Robinson, V. (2007). How School Leaders Make a Difference to their Students; Keynote Address to International Confederation ofPrincipals,A paper presented to the International Confederation of Principals.

Southworth, G. (2004). Primary school leadership in context: leading small, medium and large sized schools. London: RoutledgeFalmer.

Starrat, R. J. (2003). Centering educational administration: Cultivating meaning, community, responsibility. Mahwah: Lawrence ErlbaumAssociates.

Weber, J. R. (1987). Instructional leadership: A composite working model. ERIC Digest Number 17. University of Oregon: Clearinghouse onEducational Management.
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