2. www.pdst.ie
Leading Learning
The Principal’s role in student learning
Des Cullen, Principal, Moyne Community School, Co. Longford
Norma O’Brien, Principal, Coláiste Mhuire, Askeaton, Co. Limerick
PSDT Leadership Associates
3. www.pdst.ie
“Successful Leaders are focussed on
helping every child, whatever their
background, to enjoy learning and to
reach their potential, because this is
the best chance that a child will have
for a fulfilling and productive life”
(Greaney & Earley, 2017)
Moral Purpose
5. www.pdst.ie
Moral imperative to change in relation to:
• Social and Economic changes
• Technology! Digital Natives
• Need for flexibility and adaptability in the
workplace and in life – jobs of the future -
learning for life
The Why of Learning-Centred
Leadership
7. www.pdst.ie The What of Learning-Centred Leadership
Learning to
Know
Core subjects (Grammar, Reading; World Languages;
Art; Mathematics; Economics; Science; Geography;
History; Government & Civics, with a balance between
education in technical and natural science subjects and
culture and humanities )
Learning to Do Critical Thinking, Problem-solving,
Communication & Collaboration, Creativity &
Innovation, Digital Literacy
Learning to Be Personal responsibility, Self-regulation,
Metacognition, Social & Cross-cultural skills,
Sense-making skills, Learning to learn
Learning to
Live Together
Value diversity, Team-work & Inter-
connectedness, Civic & Digital Citizenship,
Global & Inter-cultural Competence
(UNESCO)
8. www.pdst.ie
Leadership is second only to classroom instruction
among all school-related factors that contribute to
what students learn at school.
“While evidence about leadership effects on student learning
can be confusing to interpret, much of the existing research
actually underestimates its effects. The total (direct and
indirect) effects of leadership on student learning account for
about a quarter of total school effects.”
(Hallinger & Heck, 1996; Leithwood, Jantzi, 2000)
The How of Learning-Centred
Leadership
10. www.pdst.ie
“The greatest influence on
student progression is having
highly expert, inspired and
passionate teachers and school
leaders working together to
maximise the effect of their
teaching on all students in their
care”
(Hattie, 2015)
12. www.pdst.ie
• LAOS emphasises the need for students to
develop a broad range of skills and
competences that enable personal well-
being, active citizenship and lifelong
learning.
• LAOS advocates learning experiences for all
students to be broad, balanced, challenging
and responsive to individual needs.
Looking at our School
13. www.pdst.ie
• The LAOS framework takes a holistic view of
learning. It emphasises the need for
students to develop a broad range of skills
and competences that enable personal
well-being, active citizenship and lifelong
learning.
Looking at our School
15. www.pdst.ie
The Teaching & Learning Domains
Learner
Outcomes
Learner
Experiences
Teachers’
Individual
Practice
Teachers’
Collective/
collaborative
Practice
16. www.pdst.ie
The Leadership & Management Domains
Leading
Learning &
Teaching
Managing
the
Organisation
Leading
School
Development
Developing
Leadership
Capacity
17. www.pdst.ie
A well-functioning school requires leaders who:
1. promote a culture of improvement, collaboration,
innovation and creativity in learning, teaching and
assessment
2. foster a commitment to inclusion, equality of
opportunity and the holistic development of each
student
3. manage the planning and implementation of the
school curriculum
4. foster teacher professional development that
enriches teachers’ and students’ learning
The Standards within the Leading
Learning & Teaching Domain
19. www.pdst.ie
• School Plan / Subject Department Planning
• SSE / SIPs
• JCPA – planning to date – CPD
• POR – SDPI / SSE co-ordinator
• Capacity Building Initiatives past & present
Toraíocht/PDSL / Forbairt / Learning School
Projects
• Inspection reports
• Your staff!
Some important Resources within
your school
20. www.pdst.ie
• C15/17: Revised JCPA ‘17/’18 & ‘18/’19
• C14/17: Special Education Teaching
Allocation
• Looking At Our School: 2016 A Quality
Framework for Post-Primary Schools
• C40/16: SSE 2016-2020
• School Self-evaluation Guidelines: 2016-2020
Post-Primary
Other Important Resources
22. www.pdst.ie
Post-it / placemat at a staff meeting / Croke
Park meeting – using SSE 2016/2020 & LAOS
• What do we do well?
• Even better if……..?
– Learner outcomes
– Learner experiences
– Teachers’ individual practice
– Teachers’ collective/collaborative practice
Where to start?
24. www.pdst.ie
• Greaney, T. & Earley, P. (2017) School Leadership and Education System Reform
• http://unesdoc.unesco.org/images/0024/002429/242996e.pdf
• Hallinger, P., Heck, R. (1996). Reassessing the principal’s role in school
effectiveness: A review of empirical research, 1980-95, Educational Administration
Quarterly, 32, 1, 5-44.
• Leithwood, K., Jantzi, D. (2000). The effects of transformation leadership on
student engagement with school, Journal of Educational Administration, 38, 2,
112-129.
• Hattie, J, (2015) The Politics of Collective Expertise
• Looking at our School: http://schoolself-evaluation.ie/post-primary/wp-
content/uploads/sites/3/2016/08/Looking-at-Our-School-2016-A-Quality-
Framework-for-Post-Primary-Schools_English_WEB.pdf
• Revised Guidelines: http://schoolself-evaluation.ie/post-primary/wp-
content/uploads/sites/3/2016/08/School-Self-Evaluation-Guidelines-2016-
2020_Post-Primary_English_WEB.pdf
• Circulars: http://www.education.ie/en/Circulars-and-Forms/Circulars-and-Forms
• SSE Newsletters/Updates: http://schoolself-evaluation.ie/post-
primary/updates/newsletters/
References
