School leadership and pupil learning outcomes


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School leadership and pupil learning outcomes - Plenáris konferencia előadás

Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: ENIRDELM Conference 2010. szeptember 16.-18.
Résztvevő: Halász Gábor, plenáris előadó

Published in: Education, Business
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School leadership and pupil learning outcomes

  1. 1. School leadership andpupil learning outcomes„Does leadership matter? Implications for Leadership Development and the School as a Learning Organisation” ENIRDELM conference Szeged, 2010 September 16th-18th Gábor Halász ELTE University, Budapest
  2. 2. The „Great Question” 80 Key Stage 2 : Percentage of 11 year olds achieving Level 4 or above 77 75 75 75 75 75 71 74 72 73 73 70 71 English 69 65 65 63 Maths 60 62 57 58 55 54 50 1996 1997 1998 1999 2000 2001 2002 2003 2004„Can we assume that leaders have a significant impact on the process and the outcomes of learning in the school? Is there an evidence-base?” ENIRDELM conference announcement
  3. 3. „There something really new”• The „Great (research) Question” has become a „Europ policy) question”• Strong new research evidence is
  4. 4. Conclusions/1• The impact of school leadership on pupil learning outcomes seems now to be proved by strong research evidence (taking into account complexity of the impact- mechanisms)• Leadership development remains a complex task (no simple recipes can be given)
  5. 5. Conclusions/2• Developing leadership seems to be one of the most efficient ways for countries to improve student learning outcomes (policy implications)• The need for policy action seems to be widely recognised at EU level and in several member countries
  6. 6. Conclusions/3• Research should increasingly focus on identifying the most efficient specific policies for leadership development• The next „Great Question”: „What works in SL development policy?” (research implications) OECD (2009): Improving School Leadership The Toolkit
  7. 7. Thank you for your attention!
  8. 8. The „great question” has become a common European question• The Council on school leadership• The emergence of several European ne• A new initiative: engaging national dec
  9. 9. Perseverance of Council conclusions on school leadership• Conclusion of November 2006• Conclusion of November 2007• Conclusion of November 2008• Conclusion of November 2009 – „The knowledge, skills and commitment of teachers, as well as the quality of school leadership, are the most important factors in achieving high quality educational outcomes” – “Effective school leadership is a major factor in shaping the overall teaching and learning environment, raising aspirations and providing support for pupils, parents and staff, and thus in fostering higher achievement levels.
  10. 10. European school leadership networks and programs• Older formations (e.g. ENIRDELM , ESHA)• Recent formations – European School Leadership Network (2004-2005) – The Leadership Network (2009-) – AHEAD project – Developing Educational Leadership of Primary Heads and Institutions (DELPHI) – European Leaders Training in Education (ELTE) – Leadership improvement on student achievement (LISA) – PROject-Based SCHOOL Management
  11. 11. European Policy Network on School Leadership: a new call„The Network should develop and manage a platform to facilitate knowledge exchange between those organisations and leading individuals responsible for developing school leadership policymaking and practice;This should include national policymakers, practitioners, researchers and stakeholders” (Source: European Commission - Call for Proposals EAC / 42 / 2010
  12. 12. New research evidenceIn some countries significant new investment has been made into finding answers to the „Great Question”
  13. 13. What is new in recent research?• The complex, non-linear causal relationships required research design that went beyond simplistic correlational models• It became clear that nothing can be understood – without considering contextual factors, and – without considering the time factor.• The components of effective leadership presented in a s but not hiding complexity• Resources implications (expensive research!)
  14. 14. Complexity• Quantitative methods using limited number of simple variables grasp only a small part of factors• Research design implications: – Qualitative and quantitative methods had to be combined – Sophisticated linkages between the variables and the reality had to be assumed – Complex, dynamic casual models had to be applied
  15. 15. Contextual factors• Schools operating in different social environments require different leadership approaches (what is good in one environment may be harmful in another)• Research design implications: – „Failing schools” and effective schools had to be put into different sample groups – Differential causal relationships had to be looked for in different subsamples
  16. 16. The time factor• Schools in different phases of development require different leadership approaches (what is good in one phase may be harmful in another)• Research design implications: – Schools in different phases of their organisational development could not be left in the same sample group – Differential causal relationships had to be looked for in different subsamples based on developmental phases• Phases in the NCSL research report
  17. 17. Leadership in the three phases of organisational development• Initial phase (the first year as head)• Middle phase (after 5 years)• Extended phase (after 10 Years)
  18. 18. What effective leaders do in the initial phase• improving the physical environment of the school in order to create more positive, supportive conditions for teaching and learning, teachers and pupils’• restructuring the senior leadership team and its roles and responsibilities• implementing performance management systems and CPD opportunities for all staff• (in more difficult schools) setting, clearly communicating and ensuring implementation of school-wide standards for pupil behavior
  19. 19. What effective leaders do in the middle phase• a more regular and focussed use of data as a means of informing decision-making related to pupils’ progress and achievement• distribution of leadership roles and responsibilities.
  20. 20. What effective leaders do in the extended (later) phase• personalising and enriching the curriculum• continuing the wider distribution of leadership• (in more difficult schools) greater attention to establishing, maintaining and sustaining school wide policies for pupil behaviour as well as further improvements to the physical environment and in the quality of teaching and learning
  21. 21. Strategies for improving student learningDay et al., (2009): The Impact of School Leadership on Pupil Outcomes. Final Report. University of Nottingham. Research Report No DCSF-RR108
  22. 22. Leadership strategies for improving student learning Low Middle Higher SES SES SESLeadership behaviouradapted to Initial • phase phase • SES (Social Economic Status) Middle • Level (primary, secondary) phase • and other factors… Extended phase