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Educational Leadership


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Educational Leadership

  3. 3. DEFINITION Educational Leadership is the process of strategically influencing and managing an educational organisation with an explicit aim to raise learning outcomes . ‘ providing direction, developing the capacity of others, pioneering change, and establishing an orderly environment.’ (Lashway, 2006, p43) T H R O U G H
  4. 4. Process <ul><li>Journey </li></ul><ul><li>Road </li></ul><ul><li>Setting Direction (table 2.1 Lashway) </li></ul><ul><li>Goal framing and mission building (Hallinger and Heck) </li></ul><ul><li>Focus (Waters et al) </li></ul>
  5. 5. Strategically <ul><li>Plan </li></ul><ul><li>Method </li></ul><ul><li>Change is involved - leading change </li></ul><ul><li>Redesigning the organisation and modifying organisational structure (Leithwood) </li></ul><ul><li>Optimizer, Change agent (Waters et al) </li></ul><ul><li>Situational awareness </li></ul>
  6. 6. Influencing <ul><li>People can only be influenced </li></ul><ul><li>Developing people </li></ul><ul><li>Creating and Organisational culture </li></ul><ul><li>Relationships </li></ul><ul><li>Visability </li></ul><ul><li>Outreach </li></ul>
  7. 7. Managing <ul><li>Maintaining and building structure </li></ul><ul><li>Establishing managerial order </li></ul><ul><li>Order </li></ul><ul><li>Discipline </li></ul><ul><li>Resources </li></ul><ul><li>Curriculum </li></ul>
  8. 8. “ Educational Organisation” denotes that; <ul><li>It is a specific type of organisation as apposed to any organisation </li></ul><ul><li>It implies a group of professionals </li></ul><ul><li>It implies a learning centre approach </li></ul>
  9. 9. Explicit <ul><li>Core business </li></ul><ul><li>Central focus </li></ul><ul><li>The word “student” </li></ul>
  10. 10. “Raise learning outcomes” <ul><li>This is the core business of an educational institution </li></ul><ul><li>This is our “profit” </li></ul>
  11. 11. What is missing? <ul><li>The word “student” </li></ul><ul><li>Why? </li></ul><ul><li>Learning should not just be aimed at students. </li></ul><ul><li>Organisations need to learn as much as those they are teaching need to learn. </li></ul>
  12. 12. Final test of my definition <ul><li>Is it measurable? </li></ul><ul><li>Can I measure process? </li></ul><ul><li>Can I measure strategy </li></ul><ul><li>Can I measure Influence </li></ul><ul><li>Can I measure Managing </li></ul><ul><li>I believe one can. </li></ul>
  13. 13. THE POSSIBLE EDUCATIONAL LEADERSHIP MODEL IMPROVING STUDENT OUTCOMES hrough VISION and ACADEMIC GOAL SETTING aving CONSTRUCTIVE COMMUNICATION ESOURCING STRATEGICALLY aving ability to Manage and Solve complex problems rderly Supportive Environment reat Systems of Management and Curriculum p to date PEDAGOGICAL KNOWLEDGE T H H R O U G
  14. 14. STUDENT OUTCOMES <ul><li>This is the core focus of any Educational Leader. </li></ul><ul><li>Student Learning has been at the centre of school reform for the past decade….(Lashway, 2006) </li></ul><ul><li>All elements of the ‘Positive Leadership Model’ needs to be working harmoniously together for there to be a positive effect on student on outcome. </li></ul><ul><li>Educational Leaders make a difference. Their impact on student achievement comes from creating and sustaining the conditions that enable and encourage teachers and students to do their best work. (Lashway, L.(2006). </li></ul>
  15. 15. VISION AND ACADEMIC GOAL SETTING <ul><li>Identify and articulate a vision </li></ul><ul><li>that embodies the educational organisation values and all believe that the goals are all achievable (Lashway,2006). </li></ul><ul><li>Unify collective visions from all staff (Lashway,2006). </li></ul><ul><li>Have strong values, orientations and nurture individual visions.(Lashway, 2006) </li></ul>
  16. 16. Constructive Communication <ul><li>Establishes strong lines of communication with teachers and among students </li></ul><ul><li>Easily accessible to teachers </li></ul><ul><li>Develops effective means for teachers to communicate with one another </li></ul><ul><li>Maintains open and effective lines of communication with staff. </li></ul><ul><li>Manza…… </li></ul>
  17. 17. Effective leaders set effective goals by <ul><li>‘ establishing the importance of the goals’ </li></ul><ul><li>‘ ensure that the goals are clear’ </li></ul><ul><li>‘ develop staff commitment to the goals’ </li></ul><ul><li>Robinson, V., Hohepa, M. & Lloyd, C. (2009) </li></ul>
  18. 18. Resourcing Strategically <ul><li>Educational Leadership is about acquiring resources such as material, intelluctual and human resources. (Robinson et al, 2009) </li></ul>
  19. 19. Supportive Environment: CULTURE <ul><li>Build relational trust (Robinson et al, 2009) </li></ul><ul><li>Fostering shared beliefs </li></ul><ul><li>Recognizing school accomplishments. </li></ul><ul><li>Relationships- …demonstrates an awareness of personal aspects of staff (Waters et al) </li></ul><ul><li>Learning Communities- directly involved in design & implementation of curriculum instruction & assessment practices.(MOE) </li></ul><ul><li>Role Modeling </li></ul>
  20. 20. EDUCATIONAL LEADERS <ul><li>For most educational leaders research shows that more commonly indirect leadership occurs but has a strong influence on student achievement. </li></ul>
  21. 21. PEDAGOGY <ul><li>Knowledgeable about current curriculum instruction and assessment practices (Waters, T.J., Marzano, R.J & McNulty, B. (2004) </li></ul>
  22. 22. SYSTEMS OF MANAGEMENT AND CURRICULUM <ul><li>Establishing a set of operating procedures and routines. </li></ul><ul><li>“ Setting and Monitoring school wide academic standards.” (Weber, J. 1996). </li></ul><ul><li>Ensure administrative decisions are informed by knowledge about effective pedagogy. (Robinson et al, 2009) </li></ul><ul><li>Planning, co-ordinating, and evaluating teaching and the curriculum </li></ul>
  23. 23. PROBLEM SOLVING <ul><li>Having the ability to name, describe and analyse complex problems that can help provide solutions for school based change. (Robinson et al, 2009) </li></ul><ul><li>Engage in problem talk in order to understand why teachers do the things they do in order to change. (Robinson et al, 2009) </li></ul>
  24. 24. CONCLUSION Hallinger and Heck 1999:4-5 refer to principals influencing what happens in their schools in three different ways. Direct effects : where principal’s actions influence school outcomes. Mediated effects: where principal actions affect outcomes indirectly through other variables. Reciprocal effects: where the principal affects teachers and teachers affect the principal and through these processes outcomes are affected. (Southworth, G. (2004). For effective Educational Leadership to occur all the conditions in ‘ The Positive Educational Leadership Model’ needs to be fulfilled to have a positive impact on Student Outcome.