The document discusses the evolving nature of educational leadership, emphasizing the importance of transformational and distributed leadership models that focus on empowering individuals and fostering collaborative environments. It critiques simplistic competency approaches and highlights the need for effective leadership practices that align with shared values and cultural contexts. Key themes include setting directions, managing resources, and adapting leadership styles to meet current educational demands and ensure positive student outcomes.

1. LEADERSHIP: WHERE ARE WE AT? A Curriculum Committee presentation

2. Why report of Leadership? An identified area for Professional Development Seeking to lead, rather than just manage Departments

3. RESEARCH ON SCHOOL LEADERSHIP “ Current Issues in Educational Leadership” Neil Cranston, Lisa Ehrich and Leanne Morton (2007) (a recent article published in The Australian Educational Leader , ACEL, Vol 29, No. 2) “ Quality Teaching and School Leadership: A Scan of Research Findings” NIQTSL, Canberra Louise Watson (2005)

4. IMPACT ON STUDENT OUTCOMES Leadership is second only to quality teaching A probable understatement of the impact Leadership is associated with “patterns of influence in social interaction” (Ingvarson, 2006, p.27).

5. CURRENT ISSUES IN EDUCATIONAL LEADERSHIP

6. Theme 1: A critique of the competency approach To simplistic Reductionist Not future orientated A-contextual

7. Understanding of emerging developments Use to engage school community Capacity to work with different groups Effective leadership in times of change and challenge Advocacy role for community Theme 2: Need to contextualise leadership thinking

8. Human/finance and resources Expectations, policies, pedagogies Legislation and legal External relations Accountability requirements Theme 3: Management is important

9. Student learning and development is the fundamental focus Critically reflective, life-long learner Theory-practice links Leaders of learning Formal/informal P.D The learner-centred school (for all) Theme 4: Educational leadership is about learning

10. Theme 5: Educational leadership is a purposeful, values-driven activity Aware of own values/beliefs/principles School values/beliefs/principles School community service and social responsibilities Learning-centred focus Tolerance Inclusiveness Compassion Equity, social justice, fairness Whole-person development Empowerment Ethics/ethical behaviour Key Values include:

11. Empowerment Working with/through others Working in non-hierarchical, trusting and mutual respective ways Know staff Communication Theme 6: Educational leadership as distributed activity

12. Interpersonal skills Developing relationships Manage micro-politics Theme 7: Educational leadership as a relational activity

13. Literature awash with lists of knowledge, skills, attitudes and dispositions The more notable that have emerged in recent years are : Theme 8: Leadership qualities and capabilities

14. Theme 8: Leadership qualities and capabilities Modeling the way Challenge and risk taking Influencing others Optimism and confidence Adaptable and responsive Intuition Commitment Passion

15. Theme 8: Leadership qualities and capabilities Advocacy Creative and innovative Personal responsibility Courage Relational capabilities Resilience Self-confidence Tough-mindedness

16. Theme 8: Leadership qualities and capabilities Compassion and fairness Integrity Political and legal astuteness Acting ethically Micro-political astuteness Managing diversity Visioning Leading and managing change

17. REFLECTION!! HOW DO WE MEASURE UP?

18. Responding to local/national demands that conflict? Acting as “leader” while empowering others? Work/life balance Theme 9: Paradoxes and tensions inherent in Educational leadership

19. Future orientated while managing the “here and now?” Professional learning in face of competing demands Effective allocation of limited resources Theme 9: Paradoxes and tensions inherent in Educational leadership

20. MODELS OF SCHOOL LEADERSHIP INSTRUCTIONAL LEADERSHIP TRANSFORMATIONAL LEADERSHIP DISTRIBUTED LEADERSHIP

21. 1. INSTRUCTIONAL LEADERSHIP Leadership in teaching and learning to improve student outcomes (Watson, 2005, p.67)

22. Defining a School Mission (or Strategy) Managing the Instructional Program (or Structure) Promoting a Positive Learning Climate (or Culture) There are 3 Dimensions:

23. Five attributes were identified: Leadership Vision Focus on school level activities Importance of school culture Engagement of teachers “ Dedication” to needs of students In Australian context

24. 2. TRANSFORMATINAL LEADERSHIP Definition: The use of facilitative powers to construct strong cultures that empower individuals, rather than simply exercising authority over them. INFLUENCE, NOT AUTHORITY

25. Liethwood et al (1996): Six dimensions of Transformational Leadership Building School Vision and Goals Providing intellectual stimulation Offering individualised support Symbolising professional practices and values Demonstrating high performance expectations Developing structures to foster participation in school decisions

26. 3. DISTRIBUTED LEADERSHIP A set of functions distributed amongst community members Models look at: Forms or functions of leadership Members Processes that distribute leadership

27. A collective activity The spanning of task, responsibilities and power Expert, not hierarchical authority Three common understandings of D.L:

28. Recent Research TEACHER LEADERSHIP (Crowther et al – USQ) Teachers leaders should: Convey a better world Strive for authenticity in teaching, learning and assessment Facilitate communities of learning Confront barriers to school culture and structures Translate ideas into sustainable systems of action Nurture a culture of success

29. Recent Research “ ACTIVE PROFESSIONALISM” (Sachs. 2000) Broad principles are: Inclusiveness Collective/collaborative action Effective communication of aims, expectations, etc Recognition of expertise of all An environment of trust and mutual respect Being responsive and responsible Acting with passion Experiencing pleasure and fun

30. REFLECTION!! WHAT STYLE DO I EMPLOY ?

31. WHAT DOES EFFECTIVE LEADERSHIP LOOK LIKE?

32. Effective Leadership was invariably indirect School goals the most consistent variable Hallenger/Heck found:

33. Providing Direction Exercising Influence (influencing others to achieve the direction) Leithwood’s two generic functions:

34. Leadership is a Social Concept Leadership involves Purpose and Direction Leaders exercise Influence Leadership is a Function Leadership is Context Specific Five Broad Characteristics of Successful School Leadership

35. REFLECTION!! What have you identified as the common “elements” in each of the three models thus far?

36. WHAT DO EFFECTIVE LEADERS DO?

37. SETTING DIRECTION (Visionary/Strategic) Clear goals Owned by the people Fostering a shared sense of purpose “ Shared Vision” more likely to motivate Specific practices include: Identifying and articulating a vision Fostering the acceptance of group goals Creating high performance expectations

38. DEVELOPING PEOPLE (Culture) Support and sustain teacher/student performance Depends on knowledge of teaching and learning ( Instructional Leadership aspect ) Skills in building relationships in social context Specific practices include: Providing Intellectual stimulation Providing individualised support Empowering others to make decisions

39. REDESIGNING THE ORGANISATION (Structural) Assumed schools need to change to meet new challenges Must be willing to change the status quo Capable of implementing school reform Specific practices include: Strengthening the school culture Modifying organisational structures Building collaborative practices

40. A Summary then … Vision is the most important Must be a shared vision Vision linked to cultural/structural aspects REALITY : all three need to develop in concert

41. STANDARDS OF SCHOOL LEADERSHIP Many overseas (UK, US, Scotland, Dutch) Professional organisations in Australia: APAPDC , ACEL, APC, Cath. Ed. (Qld, Sydney) Governments ( WA , SA, NSW) Nationally: Teaching Australia

42. DEVELOPING LEADERSHIP Developed through authentic task and opportunities for effective collaborative decision making Principles for developing such tasks:

43. Tasks should: Be authentic and, thus, complex Allow for variety of forms of leadership practice Be open ended Be fair Provide opportunity and encouragement of analysis and reflection Have Research based knowledge Encourage leaders to exemplify good practice

44. CONCLUSION SUMMARY Current research centred on Transformational and Distributed Leadership Broad characteristics: A social concept Purpose and direction Exercising influence Is a function Context specific

45. CONCLUSION SUMMARY (Cont’d) SETTING DIRECTION DEVELOPING PEOPLE REDESIGNING THE ORGANISAION

46. WHAT DOES THIS MEAN? Can we “lead” our own departments? A new role/model for HOD’s at TGS? (Job design issues) Increased Leadership for HOD’s? (through practical, authentic, dec.mak. tasks)

47. ATTACHMENTS Responsibilities of Balanced Leadership 10 Proposition for Transforming Learning The Framework (with self reflection guide) AAPDC’s Educational Leadership Model

48. ARTICLES “ The only way to go – shared leadership” “ Leadership tips for HOD’s” “ Strong leaders build great teams”

49. FURTHER SOURCES OF INFORMATION Australian Principals Association Professional Development Council: http:// www.apapdc.edu.au / Australian Council for Educational Leaders: http:// www.acel.org.au /

50. FURTHER SOURCES OF INFORMATION Teaching Australia: http://www.teachingaustralia.edu.au/ta/go Mind Tools: http:// www.mindtools.com/pages/main/newMN_LDR.htm Leadership Survival Guide: http://resources.sai-iowa.org/index.html

51. FURTHER SOURCES OF INFORMATION Articles Previously supplied include: “ Building Collaboration” “ HR management and development: a framework for school subject departments” Others can be supplied from my own collection

52. P.D. OPPORTUNITIES ISQ 2007 State Conference , 25-27 July 2007 (Surfers Paradise) Directions for Catholic Educational Leadership in the 21st Century, 29 July – 1 August 2007 (Sydney) “ The Leadership Challenge,” The 2007 Research Conference of the ACER, 12-14 August 2007, (Melbourne) “ New Imagery for Schools and Schooling: challenge, creating and connecting” International Conference of ASCD and ACEL, 10-12 October 2007, (Sydney)