EDU8881: Leadership in

EducationAssignment 1:

Educational Leadership Group Work

OAndree GoodyerOSandra HaywardOStephanie ShawOArapine Walker

ORuth LydenOJohn Rutherford

Leadership in Education is:

Educational Leaders are committed and dedicated to positively influencing the learning and achievement for all students (Cardno, 2012)

VISION & GOAL SETTING

One of the key activities of educational leadership is to facilitate the development and implementation of a shared vision from which comes clear expectations and goals to improve student achievement (Bush, 2011).

“This dimension is about the exercise of leadership through the setting and communicating of goals for teacher and student learning (Robinson, Hohepa & Lloyd, 2009, p. 40).”

“Leadership needs to be proactively directed towards a common goal of establishing the school as a high-performing institution where high levels of student achievement and learning are normalized (Bishop, 2011, p. 29).”

“Defining the school’s mission is, then a dynamic process requiring cooperation to construct a workable vision and reflexive thinking to keep the mission clear and honest (Weber, 1996 p. 260).”

INSTRUCTIONAL PRACTICE & PROFESSIONAL DEVELOPMENT

The effective implementation of the curriculum by teachers through teaching and learning programmes is the clearest way of realising the school’s mission (Weber, 1996). The effective school leader must be involved with teachers in ensuring quality learning for all students. Educational leaders are accountable for planning, coordinating and evaluating teaching and teaching programmes.

INSTRUCTIONAL PRACTICE & PROFESSIONAL DEVELOPMENT

Educational leader’s role includes overseeing:

Curriculum, Instruction and AssessmentEnsuring curriculum programming is linked and aligned with classroom instructional programmes. (Weber, 1996) and “Student progress is monitored and assessment results used to improve teaching.” (Robinson et. al., 2009, p. 42).

Teacher Performance and Evaluation“Effective principals work relentlessly to improve achievement by focussing on the quality of instruction.” (The WallaceFoundation, 2012, p. 10). They have high expectations and encourage and support teachers to “practice their profession in an exemplary way (pushing for continuous improvement)” (Sergiovanni, as cited in Weber, 1996, p. 254).

Educational leaders through direct or indirect (Cardno, 2012, p. 25) means, have “involvement in the support and evaluation of teaching through regular classroom visits and provision of formative and summative feedback to teachers...oversight of curriculum through school-wide coordination across classes and year levels and alignment to school goals.” (Robinson et. al., 2008, p. 656).

The Wallace Foundation (2012), support this view stating, “...principals intent on promoting growth in both students and adults spend time in classrooms (or that someone who’s qualified does), observing and commenting on what’s working well and what is not.”,(Wallace Foundation, 2012, p. 11) they go on to identify they intensify their contact with teachers through, “on-going and informal interactions with teachers”(ibid).

Weber (1996) suggests that the instructional leader needs to be able to indicate priorities, provide support and advise for the improvement of class teaching and teaching programmes.

INSTRUCTIONAL PRACTICE & PROFESSIONAL DEVELOPMENT

Facilitating opportunities for teachers to engage in formal and informal professional learning. “This set of leadership practices has a very educationally significant effect on student outcomes (Robinson, Hohepa & Lloyd, 2009, p. 42). Making participation and even leadership, accessible acknowledges that teacher’s contributions are powerful in improving the instructional program (Weber, 1996, p. 263).

“Recent research suggests that providing teachers with time for professional development can address the three problems cited so far: burnout, a lack of fulfilling work, and the need for professional collaboration (Weber, 1996, p. 270).”

“Associated with effective professional communities is a strong sense of collective responsibility and accountability for student achievement and well-being (Robinson, Hohepa & Lloyd, 2009, p. 42).”

LEARNING ENVIRONMENT:CULTURE & TONE

One of the key functions of leading teaching and learning is developing an instructional climate that promotes engagement in learning and achievement (The Wallace Foundation, 2012). “Effective principals ensure that their schools allow both adults and children to put learning at the center of their daily activities (The Wallace Foundation, 2012, p.6).”

Creating a learning centered community involves the creation of a safe, orderly and systematic environment and ensuring that attitude of teachers is positive, open, supportive receptive to learning. “The attitudes that students form about academic learning come, at least in part, from the adults in the school (Weber, 1996, p. 263). ”

RELATIONSHIPS & PARTNERSHIPS

Robinson, V., Hohepa, M & Lloyd, C. (2009) state: School leaders need to build educationally powerful connections with families, whanau, and communities through teaching … and school home relationships. The role of leadership in making such connections is most important and such connections can have large positive effects on the academic and social outcomes of students.

Russell Bishop (2011) suggests that effective leadership aims to engage parents, whanau and community in a way that addresses their aspirations for the education of their children.

Ministry of Education (2008) states that principals enhance student learning through strengthening partnerships and networks … building strong relationships with key stakeholders: trustees, parents, whanau and local organisations.

STRATEGIC RESOURCING

Today’s Educational Leaders have a wide and varied role. The elements of Strategic Resourcing have become a large part of the day to day running of any Educational Institution. Strategic resourcing infers that resources (material, intellectual and human) are secured and allocated to meet the needs of the school and the wider community. The organisational and managerial responsibilities undertaken by Principals and senior leaders influence students, their learning and their Whanau.

“To get the job done effective leaders need to make good use of the resources at hand. They have to be good managers.”(The Wallace Foundation, 2012, p.12) “When identifying and obtaining resources, leaders in high-performing schools:-use clear criteria that are aligned to pedagogical and philosophical purposes;-ensure sustained funding for pedagogical priorities.”(Robinson, Hohepa, & Lloyd, 2009, p.41)

REFERENCES

Bishop, R. (2011). How effective School Leaders reduce educational disparities. In J.Robertson & H. Timperley (Eds.), Leadership and learning (pp. 27 – 40). London: Sage. Cardno, C. (2012). Managing Effective Relationships in Education. London: Sage. Ministry of Education. (2008).  Kiwi Leadership for Principals: Principals as Educational Leaders. Wellington: New Zealand Ministry of Education. Robinson, V., Hohepa, M. & Lloyd, C. (2009). School leadership and student outcomes: identifying what works and why. Best Evidence Synthesis Iteration [BES]. Wellington: New Zealand Ministry of Education. The Wallace Foundation (2012). The school principal as leader: Guiding schools to better teaching and learning perspectives: The Wallace Foundation. Weber, J. (1996). Leading the instructional programme. In S. C. S. P. K. Piele(Ed.), School Leadership: Handbook for excellence (pp. 253-278). University of Origan: Clearinghouse on Educational Management.