Leadership in perspective: global/ system/ school/ self - Frank Crowther - - Frank Crowther -

Leadership in Leadership in perspective: perspective:

global/ system/ school/ global/ system/ school/ selfself

- Frank Crowther - Frank Crowther - -

THE SIX DYNAMICS OF CAPACITY THE SIX DYNAMICS OF CAPACITY BUILDINGBUILDING

Sharing Insights

Committing to

professional revitalization

Exploring Lofty

Aspirations

Embedding successes

Pedagogicaldeepening Searching for

schoolwide coherence

…is inspired by the New York model of “rewards

for improvement in students every year”

Says that a national

curriculum is a fait

accompli

Says that NAPLAN has

dual purposes – diagnostic & comparative

Julia Gillard…

Says that Performance Pay systems will reward

“lead teachers”

1. Demonstrate high pedagogical standards

2. Mentor colleagues,

in own school and externally

4. Facilitate effective

schoolwide improvement

processes

Julia Gillard (February, 2010):Lead teachers will...

3. Enhance the quality of

the school environment

Social commentator Hugh Mackay…

Teachers report that this is the Teachers report that this is the most intrusive generation of most intrusive generation of parents ever – extraordinarily parents ever – extraordinarily anxious about their children and anxious about their children and demanding of schools. demanding of schools.

The next decade will see one of The next decade will see one of the most rebellious generations the most rebellious generations of teenagers ever. of teenagers ever.

Our special Our special leadership role in a leadership role in a complex worldcomplex world

““Teaching is a profession of hope….. Teaching is a profession of hope….. Inspirational teachers are Inspirational teachers are motivated by their dreams of a motivated by their dreams of a better world”.better world”.

Terry Wrigley, Terry Wrigley, Schools of Hope,Schools of Hope, 2003, p.1. 2003, p.1.

The “Big Four” The “Big Four” Leadership ApproachesLeadership Approaches

StrategicStrategic

TransformationalTransformational

Advocacy (Educative) Advocacy (Educative)

OrganisationwideOrganisationwide

Which style is you?Which style is you?

StrategicStrategic


Advocacy (Educative) Advocacy (Educative)


My “core” leadership dimension _____________________________________ ________________________________________________________________________________________________________________________________

My “supportive” leadership dimension ________________________________ ________________________________________________________________ ________________________________________________________________

Me, a distinctive leader…

Caldwell and SpinksCaldwell and Spinks

““The principal must be able to develop The principal must be able to develop and implement a cyclical process of and implement a cyclical process of goal-setting, need identification, goal-setting, need identification, priority setting, policy making, priority setting, policy making, planning, budgeting, implementing and planning, budgeting, implementing and evaluating in a manner which provides evaluating in a manner which provides for the appropriate involvement of staff for the appropriate involvement of staff and community, including parents and and community, including parents and students as relevant”. students as relevant”.

Strategic leaders are…Strategic leaders are…

results-driven;results-driven;

born organisers; born organisers;

objective decision-makers;objective decision-makers;

calm and methodical. calm and methodical.

Is Is thisthis you? you?

Strategic – Strategic – a born organiser, a meticulous a born organiser, a meticulous planner, a QA believer, an objective decision-planner, a QA believer, an objective decision-maker, driven to succeedmaker, driven to succeed

“ “ The buck stops here” (Harry The buck stops here” (Harry

Truman)Truman) “ “ I did it my way”I did it my way”


Advocacy (Educative)Advocacy (Educative)


Transformational Transformational leaders are…leaders are…

inspirational; inspirational;

egotistical;egotistical;

charismatic;charismatic;

clear communicators.clear communicators.

Ken LeithwoodKen Leithwood

The first function of educational The first function of educational leadership is that of establishing leadership is that of establishing a shared vision fostering the a shared vision fostering the acceptance of group goals. acceptance of group goals.

Principals must themselves be Principals must themselves be visionaries who can inspire visionaries who can inspire others to others to go beyond what they go beyond what they would otherwise do. would otherwise do.

Or is this you?Or is this you?

StrategicStrategic

Transformational leaders are…. Transformational leaders are…. dreamers; egotistical;dreamers; egotistical; charismatic; inspirational; charismatic; inspirational; image conscious; adrenalin- driven; emotional.image conscious; adrenalin- driven; emotional.

“ “I have a dream…” ( Martin Luther King)I have a dream…” ( Martin Luther King) “ “ To dream the impossible dream”To dream the impossible dream”

Advocacy Advocacy

DemocraticDemocratic

Advocacy leaders Advocacy leaders are….are….

accepting of people as they areaccepting of people as they are;;

agitated by unfairness; agitated by unfairness;

motivated by a deep sense of justice; motivated by a deep sense of justice;

most attracted to most attracted to “roll up your “roll up your sleeves and get involved”sleeves and get involved” projects. projects.

John MacbeathJohn Macbeath

““Leadership is subversive. Leadership is subversive.

It is intellectual, moral and It is intellectual, moral and political…. It cannot accept political…. It cannot accept children being shortchanged children being shortchanged whether by government policies, whether by government policies, by teachers unaccountable for by teachers unaccountable for their actions, or by young people their actions, or by young people who settle for the mediocre.”who settle for the mediocre.”

Or is Or is thisthis you? you?

StrategicStrategic


Advocacy leaders are …Advocacy leaders are … motivated by motivated by a a deep sense of justice; agitated by unfairness; deep sense of justice; agitated by unfairness; accepting of people as they areaccepting of people as they are;; most most interested in “roll up your sleeves and do it” interested in “roll up your sleeves and do it” work.work.

“ “I am agitated by the injustice around me”I am agitated by the injustice around me” As a mother comforts her child, so I will comfort you. As a mother comforts her child, so I will comfort you. --Isaiah--Isaiah

66:1366:13 ““The song of angry men”The song of angry men”


Pounder, Ogawa and Pounder, Ogawa and BossertBossert

““The total amount of leadership The total amount of leadership found in schools will have a found in schools will have a positive relationship to their positive relationship to their performance. It suggests that performance. It suggests that all members of schools - all members of schools - including principals, teachers, including principals, teachers, staff members, and parents - staff members, and parents - can lead”.can lead”.

Organisationwide leaders Organisationwide leaders emphasise…emphasise…

collective responsibility; collective responsibility;

processes, not people or processes, not people or personalities; personalities;

Shared understanding and Shared understanding and agreement;agreement;

1+1 =3.1+1 =3.

Or is Or is thisthis you? you?

StrategicStrategic


Advocacy Advocacy

Organisationwide leaders emphasise…. Organisationwide leaders emphasise…. collective responsibility; processes, not collective responsibility; processes, not people; consensus decisions.people; consensus decisions.

1+1 =31+1 =3 ““We’re all in it together” We’re all in it together” ““The wind beneath my wings” The wind beneath my wings”

Capacity-buildingCapacity-building

C-BC-B is a school development is a school development process co-led by principals process co-led by principals

and teacher leaders to create and teacher leaders to create enhanced school outcomes and enhanced school outcomes and

ensure the sustainability of ensure the sustainability of those outcomes into the those outcomes into the

future. future.

A cosmic guide to A cosmic guide to C-BC-B

CCommitting ommitting

to action to action MMicroicro

pedagogypedagogy

OOrganisational rganisational IInvokingnvoking

diagnosis reactiondiagnosis reaction

SSeeking eeking CCementingementing

new heights successesnew heights successes

IDEAS “School outcomes” have IDEAS “School outcomes” have five components five components

Student achievement and Student achievement and engagementengagement

Student attitudesStudent attitudes Teacher morale and satisfaction Teacher morale and satisfaction Parent support and satisfaction Parent support and satisfaction An embedded school improvement An embedded school improvement

processprocess

Explaining “success” in Explaining “success” in Victoria’s Victoria’s

IDEAS Project schools, 2004- IDEAS Project schools, 2004-2008 – 2008 –

A QUICK ANSWER A QUICK ANSWER

--------------------------------

______________________

EnhancedEnhancedpedagogicalpedagogicalpracticepractice

----------------------------------

____________________

HeightenedHeightenedprofessionalprofessionaltrust andtrust andschoolwide schoolwide responsibilitresponsibilit

yy

---------------

______________

Improvedstudent engagement and learning

IDEAS in Victoria, 2004-IDEAS in Victoria, 2004-88

Strong professional trust and shared Strong professional trust and shared leadership (2 years)leadership (2 years)

Heightened pedagogical practice (2+ Heightened pedagogical practice (2+ years)years)

Enhanced student engagement (3 years)Enhanced student engagement (3 years)

Improved student achievement (4 years)Improved student achievement (4 years)

CCommitting to ommitting to action –action –

The The firstfirst cosmic cosmic dynamicdynamic

one or more school one or more school leaders made a leaders made a commitment in commitment in

September, 2004 to do September, 2004 to do something radically something radically

different ! different ! In all 22 Victorian IDEAS In all 22 Victorian IDEAS

Project schools, regardless Project schools, regardless of their circumstances, of their circumstances,

Key Key CommittingCommitting actions actions Identifying a significant school needIdentifying a significant school need

Feeling a deep emotional response Feeling a deep emotional response (agitation! despair! outrage!)(agitation! despair! outrage!)

Seeking out suitable school Seeking out suitable school improvement approachesimprovement approaches

Ensuring resource availabilityEnsuring resource availability Gaining schoolwide endorsement for Gaining schoolwide endorsement for

a focused longrange projecta focused longrange project Clarifying distributed leadership Clarifying distributed leadership

functionsfunctions

OOrganisationalrganisational diagnosis - diagnosis - The The second second cosmic cosmic dynamicdynamic

A “coherent” school staff can A “coherent” school staff can be likened to an orchestra.be likened to an orchestra.

“An institution is like a tune; it is not constituted by individual sounds but by the relations between them.”Peter Drucker

Key Key CoherenceCoherence actions actions

Administering surveysAdministering surveys

Interpreting survey dataInterpreting survey data Co-ordinating the school’s self-report Co-ordinating the school’s self-report

cardcard

Analysing alignment issuesAnalysing alignment issues

Endorsing exploratory teacher leader Endorsing exploratory teacher leader roles roles

SSeeking new eeking new heights heights

The The thirdthird cosmic cosmic dynamicdynamic

Our pedagogicaOur pedagogical philosophy and l philosophy and principlesprinciplesWe aim highWe aim highAnd then, one step at a time, at our And then, one step at a time, at our own pace,own pace,We climb togetherWe climb togetherUsing modern technologies and our Using modern technologies and our trust in each other - trust in each other - Until we reach the topUntil we reach the topAnd can see forever. And can see forever.

Schoolwide Schoolwide pedagogypedagogy A schoolwide pedagogy (SWP) A schoolwide pedagogy (SWP) is an agreed set of is an agreed set of pedagogical principles that pedagogical principles that reflect the distinctive qualities reflect the distinctive qualities of a school community and that of a school community and that have been developed by the have been developed by the professional community of the professional community of the school. school.

From the Castle to the From the Castle to the Network…Network…

How we learn (a Janus look)How we learn (a Janus look)

Looking backWhere did this idea come

from?How has it changed over

time?

Looking AheadWhat might this

idea look like in the future?

How might it make our world a better

place?Looking Around

What does this idea mean in my life?

How is it used around the world?

MAZZARINO HIGH MAZZARINO HIGH SCHOOLSCHOOL

““From the castle…From the castle…

…to the network”

Key Key AspiringAspiring actions actions

Clarifying school and community valuesClarifying school and community values Creative analysis of potential visionsCreative analysis of potential visions Deciding on a vision statement Deciding on a vision statement - principal- principal Teasing the vision out in teachers’ workTeasing the vision out in teachers’ work Shaping a schoolwide pedagogical Shaping a schoolwide pedagogical

framework – framework – teacher leadersteacher leaders Exploring leadership processes and Exploring leadership processes and

concepts concepts

MMicro pedagogy - icro pedagogy -

– –

The The fourthfourth cosmic cosmic dynamic dynamic

Pedagogical Pedagogical deepeningdeepening

Taking the SWP Taking the SWP principles and principles and developing a schoolwide developing a schoolwide capacity to use them to capacity to use them to full advantage.full advantage.

Key Key Deepening Deepening actions actions Inviting staff analysis of Inviting staff analysis of P.P.P.P. Practices Practices

Preparing creative workshop activitiesPreparing creative workshop activities Trialling Trialling SWPSWP in subjects and year levels in subjects and year levels Facilitating staff critique of Facilitating staff critique of SWPSWP in action in action Integrating Integrating SWPSWP with systemic priorities with systemic priorities Locating Locating SWPSWP in in APAP contexts contexts Assessing Assessing SWPSWP in relation to NAPLAN and in relation to NAPLAN and

other student outcomes other student outcomes Conceptualising personal leader style and Conceptualising personal leader style and

pedagogical gift.pedagogical gift.

Deepening the Deepening the co-operative learning co-operative learning principleprinciple

at St James’ Schoolat St James’ School The St James’ definitionThe St James’ definition: : “Learning from “Learning from

other people while helping other people learn!”other people while helping other people learn!”

Our educational justificationOur educational justification:: It is Y Gen’s preferred learning approachIt is Y Gen’s preferred learning approach It breaks down antisocial behaviourIt breaks down antisocial behaviour It is basic to 21It is basic to 21stst century science research: century science research: 1+1= 31+1= 3

Our core strategies:Our core strategies: Listening with mirrorsListening with mirrors Mentors and menteesMentors and mentees Skilful discussionSkilful discussion

The The fifthfifth cosmic cosmic dynamicdynamic

Invokingreaction

Sharing & Refining Sharing & Refining actions actions

Establishing schoolwide accountability Establishing schoolwide accountability systems systems

Preparing external brochures, publicityPreparing external brochures, publicity Re-administering surveysRe-administering surveys Sharing project results in clustersSharing project results in clusters Creating a school metaphor for Creating a school metaphor for

leadershipleadership

MFN outcomes, 2004-8MFN outcomes, 2004-8

Student well-being went from 1Student well-being went from 1stst to 4 to 4thth quartile quartile (on State staff and student surveys) (on State staff and student surveys)

Teacher morale went from below State Teacher morale went from below State average to above State averageaverage to above State average

Parent satisfaction went from below Parent satisfaction went from below State average to above State averageState average to above State average

Significant upward trends in all Literacy Significant upward trends in all Literacy areasareas

CCementing ementing

success success ––

the sixth cosmic the sixth cosmic dynamicdynamic

Embedding success requires...

•A verified Vision and SWP•A specific-purpose school management team•A successful revitalisation process•Acceptance of parallel leadership roles and functions

KeyKey Cementing Cementing actions actions

Embedding vision/values/SWP in strategic plansEmbedding vision/values/SWP in strategic plans Routinised conversation about pedagogyRoutinised conversation about pedagogy Extensive promotion of the school’s distinctive Extensive promotion of the school’s distinctive

vision/values/SWP vision/values/SWP Endorsing the ISMT as a (the) key school quality Endorsing the ISMT as a (the) key school quality

mechanismmechanism Using the capabilities of new staff to enhance Using the capabilities of new staff to enhance

the SWP (ISMT)the SWP (ISMT) Ongoing review of the SWP in light of systemic Ongoing review of the SWP in light of systemic

priorities (ISMT)priorities (ISMT)

CCommitting ommitting MMicroicro

to action pedagogyto action pedagogy

Which cosmic dynamicWhich cosmic dynamic

most excites you? Why?most excites you? Why?OOrganisational rganisational IInvokingnvoking

diagnosis reactiondiagnosis reaction

SSeeking eeking CCementingementing

new heights successesnew heights successes

Australia, 2010 - An“education revolution”

Committing to

action

Organisationaldiagnosis

Micropedagogical deepening

Invoking reaction Seeking

new heights

Cementingachieveme

nts&

successes

Leadership in perspective: global/ system/ school/ self - Frank Crowther - - Frank Crowther -

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