Dr Susan Lovett University of Canterbury Workshop presentation
to Canterbury-Westland Kidsfirst Kindergarten Professional
Development 30 April 2014 Exploring leadership knowledge needs
using an heuristic tool
Slide 2
Leadership in EC settings Leadership is a key factor in raising
the quality of early childhood programmes (Ebbeck &
Waniganayake, 2003; Rodd, 2006) The emphasis on leadership for
learning and the leadership of professional development is
relatively new in EC (Buysse, Winton & Rous, 2009) There is a
re-focus on leadership away from its traditional emphasis on
managing service provision to leadership for learning in Australia
(Thomas & Nuttall, 2013). Does this apply to NZ?
Slide 3
Professional Development Strategies (Huber,2011)
Slide 4
Taking responsibility for your own leadership learning needs A
lack of research attention to individual agency exposed by
Timperleys (2011): concern to differentiate between professional
learning and professional development; and her worry that
individuals expect others to make provision for their leadership
learning and Clarke and Wildy (2011) who developed an heuristic
tool highlighting individual agency
Slide 5
Why a personal leadership learning needs assessment -
Widespread acknowledgement that quality leadership makes a
substantial difference to student learning (Leithwood et al 2006);
- Growing concern that the preparation and in-service education of
leaders continues to be inadequate (Darling- Hammond et al. 2007,
Brundrett & Crawford, 2008); - Internationally there have been
shifts towards enhanced autonomy for leaders (Caldwell &
Spinks, 1988, 2013); - Limited role individuals take in shaping own
professional learning, seemingly preferring to rely on what others
determine what, why and how of learning (Dempster, Lovett &
Fluckiger, 2011)
Slide 6
What is an heuristic tool? A device to help individuals
observe, investigate, experiment and discover new knowledge. It
applies especially to methods of teaching and learning. In this
case we apply the tool to leaders learning.
Slide 7
An heuristic tool for leaders learning Pedagogy - understanding
teaching & learning People - understanding those with whom I
work Place understanding the context System understanding my
employer and education at large Self understanding me
Slide 8
Card activity Find the focal point headings and sort the
statements under each focal point. There will be 4 statements to
match each focal point. Decide what else could be added to each
focal point and write one suggestion per focal point on the blank
cards. :
Slide 9
Pedagogy This focal point should include pedagogical knowledge,
skills and dispositions leaders need to foster student learning and
achievement. It involves understanding child development and how to
plan, coordinate, monitor and evaluate teaching and learning, so
that each individual childs needs are met. This can only be
achieved through high quality teaching. Therefore, leaders learning
should also be focused on how best to cater for teacher
professional development known to make a difference. In short,
learning about the very core of professional existence is the goal,
namely, the improvement of futures through learning
Slide 10
To understand pedagogy (teaching and learning) leaders need:
knowledge of their moral purpose; knowledge about how students
learn and how to design, implement and assess educational
activities that meet the learning needs of individuals; knowledge
of how to establish and sustain improvement-focused environments;
and knowledge of the strategies, skills and dispositions which lead
to improved outcomes.
Slide 11
Leaders also need theory and insight about: administrative
decision-making informed by knowledge of effective pedagogy;
analysis of and solutions to complex learning problems; how to
build relational trust; The use of open-to-learning conversations
Robinson, Hohepa & Lloyd, 200 9
Slide 12
Place This focal point should include the knowledge, skills and
dispositions necessary to read a context for improvement decisions
and then understand how to ensure enhancement is possible.
Understanding the macro and micro contexts is equally important. In
short, contextual literacy is the goal.
Slide 13
To understand context (place) leaders need: macro knowledge
(policies and legislation); micro knowledge (tools to identify
local needs and set vision); strategies to build an intentional
culture with connection & commitment from others (Elbot &
Fulton, 2008); and data about the context to ensure judgments are
based on sound evidence (Earl & Katz, 2006).
Slide 14
People This focal point should include the knowledge, skills
and dispositions necessary to maximise peoples motivation,
commitment, and strength to pursue common purposes. Understanding
human agency therefore, is at the heart of learning about
leadership. Agency offers a bridge between the concepts of
leadership and learning, highlighting the influence of self and
others (Frost, 2006). In short, mobilising and harnessing the
capacities of others is the goal.
Slide 15
To understand people leaders need knowledge and skills to
enable them to: define organisational strategy and values and ask
where are we going and what type of people do we want to help us
get there; identify talent in terms of performance and potential
for challenge; develop talent through powerful professional
learning and structures to support it; create a talent culture; and
plan a way forward so others develop Davies & Davies
(2011).
Slide 16
Self This focal point should include the knowledge, skills and
dispositions school leaders need to make transitions from aspirant,
to novice to experienced leader (AITSL, 2011). It includes
understanding what and how individual leaders can respond to their
local circumstances and contribute to system development. Learning
why this is essential is just as important as knowing what and how.
At the heart of this form of learning lies knowledge of oneself,
warts and all. Learning to see ones strengths and limitations, and
to know what to do about them, is critical to self knowledge (Huber
et al 2011, 2012). Important here also, is learning about the links
between personal and professional ethics (Starrat et al 2010). In
short, a robust self-assessment of personal capabilities
highlighting what to learn and what to do about it at particular
points in time, is the goal.
Slide 17
To understand myself as a leader I need to know: The
philosophical positions and values I hold; That my needs may differ
from others; The learning support the system offers and how to
access it; How I learn best and how to identify and address my own
learning needs; When I need new knowledge and skills; and How my
learning needs can be linked to the improvement of learners in my
work context.
Slide 18
System This focal point should include the knowledge, skills
and dispositions school leaders need to be able to work
productively within national and local policy environments.
Learning how to implement mandated policies while responding to
local needs is fundamental. Understanding how system change can be
influenced is included as essential knowledge. In short, system
aligned learning is the goal.
Slide 19
To understand their employer and the system, leaders need
knowledge of: The roles and responsibilities set down by employers
at different career points; The particular educational matters for
which leaders are accountable (to the system, parents, students and
the community at large); Specific legislation, regulations, system
reforms, policies and industrial relations agendas impacting on
workplaces; and Risks in running a centre and how to manage
them.
Slide 20
Conclusion Leaders need to strike a fine balance between system
and self in their development the shift in that balance should be
towards self-reliance; Leadership learning is career long yet
context specific; There is an understandable need for mandated
development programs provided by employers at different career
stages; Personal professional learning should be fuelled by need,
choice and options in systematic ways hence the call for an
heuristic tool.