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Learning-centred Leadership
Leadership which really makes a difference
August 2008
Learning-centred Leadership
Growing amount of research and evidence to support this thinking My work began in small schools and then large ones NCSLs research took the ideas forward in primary and secondary schools International studies also provide support
Geoff Southworth
Geoff Southworth
Modelling
Geoff Southworth
25 years of research
School-based Interviewing and observing leaders at work Found 2 things:
1. Never found a teacher with nothing to say about her headteacher! 2. When they talk about school leaders they usually talk about what they do
Geoff Southworth
Modelling
Leading by example Walk the talk Actions speak louder than words The walk is the talk Behaviour really matters its what we do Every action is a chance to lead You are closely observed you are watched
Geoff Southworth
Modelling
Example is not the main thing in influencing others, it is the only thing.
Albert Schweizer
Geoff Southworth
Monitoring
Knowing what is going on Using data Observing classrooms Using leaders classroom practice as an example for other teachers Action research
Geoff Southworth
Geoff Southworth
The quality of a school system cannot exceed the quality of its teachers
(Michael Barber & Mona Mourshed 2007)
Geoff Southworth
Therefore the task of learning-centred leaders is to improve the quality of teaching in their schools.
Geoff Southworth
Monitoring
Monitoring should therefore include identifying teachers pedagogic strengths and development needs. Who could mentor whom? Who could coach whom? Subject knowledge Teaching strategies and tactics open questions; group work; AfL; plenary sessions
Geoff Southworth
Dialogue
Opportunities to talk about learning and teaching
Geoff Southworth
Dialogue
Describing Analysing
Reflecting
Articulating
Geoff Southworth
Dialogue
Conversation
Co-construction of professional knowledge Constructivist professional learning
Geoff Southworth
Geoff Southworth
Modelling
Monitoring
Dialogue
Geoff Southworth
What do leaders in high performing schools with lots of disadvantaged pupils do?
#1. They focus on what they can do, rather than what they cant.
Geoff Southworth
#2. They dont leave anything about teaching and learning to chance
An awful lot of our teachers even brand new ones are left to figure out on their own what to teach and what constitutes good enough work. [US Study]
Geoff Southworth
#3. They set their goals high. Expectations matter behaviour, attendance, effort, attainment
Geoff Southworth
#4. Higher performing secondary schools put all pupils not just some in a demanding, high core curriculum
Geoff Southworth
Geoff Southworth
High performing schools Teachers regularly observe other teachers; Teachers have time to plan and work collaboratively; New teachers get generous and careful support & acculturation; Teachers take on many other leadership tasks at the school
Geoff Southworth
#6. In good schools, leaders know how much teachers matter and they act on that knowledge
Geoff Southworth
Good teachers matter a lot But some dont get their fair share of quality teachers Low-performing students of all races most likely to be assigned to least effective teachers. Leaders in high performing schools dont let this happen
Geoff Southworth
Nearly there!!
Good schools are nice places to be both for students and for teachers.
Geoff Southworth
Saying that they are nice doesnt mean they are easy places to work. Principals and teachers work hard.
But there is also a kind of shared sense of mission and camaraderie.
Geoff Southworth