Session Information
26 SES 02 A, Educational Leadership Development
Paper Session
Contribution
This paper draws from six research studies investigating the question of what it takes for principals to be leaders of learning with a particular focus on improvements in student learning and achievement in reading. Our objective is to discuss the research evidence behind one of the conclusions drawn from data gathered during a series of six programmes in leadership learning called Principals as Literacy Leaders (PALL). That conclusion highlights the power of blended leadership learning. We argue that blended leadership learning requires a combination of generic leadership skills with pedagogical content knowledge. In other words, a blend of process and content, the how with the what. Both are considered necessary if principals are to connect their daily work more directly with teacher and student learning. We use the term blended learning quite differently from the way it is usually applied with e-learning strategies. There, the tendency is to concentrate on delivery processes combining virtual with real-time interactive means (Dempster, 2016).
The PALL programme uses a theoretical framework drawn from recent research (Day, Sammons, Hopkins, Harris, Leithwood, Qu, & Brown, 2010; Robinson, Hohepa & Lloyd, 2009., Masters, 2009; MacBeath & Dempster, 2009; OECD, 2008) which shows the leadership actions connecting the work of school principals with learning and student achievement. This framework is called a Leadership for Learning Blueprint. It describes eight generic dimensions considered essential to foster leadership for learning:
At the centre of school leaders’ work is their dedication to the moral purpose (1) of improving the lives of children and young people through learning. To do so rests on a commitment to focused professional conversations or “disciplined dialogue”(2) always stimulated by strong evidence (3) of what students can or cannot do so that where they need to go next to improve is well grounded. Surrounding this central core is a commitment to active professional learning (4) by school leaders and members of staff, an understanding that shared leadership (5) is essential in schools and that structures and processes should be organized accordingly. When this is undertaken, a clear commitment to a well-planned curriculum with teaching and learning carefully coordinated and monitored (6) is essential, as is a concentration on creating helpful and supportive conditions (7) for students’ learning, through developing the physical, cultural, social and emotional learning environment. The last of the dimensions refers to the importance of making connections beyond the school (8) out into families, their communities and to other agencies which may make different but necessary contributions to improvements in learning. All of these dimensions combine to make up a complex agenda for positional leaders and teachers who want to make a difference to the lives of learners in the contexts in which they work (Dempster, Townsend, Johnson, Bayetto, Lovett & Stevens, 2017 forthcoming).
The eight dimensions were coupled with a research validated conceptual framework about the teaching and learning of reading to which principals were introduced (National Reading Panel, 2000; Rose, 2006; Rowe, 2005). Referred to as the reading Big Six (Konza, 2011), it explained the significance of:
(1) early and on-going oral language development;
(2) phonological awareness;
(3) letter-sound knowledge;
(4) vocabulary;
(5) fluency; and
(6) comprehension.
Bringing the eight leadership dimensions and the reading Big Six frameworks together in the PALL programme:
invests leadership activity with new energy and potency, particularly through a dedication to on-the-job professional learning. Our PALL studies confirm that blending generic leadership skills with knowledge of reading enables principals to ‘rub shoulders’ as a matter of course, with their teachers as they grapple with children’s needs for literate lives (Dempster, Townsend, Johnson, Bayetto, Lovett & Stevens, 2017 forthcoming).
Method
Expected Outcomes
References
Brannen, J. (1992). Mixing methods: Qualitative and quantitative research. Thousand Oaks, CA: Avebury. Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., & Brown, E. (2010). Ten strong claims about successful school leadership. Nottingham: National College for School Leadership and Children’s Services. Dempster, N., Townsend, T., Johnson, G., Bayetto, A., Lovett, S., & Stevens, E. (2017 forthcoming). Leadership and Literacy: Principals, Partnerships and Pathways to Improvement. Dordrecht: Springer. Dempster, N. (2016). Blended school leadership learning. In G. Johnson, & N. Dempster (Eds.). Leadership in Diverse Learning Contexts. Dordrecht: Springer. Konza, D. (2011). Understanding the reading process. Research into Practice Series. Retrieved from http://www.decd.sa.govt.au/literacy/files/links/link_157541.pdf MacBeath, J., & Dempster, N. (2009). Connecting leadership and learning. Principles for practice. London: Routledge. Masters, G. (2009). A shared challenge: improving literacy, numeracy and science learning in Queensland primary school. Melbourne: ACER. National Reading Panel, (2000). Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved from http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf OECD, 2008. Improving school leadership. Volume 1: Policy and Practice. Paris: OECD Publishing. Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes. What works and why. Best Evidence Synthesis Iteration. Wellington: Ministry of Education. Rose, J. (2006). Independent review of the teaching of early reading: final report. Retrieved from http://www.standards.dfes.gov.uk/rosereview Rowe, K. (2005). Teaching reading: Report and recommendations of the National Inquiry into the Teaching of Literacy. Canberra: Department of Education, Science and Technology. Wiersma, W., & Jurs, S. G. (2005). Research methods in education: An introduction (8th ed.) Boston, MA: Allyn and Bacon.
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