Session Information
26 SES 04 A, Resourceful Settings for Leading and Learning
Symposium
Contribution
The demand for improvement of student learning through leadership (MacBeath & Dempster 2008) creates expectations for organizational change both in schools and their environment, such that “all members of a school are responsible for learning…” (Louis 2016). According to this perspective not only do school leaders matter, but also all teachers and partners are educationally significant in improving student learning. Learning-focused leadership has become one of the most discussed topics regarding the question of how schools could achieve better student learning. Hallinger (2011) in particular,emphasizes key aspects of leadership for learning, such as principals as value leaders who have strong and clear focuses concerning the organizational goals, structures and processes as well as the people involved and are context-sensitive. Moreover, they pursue special measures like next-practice solutions, take ownership, develop creativity and have an understanding that success comes through cooperation and empowerment (everyone is a leader). Consequently, Louis (2016) argues that ”...leaders orchestrate the learning environment, allowing teachers to take charge of their learning.”
In light of this discourse, the key questions of this symposium are: 1) What are key activities and conditions that foster Leadership for Learning, e.g. formal coaching systems (Bisschoff & Watts 2014) or professional learning networks (Stoll 2015 2) Is there a need to redefine leadership roles and responsibilities for new environments? 3) How can data, evidence and feedback that relates to learning needs, performance and conditions supporting learning be effectively used (Earl & Fullan 2003)? 4) What are potentially new resources in the environment that are not fully used yet, such as parent and community support (Dempster 2009)?
Beginning with the presentation of a theoretical concept for framing a setting for learning and leadership, namely the organizational field of a school, the first Austrian paper derives from new findings regarding particular skills for cluster headship. Shared practice and professional learning networks seem to be indispensable.
The Slovenian paper presents a professional learning network of educational leaders in kindergartens and schools, in which the findings of an evaluation done by the author and her team will be discussed.
Experience from a mentoring program for beginning principals will be presented by the Swiss paper.
The final paper focuses on the conditions for Leadership for Learning. Using a phenomenological approach, the authors examine the impact of the phenomenon of space on educational and learning processes in excellent schools.
References
Bisschoff, T. & Watts, P. (2013). Leadership for learning: a case of leadership development through challenging situations. Education as Change. 17(S1), 21-31. Earl, L., & Fullan, M. (2003). Using data in leadership for learning. Cambridge Journal of Education, 33(3), 383-394. Dempster, N. (2009). Leadership for learning: A framework synthesizing recent research. Australian College of Educators. Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of educational administration, 49(2), 125-142. Louis, K. S. (2016). Leadership for Professional Learning. Reach the Highest Standard in Professional Learning: Leadership, 1. MacBeath, J., & Dempster, N. (Eds.). (2008). Connecting leadership and learning: Principles for practice. Routledge. Stoll, L. (2015), Using evidence, learning and the role of professional learning communities. In: Brown, C. (ed.). Leading the use of research and evidence in schools. London: IOE Press.
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