Learning
School
leadership is
second only to
classroom
instruction as an
influence on
student learning.
THE EVIDENCE . . .
i.
P = f (M, A, S)
P
= teachers performance
M = teachers motivation
A
= teachers abilities,
professional knowledge
and skills
features
of their school and
classroom
Setting
Directions
(Motivation)
Developing
People
(Ability)
Redesigning the
Organization
(Setting)
Improving the
Instructional Program
(attending to the
technical core)
Group
Goals
Vision
Setting
Directions
Expectations
Communication
Intellectual
Stimulation
Modeling
Developing
People
Individualized
Support
Families
and
Communities
Culture
Redesigning
the
Organization
Structures
Connections
Resource
Allocation
Staffing
Improving
the
Instructional
Program
Buffering
Monitoring
It is the enactment of
the same basic
leadership practices
not the practices
themselves that is
responsive to the
context.
TURNAROUND SCHOOLS AS AN
ILLUSTRATION
School leaders
improve pupil
learning indirectly
through their
influence on four
paths
Rational
Path (Academic press,
Disciplinary climate, TLCPs)
Emotions
Path (Efficacy,
School-wide
Experience
Trust)
Leadership
Practices
Student
Learning
Organizational
Path (Time, PLC)
Family
Path
(Expectations,
Reading
Classroom
Experience
Q2
Q3
5.5
4.5
3.5
Leadership Sources
Student
Par Adv
Ind Par
Ind Tea
Sch Team
Tea Role
Other S A
Principal
3
District
Ratings (Scale: 1 to 6)
Q4
Q5
Spontaneous
Alignment
Planful
Misalignment
Anarchic
Misalignment
Planful Alignment
and
Academic Optimism
Optimism
M e a n O p tim is m -P e s s im is m S c o re
5.00
Pessimism
4.00
3.00
2.00
1.00
0.00
1 - Disagree
Strongly
6 - Agree
Strongly
We collectively plan who will provide leadership for each of our initiatives and how they will provide it.
A final observation.