NEW INSTRUCTIONAL LEADERSHIP

1. NEW INSTRUCTIONAL LEADERSHIP Effective professional learning of teachers and the role of the school leader Prof. Dr. E. Verbiest

2. OUTLINE • Three concepts of effective school leadership • Integration • New instructional leadership • Effective professional learning • Functions of instructional leadership ENIRDELM

3. THREE CONCEPTS OF EFFECTIVE SCHOOL LEADERSHIP • INSTRUCTIONAL LEADERSHIP • TRANSFORMATIONAL LEADERSHIP • DISTRIBUTED LEADERSHIP ENIRDELM

4. INSTRUCTIONAL LEADERSHIP • FOCUS: TEACHING AND LEARNING PROCESS; THE BEHAVIOR OF TEACHERS IN WORKING WITH STUDENTS • TOP DOWN, HIERARCHICAL, CONTROLLING • CRITICS: • CONCEPTUAL VAGUENESS • LESS SUITED FOR SCHOOLS, STRESSING THE PROFESSIONALISM AND INVOLVEMENT OF THE TEACHERS ENIRDELM

5. TRANSFORMATIONAL LEADERSHIP • FOCUS: INSPIRING TEACHERS TO BE ENGAGED IN THEIR WORK • CRITICS: • CONCEPTUAL VAGUENESS • NEGLECTING PROCESSES OF MUTUAL INFLUENCE AND DISTRIBUTED LEADERSHIP. • ABSENCE OF AN EXPLICIT FOCUS ON THE PROCESS OF INSTRUCTION SEPTEMBER 2010 ENIRDELM ENIRDELM 5

6. DISTRIBUTED LEADERSHIP • FOCUS: • PRODUCTION AND DISTRIBUTION OF LEADERSHIP ACTIVITIES IN AN INTERACTIVE WEB OF LEADERS, FOLLOWERS AND SITUATIONAL ASPECTS LIKE INSTRUMENTS, PROCEDURES AND ROUTINES. • CRITICS: • CONCEPTUAL VAGUENESS • NEGLECTING FORMAL AND INDIVIDUAL LEADERSHIP. SEPTEMBER 2010 ENIRDELM ENIRDELM 6

7. INSTRUCTIONAL LEADERSHIP TRANSFORMATIONAL LEADERSHIP NEW INSTRUCTIONAL LEADERSHIP DISTRIBUTED LEADERSHIP ENIRDELM

8. NEW INSTRUCTIONAL LEADERSHIP • COLLABORATION OF PRINCIPAL AND TEACHERS ON CURRICULUM, INSTRUCTION AND ASSESSMENT. • THE SCHOOL LEADER STIMULATES THE INVOLVEMENT AND DEVELOPMENT OF TEACHERS AND WORK TOGETHER WITH THEM TO IMPROVE THE INSTRUCTIONAL PROCESS. • THE PRINCIPAL: THE LEADER OF INSTRUCTIONAL LEADERS. ENIRDELM

9. TRANSFORMATIONAL AND INSTRUCTIONAL LEADERSHIP Marks & Printy,2003 X X X X X X X + 3 INSTRUCTIONAL LEADERSHIP 0 X XXXXX X X X X X X X X X - 3 + 3 0 TRANSFORMATIONAL LEADERSHIP ENIRDELM

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12. NEW INSTRUCTIONAL LEADERSHIP HOW SCHOOL LEADERS FOSTER STUDENT LEARNING BY IMPROVING DIRECTLY THE PROFESSIONAL LEARNING OF TEACHERS RELATED TO THE LEARNING AND THE LEARNING RESULTS OF STUDENTS? ENIRDELM

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14. social organization Policies, discourses, Wider social context The professional learning context: people, practicalities, professional learning goals Content of the professional learning / development opportunities Activitities constructed to promote the learning Learning processes Responses of diverse teacher learners / communities Impact on diverse student learners ENIRDELM 14

15. PROFESSIONAL LEARNING • TEACHER ARE NOT EMPTY VESSELS • PROFESSIONAL LEARNING: SENSE MAKING PROCESS ENIRDELM

16. PROFESSIONAL LEARNING FOUR LEARNING PROCESSES • Cueing and retrieving prior knowledge • Becoming aware of new information and skills • Creating dissonance with a teacher’s current position. • Co and self regulation ENIRDELM

17. EFFECTIVE PROFESSIONAL LEARNING ASK FOR ENIRDELM

18. Learning teachers to see the differences between existing knowledge, beliefs and values and those incorporated into new information. • Challenging teachers’ beliefs about (pedagogical) content knowledge of a subject. • Challenging teachers’ beliefs about what their students were capable of. • Presenting reachable alternative practices. Creating dissonance and helping teachers to dissolve this dissonance ENIRDELM

19. Learning teachers to develop inquiry skills. • Learning teachers to test the impact of their practice on students learning and results. • Learning teachers to understand what is going on in a student’s mind in response to the teaching process. • Directing the attention of teachers to the specific pedagogical content knowledge of the subject. Developing co and self-regulated leaning competencies SEPTEMBER 2010 ENIRDELM ENIRDELM 19

20. Prof. dr. E. Verbiest Azaleastraat 7 5102 ZK Dongen 00 31 (0) 629 150 067 e.b.verbiest@gmail.com ENIRDELM