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Leadership for Learning

Leadership for Learning. practice from macro perspective Sr Agnes Law fdcc. Observations. Learning leaders learning staff improving school (Robinson 2008) Leadership & school improvement mutually responsive – organic (Hallinger 2010)

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Leadership for Learning

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  1. Leadership for Learning practice from macro perspective Sr Agnes Law fdcc

  2. Observations • Learning leaders learning staff improving school (Robinson 2008) • Leadership & school improvement mutually responsive – organic (Hallinger 2010) • Different leadership style adopted in different stages of school improvement (Day et al., 2010) • Collaborative (Murphy 1996) & distributed leadership (Fullan 2001) school improvement • School capacity building human capital: high expectations of teachers, consistent quality, strong professional ethic & excellent professional development focused on classroom practice (OECD)

  3. Learning leaders - learning staff FOR MORE INFO... Robinson et al, 2008, Leadership for Learning: Results from a Meta-analysis p. 657

  4. Leadership School Improvement? • Important catalyst • Leadership as supporting factor for school improvement • Contextual impact • School culture or improvement capacity always exercises an even stronger influence on leadership • Implication • Systemic change in school needed Hallinger, Mar 2010, HKIEd, Lessons from Research on Leadership for Learning: Yesterday, Today and Tomorrow

  5. Phase 2 Phase 3 Phase 4 Taking Ownership Developing Creativity Everyone a Leader Stages of School Development • Starting with the turn around phase FOR MORE INFO... Hallinger, Mar 2010, HKIEd, Lessons from Research on Leadership for Learning: Yesterday, Today and Tomorrow

  6. Towards Distributed Leadership? • achievement of a long process of staff professional development • planning for individual & whole school professional development – short & long term • with implementation & constant evaluation (PIE) • and explicit high level of expectation • leadership at all levels – key lever for academic improvement & for other aspects • including voices of teachers & students

  7. Staff Professional Development • to reduce gap between highest & lowest achievers (Ss & Ts) • to ensure structure and system to support learning & teaching • to ensure organisational culture of learning • to seek external input to further effect improvement • to groom new forms of leadership to accentuate collaboration in learning and distribution of power

  8. Organising Professional Development • ‘Direct’ teaching & practicum • Learning in school • Learning out of school • Motivation for professional development? FOR MORE INFO... Refer to handout ‘Organising Professional Development’ & ‘Professional Life Phases of Educators’

  9. Professional Life Phases of Educators • 0-3 yrs Commitment: support & challenge • 4-7 yrs Identity & efficacy in the classroom • 8-15 yrs Managing changes: growth tensions • 16-23 Work life tensions: career advancement? • 24-30 Challenges to sustain motivation • 31+ Ability to cope with change, looking to retirement FOR MORE INFO... Day (2006),Notes of seminar on Leadership & the Impact of Continuing Professional Development of Teachers, Teacher & Leadership Research Centre, University of Nottingham

  10. Our Practice in SHCC • 3 layers of professional learning • Learning according to individual choice/needs, time & interest, respecting learner diversity (e.g. courses by EdB, on-line courses from ASCD) • Departmental staff development day/sessions • Whole school staff development days/sessions

  11. Our Practice • Leadership in professional learning • Staff Development Team (with the principal) for whole school PD planning • Teachers delivering professional development sessions to colleagues or other schools • Demo lessons to other colleagues &/or teachers of other schools • Peer lesson observation for development

  12. Our Practice • Long & short term planning • 5 year whole school staff professional development plan • Individual professional development planning for future 1 or 2 years, reviewed annually in May

  13. Collaborative Leadership?

  14. Sacred Heart Canossian College? • … • We struggle in learning how to learn and teach like you • We practise, fail & achieve at times like you • We have high quality & nasty stakeholders like you and • We care to learn & improve even if the ‘ESR Team’ or others give a smallest remark… • We learn rigorously with high energy like… no one else

  15. Leadership for Learning together with all staff in SHCC Thank You! 9 & 11 June 2010

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