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Pedagogical Leadership in 21st Century Schools: Lessons for Higher Education

Pedagogical Leadership in 21st Century Schools: Lessons for Higher Education. Programme: . 4.30 = Welcome and Introduction 4:40=HEA – Dr. Will Curtis 4:50 = Dr Ioanna Palaiologou &  Dr Trevor Male – Pedagogical Leadership in the 21 st Century

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Pedagogical Leadership in 21st Century Schools: Lessons for Higher Education

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  1. Pedagogical Leadership in 21st Century Schools: Lessons for Higher Education

  2. Programme: 4.30 = Welcome and Introduction 4:40=HEA – Dr. Will Curtis 4:50 = Dr Ioanna Palaiologou &  Dr Trevor Male – Pedagogical Leadership in the 21st Century 5:30 = Sir Paul Grant – Headteacher, Robert Clack Comprehensive School, London 6:15=Break 6:30 = Janet Huscroft – Headteacher, Hook C of E Primary School, East Yorkshire 7:15= Conclusions ,  Questions and Discussion 8:00 = Close

  3. Pedagogy: An ekphrasis on the isolation of the word Male, T. and Palaiologou, I. (2012) Learning –Centred Leadership or Pedagogical Leadership? An alternative approach to leadership in education contexts,in International Journal of Leadership in Education, 15 (1) pp. 107-118. • Pedagogy in the 21st century • Research Project • Evidence from the Field • Key findings • Conclusions

  4. Pedagogy: An ekphrasis on the isolation of the word • The art and science of teaching and learning • The epistemology of teaching and learning • Pedagogy involves a vision (theory, set of beliefs) about society, human nature, knowledge and production, in relation to educational ends, with terms and rules inserted as to the practical and mundane means of realisation (Davies,1994: 26)

  5. Pedagogy in the 21st century “discipline [that] extends to the consideration of the development of health and bodily fitness, social and moral welfare, ethics and aesthetics, as well as to the institutional forms that serve to facilitate society’s and the individuals’ pedagogic aims” (Marton and Booth, 1997:178) “In other words, pedagogy no longer occurs in isolation or solely in educational environments, it is part of a wider socioeconomic, political, philosophical, psychological and educational dialogue.” (Palaiologou, 2012:112)

  6. Pedagogy in the 21st century In the twenty first century learning environments have changed and they are now concerned not only with teachers and the learners, but also with families, policies, reforms and a number of other services such as health social work and local and national global issues…”the ecology of the community” (Male and Palaiologou, 2012). “Effective education settings are those who to have developed productive and synergistic relationships between learners, families, the [educational] team and the community, because the context, the locality and the culture in which learners live are vitally important.” (Male and Palaiologou, 2012:112).

  7. Pedagogy in the 21st century Pedagogy is a triangular concept based on the relationship of social praxis that is concerned with theory, practice and a set of social axes.

  8. Pedagogy in the 21st Century Pedagogy, therefore, is essentially now the creation of learning environments in which the centrality of interactions and relationships among learners, teachers, family and community (i.e. their values, beliefs, culture, religion, customs and economic circumstances) interact with external elements (such as the global economy, climate and social phenomena that additionally influence the life of the community) in order to jointly construct knowledge.

  9. The Learning Community

  10. Pedagogical Axes • Internal to the Community: • Values; • Beliefs; • Culture; • Religion; • Customs; • Local economy. • External to the Community: • societal values; • global economy; • mass media; • social networking; • information communication technologies; • national/localised curriculum; • the ‘academic press’ of student test scores.

  11. Influence of Pedagogical Axes Internal Axes External Axes

  12. Pedagogy in Action Internal Axes External Axes Pedagogy

  13. Pedagogical leadership should be “incalculable” in terms of examining what is in the future and adopt “an emergenistic understanding of process, which is not oriented towards control and closure (choosing what to do) but towards the invention of the new (putting things together differently)” which allows the educational organisation and consequently leadership “the possibility to think about the future in non–teleological terms” (Osberg 2010: 163).

  14. Research • Eight leaders/managers in schools and early years settings; • 2 secondary; 4 primary; 2 early years settings. • Semi-structured interviews based on eight aspects of pedagogical leadership; • Interviews conducted in April, 2012; • Transcripts subject to content analysis.

  15. Data Set • Eight lines of enquiry into construct of pedagogical leadership: • Organisational vision and mission; • Relationships – inside and with local community; • Learning in a digital age; • Attitudes toward the ‘Academic Press’; • Staff development; • Problem based learning; • Collaborative learning.

  16. Population Sample • Purposive sample = reputation and recommendation: • cf ‘Breakthrough Leadership’ by Hay Group (2002) • Variation of settings • Not all middle class and high performing • Urban, semi-urban and semi-rural • Linking factor was perceived quality of leadership.

  17. Findings • Core values and ethos generated in response to national and local agenda; • These leaders are not afraid to challenge conventional wisdom and standard procedures; • Most headteachers had been in post for significant length of time (localised context- familiarity with internal axes); • Organisational structure determined mainly by internal axes (i.e. Students’ needs).

  18. Internal Axes On first moving into the area the new, major employer took our students on because they thought there was a ready made workforce here. Then they let them all go as their attitude and the skills were so poor that they ended up firing a load of them. We recognised that for a long period there were no adult skills in the area which, of course, affected our vision. If this school doesn’t transform this community then who is going to? We are one of the last establishments that can make that happen. Certainly the link between business and our school is massive because people won’t invest in an area if they think there is not a workforce ready to deliver and actually be able to work, so that drives us on.

  19. External Axes We are not bound to what people see as ‘must do’, ‘have to do’. There is very little actually, if you do explore the primary national curriculum, that you ‘have’ to do. Actually if we look at the bits that you ‘have’ to do it fits very nicely with our philosophy, because it is not as dictatorial as people would believe. […] My philosophy is based on, children being engaged in practical, first-hand experiential, investigative activities. So the idea was if we free ourselves from a timetable we were allowing the children the time and space to be able to see an activity or an investigation, or a problem solving activity, through from beginning to end and in that way there was real deep learning and understanding, rather than skimming across the top.

  20. Case studies: • Robert Clack : Head- Sir Paul Grant • Hook C of E Primary School: Head -Janet Huscroft

  21. Conclusions: Praxis as the Locus of Leadership (1/2) • Leadership is not just an action, it is praxis; • Leadership as pedagogical praxis is a set of actions imbued with theoretical substance and supported by a system which we claim as the ecology of the community of education settings; • Leadership is influenced by the pedagogical axes; • Internal and external axes can create disequilibrium in the ecology of the learning community and this has implications/challenges for leadership.

  22. Conclusions: Praxis as the Locus of Leadership (2/2) Pedagogical leadership as praxis is about: • interactions in the ecology of the community; • activities with all participants; • the construction of knowledge using all available resources such as technology; • opposes “modelisation” of leadership; • Seek links between educational outcomes and the set of social realities that these outcomes need to be measured without ignoring “sites of emergence”.

  23. The voices of the students

  24. Pedagogical Leadership in 21st Century Schools: Lessons for Higher Education What are the implications for leadership in HE when receiving these young people as students?

  25. Thank you! Contact details: Dr. Ioanna Palaiologou i.palaiologou@hull.ac.uk Dr. Trevor Male t.d.male@hull.ac.uk

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