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Christopher Day, University of Nottingham, UK


Successful Leadership Research Findings Christopher Day, University of Nottingham, UK – PowerPoint PPT presentation

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Title: Christopher Day, University of Nottingham, UK

Christopher Day, University of Nottingham,
Successful Leadership Research Findings
Headteacher Standards in UK
  • Shape the future
  • Lead teaching and learning
  • Develop self and work with others
  • Manage the organisation
  • Secure accountability
  • Strengthen community
  • (DfES, 2004)

  • What We Know About Successful Leadership (1)

Setting Directions
  • Identity and articulating a vision
  • Creating shared meanings
  • Creating high performance expectations
  • Fostering the acceptance of group goals
  • Monitoring organisational performance
  • Communicating

  • What We Know About Successful Leadership (2)

Developing People
  • Offering intellectual stimulation
  • Providing individual support
  • Providing an appropriate model

  • What We Know About Successful Leadership (3)

Developing the Organisation
  • Strengthening school culture
  • Modifying organisation structure
  • Building collaborative processes
  • Managing the environment

  • What We Know About Successful Leadership (4)

Successful Leaders
  • (i) Have significant effects on student learning
  • Establish conditions that support teachers and
    help students to succeed
  • (ii) Are leaders among leaders

  • What We Know About Successful Leadership (5)

  • Successful leaders respond productively to
    challenges and opportunities created by the
    accountability oriented policy contexts in which
    they work. They
  • Create and sustain a competitive school
  • Empower others to make significant decisions
  • Provide instructional guidance
  • Plan strategically

  • What We Know About Successful Leadership (6)

  • Successful leaders respond productively to the
    opportunities and challenges of educating diverse
    groups of students. They
  • Build powerful forms of teaching and learning
  • Create strong communities in school
  • Expand the proportion of students social capital
    valued by the schools
  • Nurture the development of families educational
  • (Leithwood Riehl, 2003)

Christopher Day, University of Nottingham,
Sustaining Success in Challenging Contexts
Leadership in English Schools
  • The Standards Agenda

  • Social Trends

ISSLP Participants
  • Australia - Bill Mulford (Tasmania) and David
    Gurr Lawrie Drysdale (Melbourne)
  • Canada (Toronto) - Kenneth Leithwood
  • Denmark (Copenhagen) - Lejf Moos
  • England (Nottingham) - Christopher Day
  • China (Hong Kong) - Kam-Cheung Wong
  • Norway (Oslo) - Jorunn Moller
  • Sweden (UMEA) - Olof Johansson
  • USA (SUNY, Buffalo) - Stephen Jacobson and Lauri

ISSLP Objectives
  • Identify the values, knowledge, skills and
    dispositions which successful school leaders use
    in implementing leadership practices across a
    range of successful schools in different
  • Identity those leadership practices that are
    uniquely important in large v. small schools,
    urban v. suburban v. rural schools, schools with
    homogeneous and diverse student populations and
    high v. low poverty schools.
  • Explore the relationship between successful
    leadership values, practices, broader social and
    school specific conditions, and student outcomes
    in different countries.

ISSLP Objectives (ctd)
  • Produce the first international database on
    successful school leadership based upon the
    largest empirical study, thus providing a unique
    contribution to knowledge.
  • Produce digital case studies, organise national
    and international dissemination conferences and
    produce and disseminate a book and several
    academic conference papers.

ISSLP Project Phases
  • Literature review and design of interview
    protocol (April 2001 - July 2002)
  • Multi-site case studies conducted, analysed,
    comparative data produced (September 2002 -
    August 2004)
  • Questionnaire survey of principals in each
    country (January 2005 - September 2005)
  • In-depth observational case studies (October 2005
    - July 2006)
  • Production of digital case studies (September
    2006 - March 2007)

ISSLP Methods
  • Interview and questionnaire based study
  • Principals complete biographical and career
  • Intervies, over 2-3 days (min), on school
    principals success with
  • Principal (3 occasions)
  • 2-3 teachers
  • 2-3 support staff
  • 2-3 parents
  • 2-3 school governors
  • 2 groups of pupils (3-4 in each group)

ISSLP Methods (ctd)
  • Interviews based on semi-structured schedules
  • Pupil population and challenges presented
  • School Ethos
  • School success and principals contribution
  • Professional relationships with government
    inspectors, LEA officers, teachers, governors,
    parents and pupils
  • And for principals only
  • Non-professional sources of support
  • Work/Life boundaries
  • Narratives of histories and critical

Selection of Schools
  • Schools of different sizes operating within
    different phases of education (i.e. the early
    years of primary schooling through to
    upper-secondary and including special schools)
  • Schools located within a range of economic and
    socio-cultural settings (i.e. including rural,
    suburban and inner-urban schools as well as those
    with mixed catchment areas)
  • Schools in which headteachers who were widely
    acknowledged as being effective leaders had
    spent different amounts of time (i.e. ranging
    from relatively new to well-established
    headteachers with many years of experience)

  • What does teacher leadership look like?
  • How is success defined?
  • What kinds of people become successful leaders?
  • How is successful leadership sustained?
  • Are there generic leadership values, qualities,
    skills regardless of country, culture and school?
  • How critical are care, loyalty and trust? Why?
  • How do successful leaders learn about their work?
  • Does size matter? Why?
  • Does the student/family matter? Why?
  • Do national culture/policy contexts matter? Why?
  • Are successful leaders born or can they be made?

What successful leaders look like
  • Beyond transformational leadership
  • Values-led, achievement-oriented,
    people centred
  • Contingency driven managing tensions
    and dilemmas
  • Reflection
  • Training and Development

Effective Headteachers Values led
  • Were clear in their vision for the school and
    communicated it to all its constituents
  • Focused upon care and achievement simultaneously
  • Created, maintained and constantly monitored
    relationships recognising them as key to the
    cultures of learning
  • Were reflective in a variety of internal and
    external social and organisational contexts,
    using a variety of problem-solving approaches
  • Sought, synthesised, and evaluated internal and
    external data, applying these to the school
    within their values framework
  • persisted with apparently intractable issues in
    their drive for higher standards

Effective Headteachers Values led (ctd)
  • Were prepared to take risks in order to achieve
  • Were not afraid to ask difficult questions of
    themselves and others
  • Were entrepreneurial
  • Were networkers inside and outside the school
  • Were not afraid to acknowledge failure but did
    not give up and learnt from it
  • Were aware of a range of sources to help solve
  • Managed ongoing tensions and dilemmas through
    principled, values-led contingency leadership.

Origins UK
  • Seven Tensions
  • Leadership v. Management
  • Maintenance v. Development
  • Internal v. External Change
  • Autonomy v. Autocracy
  • Personal Time v. Professional Tasks
  • Personal Values v. Institutional Imperatives
  • Leadership in Small v. Large Schools
  • Three Dilemmas
  • Development v. Dismissal
  • Power with v. Power over
  • Subcontracting v. Mediation

Ten Areas For Success
  • Vision and resilience
  • Articulating and upholding values and beliefs
    the ethical dimension
  • Focussing upon moral purpose
  • Fostering an inclusive community
  • Creating expectation and achievement
  • Building internal capital and capacity
  • Leading the learning
  • Defining and maintaining identity
  • Renewing trust
  • Being passionate through commitment

Three Key Themes
  • 1. Moral purpose and social justice
  • 2. Organisational expectation and learning
  • 3. Identity, trust and passionate commitment

  • Moral purpose and social justice

  • Organisational expectation
  • and learning

  • Identity, trust and
  • passionate commitment
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