learning-centred school leadership | steve munby, february 12, 2015
TRANSCRIPT
Learning-Centred School Leadership
Steve Munby
New Delhi
CfBT’s Mission
To provide outstanding, sustainable education solutions that transform the learning in schools for millions of children and young people worldwide
CfBT’s five proposition areas
1. School improvement
2. School leadership and management
3. Reforming national level education
4. Support for teaching English and other languages
5. Careers advice and guidance
CfBT India - overview
• Not for profit, established 2001.• Specialist expertise in education policy, system reform, school review
and assessment, teacher development and English Language teaching in school settings.
• Clients include national government and agencies, state government, donors (DFID, World Bank, ADB) and CSR foundations (Sir Ratan Tata Trust, Tech Mahindra Foundation).
Track record of innovative solutions responding to high priority policy areas:
• Supporting the development of PPP policy and projects – rooted in CfBT’s global expertise and leading-edge research.
• Developing strategic CSR planning frameworks • A tool for community accountability – an innovative lever to
improve quality which supports better school-based management.• Developing large scale school quality assessment tools –
supporting intelligent accountability as a key driver of school improvement.
1. Leaders who ensure powerful
learning for children and young
people
Key behaviours of inspiring teachers
1 Demonstrated genuine warmth and empathy
2 Created a sense of security about learning –
encouraging experimentation
3 Used highly interactive whole class instruction
4 Encouraged students to communicate
frequently with one another
5 Developed meta-cognitive skills
My teacher believes that all students can do well
My teacher believes that learning is important
My teacher seems to like teaching
My teacher expects me to do wellMy teacher is
interested in what the students think
Once a commitment is made, the goal
will seem larger, bolder, and more
exciting… leaders need to fix on it like
a laser beam. They need to see it
intensely, even obsessively. They feel
it. They hear it. They taste it. They
smell it. It becomes part of them, their
very identity, because it is something
they are committed to make happen,
come what may, whatever it takes.
Stephen Denning, The Secret Language of Leadership
2. Leaders who enable all staff to
develop their professional expertise
Leadership practices that have the most impact on student outcomes:
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0.84
0 0.2 0.4 0.6 0.8 1
Ensuring an orderly and safe environment
Resourcing strategically
Ensuring quality teaching
Establishing goals and expectations
Leading teacher learning and development
Effect size
Source: Viviane Robinson 2011 – Student-Centred Leadership
The more leaders focus their
relationships, their work and
their (own) learning on the
core business of teaching
and learning, the greater
their influence on student
outcomes
Viviane Robinson, 2011
The ―10,000-hour rule‖ — that this
level of practice holds the secret to
great success in any field — has
become sacrosanct gospel... The
problem: it’s only half true. If you
are a duffer at golf, say, and make
the same mistakes every time you
try a certain swing or putt, 10,000
hours of practicing that error will not
improve your game. You’ll still be a
duffer, albeit an older one.
Daniel Goleman
Linked with whole-school
improvement, it is
continuous not
occasional, and everyone
is an active
participant, fusing learning
and development with
daily professional practice.Professor David Hargreaves
3. Leaders who are enthusiastic
learners themselves
Like inquisitive scientists, the
best corporate leaders we’ve
researched remain students of
their work, relentlessly asking
questions – why, why, why? –
and have an incurable
compulsion to vacuum the
brains of people they meet.
Jim Collins
Managing the balance between self-
doubt and complacency.
Understanding yourself as a leader
Leadership Tensions
Demonstrating both power and
love in leadership
Leadership Tensions
Power without love is
reckless and abusive, and
love without power is
sentimental and anaemic
Martin Luther King
Be kind, for everyone you
meet is fighting a hard
battle.
Plato
“ If you want to walk fast, walk alone. If you want to walk far, walk together”
African proverb
4. Leaders who help to lead the
system
The remarkable transformation of
schools in London
0
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Government Office Region
National exam results for 16-year olds by region, 2001
Proportion of pupils achieving 5 or more good GCSEs
Source: DfE final data.
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Source: DfE revised data.
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National exam results for 16-year olds by region, 2013
Proportion of pupils achieving 5 or more good GCSEs including English and mathematics
Government Office Region
-10
-5
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Pe
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2000-2003 2013 2000-2003 2013
PRIMARY SECONDARY
Difference between London and England: schools judged Good or better for overall effectiveness
Source: Ofsted
Gap between non-disadvantaged and disadvantaged pupil achievement (percentage of students obtaining five or more good grades in the school leavers’ exam for 16-year-olds)
Source: DfE revised data.
What are the causes of this transformation
Were there other factors?
● Is it due to the dynamic economy?
● Is it to do with ethnicity and the high mobility of
aspirational ethnic groups moving to London?
● Is it to do with resources allocated to London?
Four Reform Strategies
● London Challenge
1. A forensic focus on pupil data
2. Challenge advisers
3. Support from great schools and from outstanding school leaders
● Expert leadership by some of the school districts
● The creation of sponsored academies
● The introduction of Teach First
Four Policy Themes
● Long-term political commitment
● Focus on pupil performance data at pupil level, at
school level and at system level
● The use of school leaders as ‘system leaders’
● Practitioner-led professional development
Overall conclusions on system leadership and school improvement
1 School-to-school improvement provides a
faster, deeper and more sustainable improvement
model – both for individual schools and clusters of
schools, provided it makes the most of the best
schools and school leaders (rather than recycling
mediocrity). This builds capacity and has the best
chance of securing long-term sustainability
Overall conclusions on system leadership and school improvement
2 The quality of teaching and learning improves
fastest when teachers learn from, and with, other
teachers. A quality assured CPD model based on
in-class coaching and modelling is more effective
than one based on attending courses
Overall conclusions on system leadership and school improvement
3 Leaders of systems should:
Identify a small number of ambitious goals
Provide long-term strategic commitment with focused use of resources
Use data powerfully and bravely
Show power and love in their leadership