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Leading Learning

The Principal’s role in student learning

Des Cullen, Principal, Moyne Community School, Co. Longford

Norma O’Brien, Principal, Coláiste Mhuire, Askeaton, Co. Limerick

PSDT Leadership Associates

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“Successful Leaders are focussed on helping every child, whatever their

background, to enjoy learning and to reach their potential, because this is the best chance that a child will have

for a fulfilling and productive life”

(Greaney & Earley, 2017)

Moral Purpose

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Leading Learning

Why?

How?What?

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Moral imperative to change in relation to:

• Social and Economic changes

• Technology! Digital Natives

• Need for flexibility and adaptability in the workplace and in life – jobs of the future -learning for life

The Why of Learning-Centred Leadership

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What?

Learning to know

Learning to be

Learning to live

together

Learning to do

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The What of Learning-Centred Leadership

Learning to Know

Core subjects (Grammar, Reading; World Languages;

Art; Mathematics; Economics; Science; Geography; History; Government & Civics, with a balance between education in technical and natural science subjects and culture and humanities )

Learning to Do Critical Thinking, Problem-solving, Communication & Collaboration, Creativity & Innovation, Digital Literacy

Learning to Be Personal responsibility, Self-regulation, Metacognition, Social & Cross-cultural skills, Sense-making skills, Learning to learn

Learning to Live Together

Value diversity, Team-work & Inter-connectedness, Civic & Digital Citizenship, Global & Inter-cultural Competence

(UNESCO)

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Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.

“While evidence about leadership effects on student learning can be confusing to interpret, much of the existing research

actually underestimates its effects. The total (direct and indirect) effects of leadership on student learning account for

about a quarter of total school effects.”

(Hallinger & Heck, 1996; Leithwood, Jantzi, 2000)

The How of Learning-Centred Leadership

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The How of Learning-Centred Leadership

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“The greatest influence on student progression is having

highly expert, inspired and passionate teachers and school

leaders working together to maximise the effect of their

teaching on all students in their care”

(Hattie, 2015)

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Looking at our School 2016

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• LAOS emphasises the need for students to develop a broad range of skills and competences that enable personal well-being, active citizenship and lifelong learning.

• LAOS advocates learning experiences for all students to be broad, balanced, challenging and responsive to individual needs.

Looking at our School

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• The LAOS framework takes a holistic view of learning. It emphasises the need for students to develop a broad range of skills and competences that enable personal well-being, active citizenship and lifelong learning.

Looking at our School

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Looking at our School 2016

(Two Dimensions)

Teaching

&

Learning

Leadership

&

Management

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The Teaching & Learning Domains

Learner Outcomes

Learner Experiences

Teachers’ Individual Practice

Teachers’ Collective/

collaborative Practice

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The Leadership & Management Domains

Leading Learning & Teaching

Managing the

Organisation

Leading School

Development

Developing Leadership

Capacity

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A well-functioning school requires leaders who:

1. promote a culture of improvement, collaboration, innovation and creativity in learning, teaching and assessment

2. foster a commitment to inclusion, equality of opportunity and the holistic development of each student

3. manage the planning and implementation of the school curriculum

4. foster teacher professional development that enriches teachers’ and students’ learning

The Standards within the Leading Learning & Teaching Domain

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Activity

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• School Plan / Subject Department Planning

• SSE / SIPs

• JCPA – planning to date – CPD

• POR – SDPI / SSE co-ordinator

• Capacity Building Initiatives past & present Toraíocht/PDSL / Forbairt / Learning School Projects

• Inspection reports

• Your staff!

Some important Resources within your school

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• C15/17: Revised JCPA ‘17/’18 & ‘18/’19

• C14/17: Special Education Teaching Allocation

• Looking At Our School: 2016 A Quality Framework for Post-Primary Schools

• C40/16: SSE 2016-2020

• School Self-evaluation Guidelines: 2016-2020 Post-Primary

Other Important Resources

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Back at Base!!

Des!

Norma!

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Post-it / placemat at a staff meeting / CrokePark meeting – using SSE 2016/2020 & LAOS

• What do we do well?

• Even better if……..?

– Learner outcomes

– Learner experiences

– Teachers’ individual practice

– Teachers’ collective/collaborative practice

Where to start?

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• Greaney, T. & Earley, P. (2017) School Leadership and Education System Reform

• http://unesdoc.unesco.org/images/0024/002429/242996e.pdf

• Hallinger, P., Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980-95, Educational Administration Quarterly, 32, 1, 5-44.

• Leithwood, K., Jantzi, D. (2000). The effects of transformation leadership on student engagement with school, Journal of Educational Administration, 38, 2, 112-129.

• Hattie, J, (2015) The Politics of Collective Expertise

• Looking at our School: http://schoolself-evaluation.ie/post-primary/wp-content/uploads/sites/3/2016/08/Looking-at-Our-School-2016-A-Quality-Framework-for-Post-Primary-Schools_English_WEB.pdf

• Revised Guidelines: http://schoolself-evaluation.ie/post-primary/wp-content/uploads/sites/3/2016/08/School-Self-Evaluation-Guidelines-2016-2020_Post-Primary_English_WEB.pdf

• Circulars: http://www.education.ie/en/Circulars-and-Forms/Circulars-and-Forms

• SSE Newsletters/Updates: http://schoolself-evaluation.ie/post-primary/updates/newsletters/

References