Viviane Robinson

8/10/2019 Viviane Robinson

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The What and the How of Student-

Centred Leadership: Implications from

Research Evidence

Viviane RobinsonAcademic Director,

University of Auckland Centre for Educational Leadership

with Anne Berit Emstad

Program for lrerutdanning, NTNU


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What is Student-Centred Leadership?

leadership that

makes a differenceto the equity and

excellence of

student outcomes


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Student-Centred Leadership is more than

Well managed schools

Good relationships with staff andparents

Innovation

School reputation


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The Ruler for Evaluating Leadership

We should judgeleadership primarily

by impact on students

rather than on adults


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High quality

teaching and

learning

Building

relational trust

Solving complex

problems

Integrating

educational

knowledge intopractice

Leadership capabilities

Establishing goals and expectations

Resourcing strategically

Ensuring quality teaching

Leading teacher learning and development

Ensuring an orderly and safe environmentLea

dershipdime

nsions


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0.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35

0.40

0.45

Mean effect size estimate

Transformational Leadership Pedagogical Leadership

Effect of Leadership Types


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Five Dimensions of Student-Centred LeadershipDerived from Quantitative Studies Linking Leadership with Student Outcomes

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0,84

0,42

0,31

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0 0,1 0,2 0,3 0,4 0,5 0,6 0,7 0,8 0,9 1

5. Ensuring an Orderly and SupportiveEnvironment

4. Leading Teacher Learning andDevelopment

3. Ensuring Quality Teaching

2. Resourcing Strategically

1. Establishing Goals and Expectations

Effect Size

1. Establishing Goals and Expectations



4. Leading Teacher Learning and

Development

5. Ensuring an Orderly and Safe

Environment


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The more leaders focus their relationships, theirwork and their learning on the core business of

teaching and learning the greater their influence

on student outcomes.

The Big Message


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Source: Sonny Donaldson, superintendent of

Aldine school district in Texas

The main thing is to keep the mainthing the main thing.


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EXERCISE 1: REFLECTIONS ON FIVE

DIMENSIONS

1. Were there any surprises in the research evidence

about the effect of the different types of

leadership?

2. Are there aspects of educational leadership that

you think are important that are not included in

the five dimensions or three capabilities?


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4. Leading Teacher Learning

and Development

5. Ensuring an Orderly and

Safe Environment


Student-Centred Leadership: Dimension One

1. Establishing Goals and

Expectations


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includes:

setting important and measurable

learning goals

communicating clearly to all relevant

audiences

involving staff and others in the

process

clarity and consensus

about goals


Expectations




and Development


Safe Environment

Aspects of Goal Setting


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How Goal Setting Works


Expectations




and Development


Safe Environment

Processes InvolvedGoals:

Create a discrepancy between current and desired

action or outcomes

Motivate persistent goal-relevant behaviour

Focus attention and effort

Consequences

Higher performance and learning

Sense of purpose and priority

Increased sense of efficacy

Increased enjoyment of task

Conditions Required

Commitment to goalsCapacity to achieve goals

Specific and unambiguous


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1. Establishing Goals

and Expectation

2. Resourcing

Strategically

3. Planning,

Coordinating and

Evaluating Teaching

and the Curriculum

4. Promoting andParticipating in

Teacher Learning and

Development

5. Ensuring an Orderly

& Safe Environment

PEOPLE MONEY TIME

PRIORITY

GOALS

Within-school Expertise

ExternalExpertise

Student-Centred Leadership: Dimension Two


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1. Establishing Goals

and Expectation

2. Resourcing

Strategically

3. Planning,

Coordinating and

Evaluating Teaching

and the Curriculum

4. Promoting andParticipating in

Teacher Learning

and Development

5. Ensuring an

Orderly & Safe

Environment

Involves clarity about

what is and is NOT being resourced and why

A focused rather than fragmented

approach to school improvement

Importance of critical thinking skills

in allocating scarce resources

Appraisal GoalExamples:

Incorporate Habitsof Mind more fullyinto the curriculum

school wide

Consolidation ofABCD Classroom

Management

Student-Centred Leadership: Dimension Two


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Focus on

Teaching quality

the biggest source ofschool-based

variance in

achievement

Student-Centred Leadership: Dimension Three


Expectations




and Development


Safe Environment


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Ensuring Quality

Teaching

includes:

Effective

Teaching


Expectations




and Development


Safe Environment

Coherent

Programme

A coherent teaching

programme

A defensible theory of

effective teaching

Two Big Ideas


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Explain why increased coherence promotes better

student learning

Agree priority areas for increased coherence

Explain the tradeoffs between increased coherence,

increased collective responsibility and reduced individual

teacher autonomy

Leadership Strategies for Promoting Coherence


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Effective teaching maximises the

timethat learners are engagedwith and successfulin the

learning of important outcomes

A More Defensible Theory of Effective Teaching


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ACADEMIC LEARNING TIME

MISALIGNMENT

LACK OF ENGAGEMENT

LACK OF SUCCESS

Source: Associate Professor Graeme Aitken, Faculty of Education, University of Auckland


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1. Establishing

Goals and

Expectation

2. Resourcing

Strategically

3. Planning,

Coordinating and

Evaluating

Teaching and the

Curriculum

4. Promoting and

Participating in


Development

5. Ensuring an

Orderly &

Supportive

Environment

Leadership that not only promotes

but directly part ic ipates w ith

teachers in formal or informal

professional learning

Student-Centred Leadership: Dimension Four


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1. Establishing

Goals and

Expectation

2. Resourcing

Strategically

3. Planning,

Coordinating and

Evaluating

Teaching and the

Curriculum

4. Promoting and

Participating in


Development

5. Ensuring an

Orderly &

Supportive

Environment

TPL&D

Focus on the links

between what istaught and what

students have

learned

Use expertise

external to group

Ensure worthwhile

evidence-based

content

Voluntary or

compulsory?



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1. Establishing

Goals and

Expectation

2. Resourcing

Strategically

3. Planning,

Coordinating and

Evaluating

Teaching and the

Curriculum

4. Promoting and

Participating in


Development

5. Ensuring an

Orderly &

Supportive

Environment

Why is this Dimension so Powerful?

Symbolic importance

Increased leadership expertise brings

increased influence

Increased understanding of the conditions

required to achieve improvement goals



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1. Establishing

Goals and

Expectation

2. Resourcing

Strategically

3. Planning,

Coordinating and

Evaluating

Teaching and the

Curriculum

4. Promoting and

Participating in


Development

5. Ensuring an

Orderly & Safe

Environment

Student-Centred Leadership: Dimension Five


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1. Establishing

Goals and

Expectation

2. Resourcing

Strategically

3. Planning,

Coordinating and

Evaluating

Teaching and the

Curriculum

4. Promoting and

Participating in


Development

5. Ensuring an

Orderly & Safe

Environment


Norms and routines that support

cognitive and behavioural engagement

Relationships of mutual trust

between leaders, staff, parents and students


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1. Establishing

Goals and

Expectation

2. Resourcing

Strategically

3. Planning,

Coordinating and

Evaluating

Teaching and the

Curriculum

4. Promoting and

Participating in


Development

5. Ensuring an

Orderly & Safe

Environment


Protecting time for teaching and learning by:

reducing external

pressures andinterruptions

establishing an orderly

and safe

environment both inside

and outside classrooms.


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Two Overarching Principles

Build relational trust

You reap what you sow


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Two Broad Strategies for Strong Parent-School Ties

Teachers who make

connections with

students lives

Parents who arestrongly involved

in their childrens

schooling


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Teachers who Make Connections

Talking with your

students at a

personal level

increases their

sense of

connection to the

school and their

teachers

Knowing student

culture helps

teachers connect

abstract academic

ideas to students

lives

Bryk, A., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2009).Organizing schools for improvement. Chicago: University of Chicago Press.

EXERCISE 2: IMPLICATIONS FOR YOUR OWN


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EXERCISE 2: IMPLICATIONS FOR YOUR OWN

WORK

1. To what extent does the system in which you work

support and require student-centered leadership?

2. What are the barriers you see to stronger student-

centered leadership in your schools?

3. How can you contribute to overcoming these

barriers?


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High quality

teaching and

learning

Building

relational trust

Solving complex

problems

Integrating

educational

knowledge into

practice

Leadership capabilities

Establishing goals and expectations

Resourcing strategically

Ensuring quality teaching

Leading teacher learning and development

Ensuring an orderly and safe environmentLeadershipdimensions

Three Key Capabilities for Student-Centered


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Three Key Capabilities for Student-Centered

Leadership

Viviane Robinson, The University of Auckland

STUDENT-

CENTERED

LEADERSHIP

Relationaltrust

IntegrateKnowledge

Problemsolving

B ildi l i l


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Building relational trust

DeterminantsofRelational Trust

Consequences of High Relational Trust

for teachers

and schoolsfor students

Interpersonally

respectful

Personal regard

for others

Competent in role

Personal integrity

Relational

Trust

Positive attitude to

innovation and risk

More

outreach to parents

Enhancedcommitment

Enhanced

professional community

Improving

academicoutcomes in

high trust schools

Higher likelihood

of positive

social outcomes


Complex problem solving


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Complex problemsolving involvesdiscerning relevantconstraints andmodifying andintegrating them in

ways that enable asolution to bereached


Enables solution

Modify/integrate

Discernrelevant

constraints

The goal

Complex problem solving


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Integrate pedagogical knowledge

Learning goal:

to improvemathematical

reasoningand problem

solving


Pedagogical

shift required:

fromcomputational

fluency to

fluency andmathematicalunderstanding

Administrative shiftsrequired to support

pedagogical shift:

?


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Emstad, A. B., & Robinson, V. M. J. (2011). The role of leadership

in evaluation utilization: Cases from Norwegian primary

schools. Nordic Studies in Education, 31(4), 245-257.

Robinson, V. M. J. (2007). School leadership and student

outcomes: Identifying what works and why. The University of

Auckland Centre for Educational Leadership: Monograph &

Resource Pack (available from

www.education.auckland.ac.nz/uacel)

Robinson, Viviane (2011). Student-centered leadership. San

Francisco: Jossey Bass.

Suggested Reading
http://www.education.auckland.ac.nz/uacelhttp://www.education.auckland.ac.nz/uacel


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Thank youfor your

participation

today

Documents

Viviane Robinson