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Leadership For Student Learning What It is and How It Works

Leadership For Student Learning What It is and How It Works. Ken Leithwood. School leadership is second only to classroom instruction as an influence on student learning. THE EVIDENCE . . . Qualitative case studies of exceptional or “turnaround” schools

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Leadership For Student Learning What It is and How It Works

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  1. Leadership For Student LearningWhat It is and How It Works Ken Leithwood

  2. School leadership is second only to classroom instruction as an influence on student learning.

  3. THE EVIDENCE . . . • Qualitative case studies of exceptional or “turnaround” schools • very large effects on both school conditions and student learning • Large scale quantitative studies of leadership effects on student learning and on student engagement • 5-7% variation across schools : total from all school sources is 12-20% iii. Leadership succession studies

  4. For reviews of this evidence, see, for example…. Hallinger & Heck (1996) Waters, Marzano & McNulty (2003) Leithwood & Jantzi (2007) Robinson, Lloyd & Rowe (2008)

  5. Almost all successful (school) leaders draw on the same repertoire of basic leadership practices.

  6. P = f (M, A, S) P = teacher’s performance M = teacher’s motivation A = teacher’s abilities, professional knowledge and skills S = work settings and features of their school and classroom

  7. Setting Directions (Motivation) LEADERSHIP TASKS, FUNTIONS OR PRACTICES Developing People (Ability) Redesigning the Organization (Setting) Improving the Instructional Program (attending to the “technical core”)

  8. GroupGoals Vision SettingDirections Communication Expectations

  9. IntellectualStimulation Modeling DevelopingPeople IndividualizedSupport

  10. Families and Communities Culture Redesigningthe Organization Connections Structures

  11. ResourceAllocation Staffing ImprovingtheInstructional Program Monitoring Buffering

  12. For more on this, see… Leithwood, K. & Riehl, C. (2005). What we already know about successful school leadership. In W. A. Firestone & C. Riehl (Eds.), A new agenda: directions for research on educational leadership. New York, NY: Teachers College Press. .

  13. It is the enactment of the same basic leadership practices – not the practices themselves – that is responsive to the context.

  14. TURNAROUND SCHOOLS AS AN ILLUSTRATION

  15. For example, “culture building”, part of Organizational Redesign • Stage 1: teacher isolation; no expectations for collaboration among teachers • Stage 2: model and clarify expectations for collaborative work by teachers • Stage 3: refresh, extend expectations; refine nature of collaborative work to increase effects on quality of instruction and from focused to distributed sources of leadership

  16. For more on this, see…. Leithwood, K., Harris, A., & Strauss, T. (2010). Leading School Turnaround. San Francisco: Jossey Bass

  17. School leaders improve pupil learning indirectly through their influence on “four paths”

  18. Four Paths of Leadership Influence on Student Learning RationalPath (Academic press, Disciplinary climate, TLCPs) LSA Initiatives School-wideExperience EmotionsPath (Efficacy, Trust) Leadership Practices StudentLearning OrganizationalPath (Time, PLC) FamilyPath (Expectations, Reading ClassroomExperience

  19. For more on this, see Leithwood, K., et al (2010). School leaders’ influence on student learning: The four paths, In T. Bush, L, Bell and D. Middlewood (Eds.),The principles of educational leadership and management. London: Sage publishers [Leithwood, K., Patten, S., Jantzi, D. (in press). Testing a conception of how school leaders influence student learning, Educational Administration Quarterly]

  20. For more about how leadership influences the emotional path, see…. Leithwood, K., Beatty, B. (2008). Leading with teacher emotions in mind. Thousand Oaks, CA: Corwin Press

  21. School leadership has a greater influence on schools, classrooms and students when it is distributed

  22. RATING OF LEADERSHIP SOURCES BY QUINTILES BASED ON STUDENT ACHIEVEMENT

  23. RATING OF LEADERSHIP SOURCES BY QUINTILES BASED ON STUDENT ACHIEVEMENT • Schools in the highest quintile attributed relatively high levels of influence to all sources of leadership • Schools in the lowest quintile attributed relatively low levels of influence to all sources of leadership • Highest quintile schools, as compared to the lowest, differed most in ratings of teams, parents and students • Principals were rated as having highest influence in schools in ALL quintiles

  24. But only some patterns of leadership distribution make a positive contribution

  25. Patterns of Distributed Leadership

  26. Planful Alignment and Academic Optimism

  27. For more on leadership distribution, see Leithwood, K., Mascall, B., Strauss, T. (Eds.) (2009). Distributed leadership according to the evidence. New York, NY: Routledge.

  28. A final observation…. • Districts make a big difference to a school’s improvement efforts • The instructional leadership role of district leaders • The importance of building collective school leader efficacy for more on this see……………….

  29. Louis, K., Leithwood, K., Wahlstrom, K., Anderson, S. (2010). Learning from leadership: Investigating the links to improved student learning. New York: Final report of research to the Wallace Foundation.

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