Chartered Teachers Matter: Envisioning their future as leaders of learning

1. Chartered Teachers Matter: Envisioning their future as leaders of learning Professor Brian Hudson University of Dundee 4th February 2012

2. Introduction • What do I mean by ‘leaders of learning’? • Three propositions: • Leaders of learning are concerned with pedagogical leadership • Pedagogical leadership is a distinct form of distributed leadership • The focus of such pedagogical leadership needs to be on the process of didactical design

3. Structure • Background context • What is meant by ‘leading learning’? • Pedagogy and pedagogical leadership • Distributive leadership • Didactical design

4. Code of Practice on the role of the Chartered Teacher • The Scottish Negotiating Committee for Teachers (SNCT) welcomed the clarification that the Revised SCT brought to the leadership role of Chartered Teachers in “leading learning and supporting colleagues”. • SNCT (2009) Code of Practice on the Role of the Chartered Teacher, The Scottish Negotiating Committee for Teachers

5. What is meant by ‘learning’? • Translating ‘learning’ • Opetus in Finnish • Teaching-studying-learning • Resonance with the idea of ‘teaching as learning in practice’ (Jean Lave) • Hudson, B. (2002) Holding complexity and searching for meaning - teaching as reflective practice, Journal of Curriculum Studies, 34, 1, 43-57.

6. Similar phenomena in other languages A bird developing the ability to leave the nest A child in a doorway > < flying To accumulate knowledge > < youth To study … and to practice hard constantly The Chinese symbol for learning

7. Pedagogy • The term pedagogue derives from the Greek, and refers not to the teacher but to the watchful … guardian whose responsibility was to lead (agogos) the young boy (paides) to school … The adult had the task of accompanying the child, of being with the child, of caring for the child. This is the kind of ‘leading’ that often walks behind the one who is led. The … pedagogue was there in loco parentis.’ • Van Manen, M. (1991) The Tact of Teaching: The Meaning of Pedagogical Thoughfulness. Albany: State University of New York Press.

8. Pedagogical leadership (i) • The significance of the concept of leadership as opposed to school management or school administration has produced a major body of literature over recent years … (teacher) leadership is theorised as being somewhat behind others rather than out in front • There is also the view that the core theoretical construct underpinning leadership research is a largely patriarchal model (Collard and Reynolds 2006) which … is ironic when one considers the overall feminisation of the teaching profession. • Gerry MacRuairc and Judith Harford (2011)

9. Pedagogical leadership (ii) • Teachers practice pedagogical leadership directly since in schools they stand first and closest in a caring relationship to children. • Principals practise pedagogical leadership by facilitating this process, and ensuring the interests of children are served well • Thomas Sergiovanni (1998)

10. Pedagogical leadership (iii) • Embedded in the concept of pedagogical leadership is not only a connection between leadership and learning but that the practice of the leader is based on deep and rich understandings of the nature of pedagogy … • However, if we look at current constructions of teaching and of leadership in Scottish documents there is a lack of rich descriptions of pedagogy with one notable exception: The Standard for Chartered Teacher (SfCT). • Christine Forde, Margery McMahon and Beth Dickson (2011)

11. The Standard for Chartered Teacher

12. The Standard for Chartered Teacher as pedagogical leader • … leadership for learning has to be imbued with rich understandings of pedagogy and … the articulation of these rich descriptions of pedagogy • … we need to draw on understandings we have learned from the CT programme about forms of leadership embedded in pedagogic expertise. (Ford et al, 2011)

13. The pedagogical leadership role of the Chartered Teacher • CTs are expected to be at the forefront of critically engaging with practice and to take a leading role in its development and implementation of change … • The CT is an accomplished, innovative teacher who demonstrates sustained enhanced expertise in practice. • The CT plays a leading role in the professional development of colleagues and makes a recognised contribution to … the school and the wider professional community. • The Standard for Chartered Teacher (2009, p1)

14. Leadership for Headship Management and administration ‘Top-down’ approaches Leadership for learning Learning and ‘instruction’ Lateral thinking and ways of working (e.g. Lieberman and Gronlick, 1999; Huberman, 1995) Tensions in the debates about distributed leadership

15. Pedagogical leadership as an example of creative leadership • Harris (2009) describes talent-powered organisations as those which invest in developing the capabilities of all employees and place a particular focus on accelerating creative capacity through the actions and interactions of people across the organisation. • This is seen to be achieved through strong engagement and by ensuring that networking and collaboration are reinforced as the most important leadership skills.

16. Pedagogical leadership as a distinct form of distributed leadership • Teacher leaders lead within and beyond the classroom; identify with and contribute to a community of teacher learners and leaders; influence others …” (Katzenmeyer & Moller, 2009, p. 6) • … there is now broad agreement that teacher leadership is not defined by formal role or responsibility but rather conceptualised as collective agency and professional collaborative action which can either take a formal or informal leadership role. (MacRuairc and Harford, 2011)

17. On the process of didactical design • The study of the Continental European traditions of ‘didactics’ in recent years has given fresh perspectives on a number of issues related to teaching and learning around the themes of: • meaning and intentionality • attention to studying • recognising and holding complexity • tools for holding complexity and • the role of the teacher (Hudson, 2002; 2007).

18. Tools for holding complexity: the pedagogical relation

19. Schools as subsystems of the wider society

20. Tools for holding complexity: the didactical relation

21. Focussing on the didactical design of teaching-studying-learning processes • Teaching situations involving all the analogies, metaphors, and images that build bridges between the teacher’s understanding and the student’s learning • Pedagogical activities that are carefully planned, continuously examined, and which support assessment for learning • Learning environments that stimulate active learning and critical, creative thinking

22. The process of didactical design

23. Didactical design for technology enhanced learning (Hudson, 2011)

24. Concluding comments on Chartered Teachers as leaders of learning • Leaders of learning are concerned with pedagogical leadership • Pedagogical leadership is a distinct form of distributed leadership • The focus of such pedagogical leadership needs to be on the process of didactical design

25. The professional actions of the CT as a leader of learning

26. The sleeping giant? • “When given opportunities to lead, teachers can influence school reform efforts. Waking this sleeping giant of teacher leadership has unlimited potential in making a real difference in the pace and depth of school change” (Katzenmeyer and Moller, 2009, p. 102).

27. Thank you for listening

28. References (i) • Collard, J. and Reynolds, C. (2006). Leadership gender and culture in education. Netherlands: Springer. • Forde, C., McMahon, M. and Dickson, B. (2011) Leadership Development in Scotland: after Donaldson, Scottish Educational Review, 43, 2, 55-69. • GTCS (2009) The Standard for Chartered Teacher, Edinburgh: GTC Scotland. • Harris, A. (2009) Creative Leadership: Developing Future Leaders, Management in Education, British Educational Leadership, Management & Administration Society (BELMAS), 23(1): 9–11. • Huberman, M. (1995) Networks that Alter Teaching: conceptualizations, exchanges and experiments, Teachers and Teaching: theory and practice, 1, 2, 193-211.

29. References (ii) • Hudson, B. (2002) Holding complexity and searching for meaning - teaching as reflective practice, Journal of Curriculum Studies, 34, 1, 43-57. • Hudson, B. (2007) Comparing different traditions of teaching and learning: what can we learn about teaching and learning? European Educational Research Journal, 6, 2, 135-146. • Hudson, B. (2011) Didactical Design for Technology Enhanced Learning. In B. Hudson and M. Meyer (Eds.) Beyond Fragmentation: Didactics, Learning and Teaching in Europe, Verlag Barbara Budrich, Opladen and Farmington Hills, 223-238. • Kansanen, P. and Meri, M. (1999) The didactic relation in the teaching-studying-learning process. In B. Hudson, F. Buchberger, P. Kansanen, and H. Seel (eds), Didaktik/Fachdidaktik as Science(-s) of the Teaching Profession? TNTEE Pubs, 2, 1, 107-16.

30. References (iii) • Katzenmeyer, M. & Moller, G. (2009). Awakening the sleeping giant. Helping teachers develop as leaders (3rd Ed). Sage Publications: Thousand Oaks, CA. • Lieberman, A. and Grolnick, M. (1999) Networks and Reform in American Education. In Darling-Hammond, L. and Sykes, G. (Eds) Teaching as the Learning Profession: Handbook of Policy and Practice, Jossey-Bass Inc., California, pp 292-312. • MacRuairc, G. and Harford, J. (2011) Teacher Leadership: The Imperative for Pedagogical Enquiry. In B. Hudson and M. Meyer (Eds.) Beyond Fragmentation: Didactics, Learning and Teaching in Europe, Verlag Barbara Budrich, Opladen and Farmington Hills, 205-220.

31. References (iv) • Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., Smith, B. J. (1994) The Fifth Discipline Fieldbook. Century: London. • Sergiovanni, T. (1998) Leadership as pedagogy, capital development and school effectiveness, International Journal of Leadership in Education: Theory and Practice, 1, 1, 37-46. • SNCT (2009) Code of Practice on the Role of the Chartered Teacher, The Scottish Negotiating Committee for Teachers. • Van Manen, M. (1991) The Tact of Teaching: The Meaning of Pedagogical Thoughfulness. Albany: State University of New York Press.