The Leadership Challenge - Improving Learning in Schools 1997-2008 ACER Research Conference Archive

Home , Ballarat Grammar School, Columba College, Frensham School, Moreton Bay College

Australian Council for Educational Research (ACER) ACEReSearch

2007 - The Leadership Challenge - Improving learning in schools 1997-2008 ACER Research Conference Archive

2007

The Leadership Challenge : Improving Learning in Schools (Conference Proceedings)

Australian Council for Educational Research (ACER)

Follow this and additional works at: https://research.acer.edu.au/research_conference_2007

Part of the Educational Assessment, Evaluation, and Research Commons

Recommended Citation Australian Council for Educational Research (ACER), "The Leadership Challenge : Improving Learning in Schools (Conference Proceedings)" (2007). https://research.acer.edu.au/research_conference_2007/1

This Book is brought to you by the 1997-2008 ACER Research Conference Archive at ACEReSearch. It has been accepted for inclusion in 2007 - The Leadership Challenge - Improving learning in schools by an authorized administrator of ACEReSearch. For more information, please contact [email protected]. ConferenceConference ProceedingsProceedings Contents

Foreword v Keynote papers 1 Philip Hallinger 2 Research on the practice of instructional and transformational leadership: Retrospect and propsect Elizabeth L. Leo 8 Take me to your leader: Leadership and the future Viviane M.J. Robinson 12 The impact of leadership on student outcomes: Making sense of the evidence Chris Sarra 17 Embracing the challenge of leadership in indigenous education

Concurrent papers 21 Bill Mulford 20 Quality Australian evidence on leadership for improved student outcomes Sheryl Boris-Schacter 24 Got a minute? Can instructional leadership exist despite the reactive nature of the principalship? Louise Watson 28 Why would anybody want this job? The challenge of attracting and sustaining effective leaders for Australian schools Stephen Dinham 33 Authoritative leadership, action learning and student accomplishment Paul Hughes, Gavin Khan and Susan Matthews 40 Leaders: Acting to improve outcomes for Indigenous students Lawrence Ingvarson and Michelle Anderson 44 Standards for school leadership: Gateway to a stronger profession? Phillip McKenzie, Bill Mulford and Michelle Anderson 51 School leadership and learning: An Australian overview Concurrent papers continued Brian Caldwell 55 Leadership for radical transformation in school education Michael Bezzina 61 Moral purpose and shared leadership: The leaders transforming learning and learners pilot study

Poster presentations 67

Conference program 71

Sebel floorplan 75

Conference delegates 77 Research Conference 2006 Planning Committee

Professor Geoff Masters CEO, Conference Convenor, ACER

Dr John Ainley Deputy CEO and Research Director National and International Surveys, ACER

Ms Kerry-Anne Hoad Manager, Centre for Professional Learning, ACER

Ms Michelle Anderson Senior Research Fellow, ACER

Dr. Lawrence Ingvarson Research Director, Teaching and Leadership, ACER

Mr Andrew Jackson Australian Principal’s Centre, ACER

Ms Marion Meiers Senior Research Fellow, ACER

Mr Nicholas Thornton Australian Principals’ Centre, ACER

19 Prospect Hill Road Camberwell VIC 3124 AUSTRALIA

www.acer.edu.au

ISBN 978-0-86431-455-0

Design and layout by Integral Graphics and ACER Project Publishing Editing by Carolyn Glascodine and Kerry-Anne Hoad Printed by Print Impressions

Research Conference 2007 iv ForewordForeword

Geoff Masters Australian Council for Educational Research Research Conference 2007 is the twelfth national Research Conference. Through our research conferences, ACER provides significant opportunities at the national level Geoff Masters is CEO of the Australian Council for reviewing current research-based knowledge in key areas of educational policy for Educational Research (ACER), Immediate and practice. A primary goal of these conferences is to inform educational policy Past President of the Australian College of and practice. Educators and a member of the UNESCO National Commission in Australia. For more Research Conference 2007 brings together key researchers, policy makers and than 20 years, Professor Masters has been an international leader in developing better teachers from a broad range of educational contexts from around Australia measures of educational outcomes. He has and overseas. The conference addresses the theme ‘The Leadership Challenge: chaired the IEA Technical Advisory Committee Improving learning in schools’. for the introduction of the Third International Mathematics and Science Study (TIMSS); chaired We are sure that the papers and discussions from this research conference will the initial OECD PISA International Technical make a major contribution to the national and international literature and debate Advisory Group; directed the only national survey on key issues related to the role of educational leadership and its impact on student of Australian primary school literacy levels; and worked with all Australian states and territories to learning. introduce statewide testing programs in literacy We welcome you to Research Conference 2007, and encourage you to engage and numeracy. In 2005-06 he undertook an investigation of options for the introduction of an in conversation with other participants, and to reflect on the research and its Australian Certificate of Education on behalf of connections to policy and practice. the Australian Government.

Professor Geoff N Masters Chief Executive Officer, ACER

Research Conference 2007 vi KeynoteKeynote paperspapers

Research on the practice of instructional and transformational leadership: Retrospect and prospect1

Abstract were effective at teaching children in poor, urban communities (Bossert et The past 25 years have witnessed al., 1982; Edmonds, 1979; Leithwood the emergence of new conceptual & Montgomery, 1982; Purkey & models. In contrast with many earlier Smith, 1983). Although not without its leadership models applied to school critics (e.g., Cuban, 1984), this model administration, these models focus has shaped much of the thinking explicitly on the manner in which about effective principal leadership leadership exercised by school disseminated internationally since Philip Hallinger administrators and teachers brings about improved educational outcomes. the 1980s. The emerging popularity Chief Academic Officer Two of the foremost models, as of this model became evident in its College of Management measured by the number of empirical widespread adoption as the ‘model of Mahidol University studies, are instructional leadership choice’ by most principal leadership Thailand 2 and transformational leadership. This academies in the United States of paper will synthesize findings from America (Hallinger, 2003). Professor Philip Hallinger is Chief Academic Officer of the College of Management, Mahidol research on these models in an attempt With the advent of school restructuring University. Prior to coming to Mahidol University to understand what we have learned in North America during the 1990s, in 2000, he held the position of Professor of about learner-centered leadership. Leadership and Organizations at Vanderbilt the notion of transformational University for 15 years. leadership began to eclipse instructional Introduction leadership’s popularity. Transformational Professor Hallinger has published over 175 journal articles and book chapters as well as The past 25 years have witnessed the leadership originated in studies of eight books. His publications cover a wide emergence of new conceptual models political leaders. The model focuses on range of education management areas including in the field of educational leadership. the leader’s role in fostering a collective instructional leadership, educational change, Two of the most influential models school leadership development, educational vision and motivating members of an quality, and educational reform. His most recent have been instructional leadership and organisation to achieve extraordinary books include Preparing Managers for Action transformational leadership (Hallinger & performance (Bass, 1985). (Springer, 2007) and Reshaping the Global Heck, 1999). In contrast with leadership Landscape of School Leadership Development models applied to school administration Its emergence in education not only (Swets Zeitlinger, 2003). in prior eras (Boyan, 1988; e.g., reflected the changing reform context situational leadership, trait theories, of schools, but also growing concerns contingency theory), these approaches with limitations of the instructional focus explicitly on educational leadership. leadership model. Some scholars, for They seek to explain the means by example, believed that instructional which leaders (administrators and leadership focused too much on the teachers) bring about improvement principal as the center of expertise, in school conditions and student power and authority in the school outcomes (e.g., Hallinger & Heck, (Cuban, 1988). Others felt that the 1996a, 1996b, 1999; Leithwood & centralisation of responsibility for 1 A longer version of this paper was written for Jantzi, 1999b; Southworth, 2002). this role was simply too heavy a the Cambridge Journal of Education, 2003, 33(3), 329-351. Instructional leadership emerged in the burden for any one person in the school to carry alone (Cuban, 1988; 2 Dr. Philip Hallinger received his Doctorate early 1980s as an outgrowth from early in Education from Stanford University in research on effective schools (Bossert, Donaldson, 2001; Lambert 1998). In Administration and Policy Analysis. He Dwyer, Rowan, & Lee, 1982; Edmonds, the era of educational empowerment, was formerly Professor of Leadership and 1979). This research identified strong, transformational leadership soon Organizations at Vanderbilt University and is began to dominate the landscape, as currently Professor and Chief Academic officer directive leadership focused on curriculum of the College of Management at Mahidol and instruction by the principal as a instructional leadership receded into University in Bangkok, Thailand. characteristic of elementary schools that the background.

Research Conference 2007 A decade later, at the turn of the to extended empirical investigation. This attempts by principals to carve out a new century, pressures from the articpaperle assesses the conceptual significant leadership role in the school. policy environment of schools began and empirical development of these Finally, I will examine them from the to push the pendulum back towards two leadership models over the past 25 perspective of leadership in the school instructional leadership. The global years. In this paper, I will contrast these context. emphasis on performance standards two models and offer possible paths that pervade private industry reached towards their integration in the practice Constraints on school K–12 education (Murphy, 2002; of educational leadership. leadership Murphy & Shipman, 2003). Principals now find themselves at the nexus of Resolving the tension During the 1980s when instructional accountability and improvement with between instructional leadership emerged as the model of the clear expectation that they will and transformational choice, some scholars questioned the function as ‘instructional leaders’. Given capacity of principals to fulfill this heroic the passage of formal government leadership role (e.g., Cuban, 1988). Principals who standards for education through the Two leadership models have demonstrated the type of instructional world, principals who ignore their role dominated the literature in educational leadership needed to lift school in monitoring and improving school administration over the past 25 performance, were, by definition, a performance do so at their own risk years: instructional leadership and small minority (Barth, 1986). Skeptics (e.g., Jackson, 2000; Lam, 2003. transformational leadership. At the asked if the majority of principals had turn of the millennium, global waves the necessary combination of ‘will and This is also becoming apparent in of educational reform have refocused skill’ to carry out this type of hands- programs of principal preparation the attention of policymakers and on, directive leadership (Barth, 1986; and development. Recent analyses practitioners on the question: How can Bossert et al., 1982; March, 1978). have found a distinct programmatic I create conditions that foster the use of Other suggested that the very nature emphasis on ensuring that principals more powerful methods of learning and of the principalship renders instructional are able to fulfill their instructional teaching in schools (Hallinger, 2003; leadership an ‘impossible dream’ for leadership role (Hallinger, 2003; Huber, Jackson, 2000; Murphy & Shipman, most principals (e.g., Barth, 1986; 2003). Preparation for this role has 2003)? Cuban, 1988; March, 1978; Southworth, been explicitly linked to training 2002). curricula in major government-led Somewhat surprisingly, this focus on the efforts in the United States of America improvement of learning and teaching Larry Cuban, a self-described ‘friendly (Hallinger, 2003; Murphy, 2002; has once again brought instructional critic’ of instructional leadership, claimed Murphy & Shipman, 2003; Stricherz, leadership to the fore. After a period that the managerial or maintenance 2001a, 2001b), the United Kingdom of relative decline in popularity during role of the principal is ‘embedded in (Southworth, 2002, Singapore (Chong, the 1990s, there has been a new and the DNA of the principalship’ (Cuban, Stott, & Low, 2003), Hong Kong (Lam, unprecedented global commitment 1988). He asserted that efforts by 2003), and Australia (Davis, 2003). among government agencies towards principals to act as instructional leaders training principals to be instructional in schools inevitably run aground on The persistence of these leadership leaders (Hallinger, 2003; Huber, 2003; structural and normative conditions models that focus on school Stricherz, 2001a, 2001b). This makes in the principal’s workplace. Principals improvement reflects the reform- understanding the boundaries of our occupy a middle management position oriented policy context that has existed knowledge base about these leadership in which their authority to command in education since the early 1980s. models especially salient. is severely limited, and where the Over the past 25 years, scholars have structure is quite flat. Demands on their subjected both instructional leadership In this section of the paper, I reflect time are unceasing, and the majority of (e.g., Goldring & Pasternak, 1994; upon lessons learned about these their work activities may be unrelated Hallinger, Bickman, & Davis, 1996; leadership models. First, I will review to instructional leadership! Heck, 1992, 1993; Heck, Larson, & and contrast the substantive foci of Marcolouides, 1990; Southworth, 2002) instructional and transformational Normatively, the classroom has and transformational leadership (e.g., leadership in order to determine if an traditionally been the private domain Leithwood & Jantzi, 2000a; Leithwood, integration of the conceptual models of teachers in which principals may Jantzi, & Steinbach, 1998; Leithwood, is possible. Second, I will examine the not always be welcome. Moreover, Leonard, & Sharratt, 1998; Silins, 1994) constraints that limit or influence all in many cases principals have less

The Leadership Challenge: Improving learning in schools expertise than the teachers whom they • creating a shared sense of purpose These similarities between the models supervise (Cuban, 1988; Lambert, 1998; in the school; provide a useful point of departure March, 1978). This makes instructional for any principal who wishes to reflect • developing a climate of high supervision a special challenge, upon his/her leadership. Conceptual expectations and a school culture particularly in secondary schools. differences identified in this review focused on innovation and were reflected in the: The factors working against principals improvement of teaching and ‘getting into classrooms’ are many, learning; • target of change (i.e., first-order or varied, and difficult to overcome. This second-order effects) is the case even when the principal • shaping the reward structure of possesses strong intentions to do so the school to reflect the school’s • extent to which the principal (e.g., Marshall, 1996). These workplace mission as well as goals set for staff emphasises a coordination conditions have moderated attempts and students; and control strategy vs. an by policymakers to cultivate an ‘empowerment’ strategy for change instructional leadership role for school • organising and providing a wide in the school. range of activities aimed at principals. Broadly speaking, these differences intellectual stimulation and the are most apparent in the emphasis Nonetheless, a broad reading of the continuous development of staff; literature would suggest that there given by transformational leadership is a more discernable emphasis • being a visible presence in the to individualised support for staff on instructional leadership in the school, modelling the desired values and to building organisational goals profession than existed two decades of the school’s culture. from the ground up (i.e., out of the ago (Hallinger, 2001, 2003; Southworth, 2002. There is little question that principals increasingly accept more Table 1: Comparison of Instructional and Transformational Leadership Models Adapted from Hallinger & Murphy, 1985 and Leithwood, et. al., 1998 responsibility for instructional leadership, Remarks on Differences and regardless of whether or not they feel Instructional Leadership Transformational Leadership Similarities competent to perform it. The form that Articulate and Communicate Clear Vision IL model emphasizes clarity and instructional leadership takes in practice Clear School Goals Shared School Goals organisational nature of shared tends to place the greatest emphasis goals, set either by the principal or on the mission and climate dimensions. by and with staff and community. It is interesting to note the absence of TL model emphasizes linkage between personal goals and shared any empirical evidence that principals organizational goals. spend more time directly observing Coordinate Curriculum No equivalent elements for these and supervising classroom instruction Supervise and Evaluate coordination and control functions than they did 25 years ago (Hallinger & Instruction in the TL model. TL model assumes Heck, 1996a, 1996b). This reflects the Monitor Student Program “others” will carry these out as a constraints discussed above (e.g., Barth, Protect Instructional Time function of their roles 1986; Lambert, 1998; Marshall, 1996). High Expectations High Expectations Provide Incentive for Learners Rewards Similar focus on ensuring that Provide Incentive for Teachers rewards are aligned with mission of Towards an integration the school. of leadership models Providing Professional Intellectual Stimulation IL model focuses on training and This review has identified conceptual Development for Teachers development aligned to school mission. TL model views personal similarities and differences between and professional growth broadly. instructional and transformational Need not be tightly linked to school leadership. Table 1 summarises these goals. findings. Based upon this table, it High Visibility Modeling Essentially the same purposes. seems apparent that the substantive Principal maintains high visibility in similarities between the models are order to model values and priorities. more significant than the differences. Culture-building IL models also focuses on culture- Both models would have the school building but subsumed within the school climate dimension, leader focus on:

Research Conference 2007 personal professional goals of staff and behaviours to be appropriate, they incorporated into theoretical models. community members). The instructional grow in commitment, professional Leadership must be conceptualised as leadership model has been interpreted involvement, and willingness to a mutual influence process, rather than innovate (Sheppard, 1996). Thus, as being somewhat more top-down as a one-way process in which leaders and directive. instructional leadership can itself be transformational. influence others (Bridges, 1977; Jackson, One of the major impediments to 2000; Kliene-Kracht, 1993; Leithwood & It is too soon to know whether the effective school leadership is trying Jantzi, 1999a, 1999b). Effective leaders findings from the Marks and Printy to carry the burden alone. When a respond to the changing needs of their research will be replicated by others. principal takes on the challenges of context. Indeed, in a very real sense the Nonetheless, two factors provide going beyond the basic demands of leader’s behaviours are shaped by the optimism optimistic. However, it may the job, the burden becomes even school context. well be that the points of connection heavier (Barth, 1986; Cuban, 1988; between the models are sufficient to Thus, one resolution of the quest for March, 1978). Influential scholars have questioned whether it is realistic to allow development of an integrated an integrative model of educational expect a significant number of principals and more sophisticated model of leadership would link leadership to the to meet this challenge (March, 1978). educational leadership. needs of the school context. David A second approach to understanding Jackson (2000) and Michael Fullan This point was captured by Lambert (2002) have observed that school (2002) who contends that, ‘The the relationship between these improvement is a journey. The type of days of the lone instructional leader leadership models may lie in leadership that is suitable to a certain are over. We no longer believe that contingency theory. At the outset of the stage of the journey may become a one administrator can serve as the effective schools era in 1982, Stephen instructional leader for the entire school Bossert and his colleagues made a limiting or even counter-productive without the substantial participation of cogent case for the belief that, ‘certain force as the school develops. ‘Schools other educators’ (p. 37). Thus, several principal behaviors have different effects at risk’ may initially require a more different writers, attempting to integrate in different organisational settings. forceful top-down approach focused on these constructs, have proposed a Such findings confirm the contingency instructional improvement. Instructional variant some have referred to as approach to organisational effectiveness leaders would typically set clear, time- ‘shared instructional leadership’ (Day et found in current leadership theories’ based, academically-focused goals in al., 2001; Jackson, 2000; Lambert, 2002; (1982, p. 38). order to get the organisation moving Marks & Printy, 2003; Southworth, In our review of the literature on in the desired direction. They would 2002). principal effects (Hallinger & Heck, take a more active hands-on role in While several of the scholars cited 1996a, 1996b), Ron Heck and I organising and coordinating instruction. here have written eloquently about concluded that it is virtually meaningless The extent of appropriate staff the possible forms this might take, the to study principal leadership without participation in leading these processes reference to the school context. The most ambitious attempt to study shared (i.e., development of the school’s goals, context of the school is a source of instructional leadership empirically coordination of the curriculum) might constraints, resources, and opportunities was undertaken by Marks and Printy vary depending upon the location of (2003). Their conclusion points the that the principal must understand and the school in its improvement journey. way towards one possible avenue of address in order to lead. Contextual Nonetheless, it is safe to say that reconciliation for these constructs in variables of interest to principals include long-term, sustained improvement their observation that: student background, community type, organisational structure, school culture, will ultimately depend upon the staff This study suggests that strong teacher experience and competence, assuming increasing levels of ownership transformational leadership by the over proposed changes in the school. principal is essential in supporting the fiscal resources, school size, and commitment of teachers. Because bureaucratic and labour features of This conclusion would be consistent teachers themselves can be barriers to the school organisation (Bossert et al., with other contingency models of the development of teacher leadership 1982; Hallinger & Heck, 1996a, 1996b). leadership that conceptualise leadership transformational principals are needed as a developmental process (e.g., Graeff, In our review we further concluded to invite teachers to share leadership 1997; Hersey & Blanchard, 1969). functions. When teachers perceive that the contingent characteristic of principals’ instructional leadership school leadership must be explicitly

The Leadership Challenge: Improving learning in schools References Day, C., Harris, A., & Hadfield, M. Hallinger, P., Bickman, L., & Davis, (2001). Challenging the orthodoxy K. (1996). School context, principal Barth, R. (1986). On sheep and goats of effective school leadership. leadership and student achievement. and school reform. Phi Delta Kappan, International Journal of Leadership in Elementary School Journal, 96(5), 68(4), 293-296. Education, 4(1), 39-56. 498–518. Bass, B. (1985). Leadership and Donaldson, G. A. (2001). Cultivating Hallinger, P., & Heck, P. (1999). performance beyond expectations. New leadership in schools: Connecting people, Can leadership enhance school York: The Free Press. purpose, and practice. New York: effectiveness? In T. Bush R. Glatter, Bossert, S., Dwyer, D., Rowan, B., & Teachers College Press. R. Bolam, P. Ribbins, and L. Bell (Eds.), Lee, G. (1982). The instructional Edmonds, R. (1979). Effective schools Redefining educational management. management role of the principal. for the urban poor. Educational London: Paul Chapman/Sage. Educational Administration Quarterly, Leadership, 37, pp. 15–24. Hallinger, P., & Heck, R. (1996a). 18(3), 34–64. Fullan, M. (2002). The change leader. Reassessing the principal’s role in Boyan, N. (1988). Describing and Educational Leadership, 59(8),16–20. school effectiveness: A review of explaining administrative behavior. In empirical research, 1980–1995. N. Boyan (Ed.), Handbook of research Goldring E., & Pasternak, R. (1994). Educational Administration Quarterly, in educational administration. New Principals’ coordinating strategies 32(1), 5–44. York: Longman. and school effectiveness. School Effectiveness and School Improvement, Hallinger, P., & Heck, R. (1996b). The Bridges, E. (1977). The nature 5(3), 239–253. principal’s role in school effectiveness: of leadership. In L. Cunningham, A review of methodological issues, W. Hack, & R. Nystrand (Eds.), Goldring, E., & Sullivan, A. (1996). 1980–95. In K. Leithwood et al. Educational administration: The Beyond the boundaries: Principals, (Eds.), The International Handbook developing decades. Berkeley: parents & communities shaping the of Educational Leadership and McCutchan. school environment. In K. Leithwood, Administration (pp. 723–784). Chong K.C., Stott, K., & Low, G.T. J. Chapman, D. Carson, P. Hallinger, & Dordrecht, Netherlands: Kluwer. (2003). Developing Singapore A. Hart (Eds.), International Handbook Hallinger, P., & Murphy, J. (1986). The school Leaders for a learning nation. of Educational Leadership and social context of effective schools. In P. Hallinger (Ed.), Reshaping Administration (Vol. 1) (pp. 195–222). American Journal of Education, 94(3), the landscape of school leadership Dordrecht, The Netherlands: Kluwer 328–355. development: A global perspective. Lisse, Academic Press. Netherlands: Swets & Zeitlinger. Graeff, C. (1997). Evolution of Heck, R. (1993). School context, Cuban, L. (1984). Transforming the situational leadership theory: A critical principal leadership, and achievement: frog into a prince: Effective schools review. Leadership Quarterly, 8(2), The case of secondary schools in research, policy, and practice at the 17–26. Singapore. The Urban Review, 25(2), 151–166. district level. Harvard Educational Hallinger, P. (2003). School leadership Review, 54(2), 129–151. development: Global challenges and Heck, R. (1992). Principal instructional Cuban. L. (1988). The managerial opportunities. In P. Hallinger (Ed.), leadership and the identification of imperative and the practice of Reshaping the landscape of school high- and low-achieving schools: The leadership in schools. Albany, NY: leadership development: A global application of discriminant techniques. SUNY Press. perspective. Lisse, Netherlands: Swets Administrator’s Notebook, 34(7), 1–4. & Zeitlinger. Davis, B. (2003). Developing leaders Heck, R., & Hallinger, P. (1999). for self-managing schools: The role of Hallinger, P. (2001). A review of two Conceptual models, methodology, a principal center in accreditation and decades of research on the principalship and methods for studying school professional learning. In P. Hallinger using the Principal Instructional leadership. In J. Murphy & K. (Ed.), Reshaping the landscape of Management Rating Scale. Paper Seashore-Louis (Eds.), The 2nd school leadership development: A global presented at the annual meeting of handbook of research in educational perspective. Lisse, Netherlands: Swets the American Educational Research administration. San Francisco: & Zeitlinger. Association, Seattle, WA. McCutchan.

Research Conference 2007 Heck, R., Larson, T., & Marcoulides, engagement with school. Educational blueprints. Educational Administration G. (1990). Principal instructional Administration Quarterly, 35, 679–706. Quarterly, 38(2), 176–192. leadership and school achievement: Leithwood, K., & Jantzi, D., (2000a). Murphy, J., & Shipman, N. (2003). Validation of a causal model. Principal and teacher leader effects: Developing standards for school Educational Administration Quarterly, A replication. School Leadership and leadership development: A process 26, 94–125. Management, 20(4), 415–434. and rationale. In P. Hallinger (Ed.), Reshaping the landscape of school Hersey, P., & Blanchard, K. H. (1969). Leithwood, K., & Jantzi, D. (2000b). The leadership development: A global Life cycle theory of leadership. Training effects of transformation leadership perspective. Lisse, Netherlands: Swets and Development Journal, 23(2), 26–34. on student engagement with school. & Zeitlinger. Huber, S. (2003). School leader Journal of Educational Administration, development: Current trends from 38(2), 112–129. Purkey, S., & Smith, M. (1983). Effective schools: A review. Elementary a global perspective. In P. Hallinger Leithwood, K., & Jantzi, D. (1999b). School Journal, 83, 427-52. (Ed.), Reshaping the landscape of Transformational leadership effects: school leadership development: A global A replication. School Effectiveness and Sheppard, B. (1996). Exploring the perspective. Lisse, Netherlands: Swets School Improvement, 4(10), 451–479. transformational nature of instructional & Zeitlinger. leadership, The Alberta Journal of Leithwood, K., Jantzi, D., & Steinbach, Educational Research, 42(4), 325–344. Jackson, D. (2000). The school R. (1998). Leadership and other improvement journey: Perspectives conditions which foster organisational Silins, H. (1994). The relationship on leadership. School Leadership & learning in schools. In K. Leithwood between transformational and Management, 20(1), 61–78. and K. Seashore-Louis (Eds.) transactional leadership and school Organisational learning in schools. Lisse, improvement outcomes. School Kliene-Kracht, P. (1993). Indirect Netherlands: Swets & Zeitlinger. Effectiveness and School Improvement, instructional leadership: An 5(3) 272–298. administrator’s choice. Educational Leithwood, K., Leonard, L., & Sharratt, Southworth, G. (2002). Instructional Administration Quarterly, 18(4), 1–29. L. (1998). Conditions fostering organisational learning in schools. Leadership in Schools: Reflections and Lam, J. (2003). Balancing stability and Educational Administration Quarterly, empirical evidence. School Leadership change: Implications for professional 34(2), 243–276. & Management, 22(1), 73–92. preparation and development of Stricherz, M. (2001a, Sept. 12). D.C. principals in Hong Kong. In P. Hallinger Leithwood, K., & Montgomery, D. (1982). The role of the elementary Principal’s training designed to boost (Ed.), Reshaping the landscape of principal in program improvement. instructional leadership. Education school leadership development: A global Review of Educational Research, 52(3), Week, 21(2), 13. perspective. Lisse, Netherlands: Swets 309–339. & Zeitlinger. Stricherz, M. (2001b, Sept. 19). March, J. (1978). The American public Leadership grant aimed at schools in Lambert, L. (1998). Building leadership school administrator: A short analysis. South. Education Week, 21(3), p. 21. capacity in schools. Alexandria, VA: School Review, 86, 217–250. Association for Supervision and Curriculum Development. Marks, H., & Printy, S. (2003). Principal leadership and school performance: Lambert, L. (2002). A framework An integration of transformation and for shared leadership. Educational instructional leadership. Educational Leadership, 59(8), 37–40. Administration Quarterly, 39(3), 370- Leithwood, K. (1994). Leadership for 397. school restructuring. Educational Marshall, K. (1996). How I confronted Administration Quarterly, 30(4), 498– HSPS (Hyperactive Superficial Principal 518. Syndrome). Phi Delta Kappan, 77(5), Leithwood, K., & Jantzi, D. (1999a). The 336–345. relative effects of principal and teacher Murphy, J. (2002). Reculturing the pro- sources of leadership on student fession of educational leadership: New

The Leadership Challenge: Improving learning in schools Take me to your leader: Leadership and the future

Abstract and the interrelationship of leadership and contexts, leadership remains a Students need to leave school with compelling field of study in the social dreams for the future, high aspirations sciences (Leo & Barton, 2006). and goals for themselves and society; young men and women who will Key areas of my research on school contribute to active citizenship, leadership and learning focus on the community renewal and economic role of social context and socio- regeneration. Schools are critical in cultural factors in cognitive-motivational realising this mission. The majority processes, in particular on achievement Elizabeth L. Leo of our schools have talented leaders motivation. School leaders need to Dean and Head of School of Education, and teachers with the vision, energy understand how motivational processes Social Work and Community Education and passion to create a sustainable can be optimised at all levels in schools College of Arts and Social Sciences future for their students and their and what forms of leadership promote University of Dundee communities. However, it is more adaptive motivation to learn and Scotland, UK difficult for school leaders serving achieve in and beyond school. And so, disadvantaged communities to succeed, leadership needs to be conceptualised Elizabeth Leo is Professor of Organizational not only in improving learning and in the context in which it acts. The Leadership and Learning and Dean of the School attainment, but in sustaining these. question of: ‘What is leadership?’ is, of Education, Social Work and Community Contemporary research on human therefore, reframed in my research to Education, University of Dundee, Scotland. motivation and learning is enabling ask: ‘What is leadership for?’ And, who Professor Leo has worked successfully with should be leading?’ Context is a critical schools and local education authorities to schools to understand better students’ promote research-led educational reform that reasons for learning and in turn, how factor in any leadership enquiry. inspires leadership for inclusion and learning they can raise academic achievement. The question of why students learn and in turn, promotes student motivation and – their reasons for learning – has achievement. Most recently, her research has focused on England’s new Academy schools’ Introduction been shown to be among the most critical factors in research on human programme. ‘The future is not a gift, it is an motivation and achievement in Professor Leo has held a range of academic and achievement.’ education. Of significant importance, senior management posts in a number of UK Harry Lauder universities including the Institute of Education, too, is that teacher and student University of London where she was Assistant It would be difficult to put a start motivation and learning are inextricably Dean of Research and Associate Director date on the long history of the study linked. The leadership challenge of of the International School Effectiveness and of leadership. The central architect improving learning in school then Improvement Centre. She was also seconded to of government reform of schools Government in the Department for Education becomes a question of student and and Skills, London as the Senior Adviser for stated recently that leadership is to teacher learning. Research. this decade what ‘standards’ were to The presentation will draw on empirical the last decade. However, leadership She is currently developing innovative research evidence from of a longitudinal study is a seductive yet elusive concept. methodologies involving co-disciplinary and of leadership in what has become co-professional research teams focusing on Conceptual differences between England’s flagship ‘Academy’ for leadership for the professions. leadership theories contribute to improving learning and performance the continued quest for knowledge – leadership that has transformed this about what it is and how to do school from one of the bottom 10 it. Many concepts underpinning per cent to one of the top 10 per leadership studies in education are cent of schools in England – without rooted in historical theories, although changing student intake profiles. These this is rarely acknowledged. From improvements were achieved through its historical roots in trait theory a series of research-led intervention focusing on common characteristics of strategies (Leo & Barton, 2006; Leo et effective leaders, to style theory and al. forthcoming). its embodiment of democratic and meritocratic leadership behaviours to, School leaders who focus the more recently, contingency theory organisation on learning and learners,

Research Conference 2007 as opposed to simply performance, poverty continue to experience poverty capabilities students need to thrive in can transform motivation, learning as adults and parents, we will have to the future is critical. and subsequently, achievement. More tackle deep and prevalent inequalities Within the turbulent and changing pertinently, better understanding of of achievement. Academies are a world of educational policymaking, the the causes of and ways of dealing with key policy driver in addressing these difficulties and challenges school leaders underachievement in schools can come issues. However, the challenge for face are multiple and contradictory. from better understanding of students’ leadership of academies is not simply School leaders have to mediate views of their own ability, competence economic. Leadership in this context conflicting pressures, including the and motivation to learn. This research is needs to address a poverty of student expectation to contribute to the task of now extending to other academies. aspirations; sense of belonging; voice; motivation and choice. Many of these economic regeneration, to help develop Academies and their students also experience a poverty of active citizens and to contribute to communities social networks. For schools serving social inclusion. In addition, school disadvantaged communities, reducing leaders have to respond to the ‘Academies’ are a new type of school inequalities in a student’s life chances proliferation of government initiatives; in England and were developed to by ensuring they do well at school is multiple funding streams; workforce replace schools that were struggling to paramount. However, the challenge reforms; competition and, at times, a meet the educational needs of young here is about much more than lack of cohesion and sense of direction people and their communities. Such qualifications; it is also about imparting a in the wider policy arena. schools are located in areas of high set of values and attitudes that not only social and economic disadvantage, of Put simply, schools, and their leaders, mean students do well in school, but high poverty and deprivation. Evidence are now expected to: that they succeed outside of school in over the last five years indicates that their own communities. The UK is not • deal effectively with local low-income families have become alone in this leadership challenge. community needs and a more increasingly concentrated in particular diverse student population schools leading to schools in deprived areas having to cope with higher Leadership in and for • be sensitive to culture and gender concentrations of disadvantaged the future issues students. Academies are expected to Let us now turn towards the future and • promote tolerance and social play a key role in the regeneration imagine every school able to respond cohesion of their communities in helping to to the challenge of high achievement, • use new learning technologies break the cycle of underachievement excellence and inclusion and the in areas of social and economic equitable distribution of educational • keep pace with rapidly developing deprivation (DfES, 2007). Academies outcomes (Putnam, 2000, 2004). In fields of knowledge and approaches are financially supported by private envisioning a role for schools such as to leadership and management, sponsorship and government funding this, the leadership challenge focuses on professional learning and and provide new state-of-the-art students as learners and on the social development buildings or refurbishments that aim to and pedagogical contexts that facilitate • access high quality research as a be innovative in design and built to high the development of lifelong learning basis to develop curriculum and environmental standards. dispositions and skills (Leo et al., pedagogy Whether or not academies prove to forthcoming). This possibility takes place be a long-term solution to improving within a complex ecology of learning • bring practical and theoretical learning and achievement in these that includes qualities of leadership, knowledge together to promote communities, there can be little teacher practices, the built environment advanced teaching practices doubt that poverty in childhood is the and the values and relationships that • model democratic forms of forerunner of poor health, education create a culture for the development of leadership in schools that are both and other key outcomes in our society. lifelong learners. It is in this context that strong and participative Poverty inhibits motivation to achieve students need to learn how to think and as a result, future life chances. If we about their futures (Covington, 1998; • locate their work in the wider are to break the cycle of disadvantage 2005). For leadership, the challenge community context, balancing by which children who grow up in of what is to be learned and the professional and lay interests

The Leadership Challenge: Improving learning in schools • have the capacity to adapt and data about educational outcomes which different curriculum areas. We are continuously improve their are more difficult to measure. also investigating group relationships organisation and practice The corollary to this position is that between attainment, learning and other • close the achievement gap between school leadership for the future variables such as behaviour, attendance, the highest and lowest attaining requires not only extensive knowledge ethnicity, religion, teacher, subject and pupils. and a rich repertoire of pedagogic skills, value added score. Working with school but also the willingness to learn. There leaders and schools as co-researchers, (OECD, 2005) is also a pressing need for researchers we are, in addition, developing new Therefore, the context in which to pick up the gauntlet of responding approaches to the study of leadership leadership is to be exercised is one of to the needs of school leadership to and its relationship to improving constraints and complexities (Leo & identify conceptual and practical tools learning in schools. Through this Barton, 2006). that place these aspects of assessment research, school leaders are learning at the heart of learning and teaching to enhance their understanding and Lessons from the future for the future (Leo et al., forthcoming; know-how about how these ideas and Deakin Crick, 2006). The idea of continuous improvement strategies can be deployed to optimum in outputs and performance is now an Despite a vast amount of recent effect in improving learning in schools established benchmark for leadership literature on school leadership, there and in creating a context in which at all levels in schools. For example, have been few longitudinal studies of communities of individuals can thrive. In the reform agenda has resulted in the the impact of school leadership on this way, students can leave school able schools being driven by such concerns student learning and achievement. In to impact on, and contribute to, their as competitiveness, ‘performativity’ addition, research methodologies have social contexts and communities. (i.e. being seen to be good), narrow not always served school leadership measurable outcomes and value for studies well in helping to tease out References money. In this sense, performance these complex relationships and effects, is of critical importance. However, in particular in relation to improving Covington, M. V. (1998). The will performance is not learning. And, rather learning. More longitudinal research on to learn. Cambridge: Cambridge than a concern with whether schools leadership and improving learning is University Press. assess too much (i.e. have too many vital in enabling us to map the challenge Covington. M. V. (2005). Handbook of formal examinations and testing), it is of sustained improvement in learning competence and motivation. New York: vital to consider whether they assess over time, as well as in relation to the too little or too narrow a range of leadership context in which not only The Guilford Press. human abilities and skills by too limited learners’ progress, but in what aspects Deakin Crick, R. (2006). Learning power testing methods (Robinson, 2005). of their learning progress is made. in practice. London: Paul Chapman. Sir Ken Robinson, Chair of the UK New research undertaken jointly by Department for Education and Skills Government’s report on creativity, the University of Dundee, Scotland (DfES). (2007). The Standards’ Site: education and the economy (Robinson, and the University of Bristol, England Academies. 1999), described creativity as the is comparing student learning and ‘genetic code’ of education, and motivational characteristics with other Leo, E. L., & Barton, L. (2006). Inclusion, essential for the new economic important student variables, including diversity and leadership: Perspectives, circumstances of the 21st century. attainment (Leo et al., forthcoming). possibilities and contradictions. Therefore, a key question for school Building on previous research (The ELLI Educational Management, leadership is how to develop more Project) undertaken at the University Administration and Leadership, Vol. 34, imaginative approaches to educational of Bristol, we have developed and are pp. 167–176. assessment that illuminate how schools currently piloting a new profiling tool develop capabilities such as motivation (i.e. ELOISE) capable of large-scale Leo, E. L., Deakin Crick, R., Yu, G. & and creativity and to ensure that these statistical analysis of a greater range of Hearne, P. (forthcoming). Performance are among the outcomes of education complex variables to track individual/ versus Learning: An analysis of for all students. Education systems group/institution level motivational student performance data and self- focus on measurable skills and formal and learning characteristics to enable assessment of motivational and learning qualifications precisely because we lack us to compare attainment scores in characteristics using ELOISE and ELLI.

Research Conference 2007 10 Organisation for Economic Co‑operation and Development (OECD) (2005). Teachers matter. Putnam, R. D. (2000). Bowling alone. New York: Simon & Schuster. Putnam, R. (2004). OECD: Forum on Education and Social Cohesion, Dublin, March 18. Robinson, K. (1999). All our futures: Creativity, culture and education (The Robinson Report). Department for Education and Skills (DfES). Robinson, K. (2005). Confident Creativity: Futures in Literature and Learning. National Conference for Educators and Writers, Glasgow, March 18. The ELLI Project: www.ellionline.co.uk

The Leadership Challenge: Improving learning in schools 11 The impact of leadership on student outcomes: Making sense of the evidence

Abstract in the preparation of this paper is gratefully acknowledged. Published empirical research was used to synthesise the evidence Introduction about the impact of different types of leadership on students’ academic There is unprecedented international and non-academic outcomes. The interest in the question of how first analysis involved a comparison educational leaders influence a range of the effects of transformational and of student outcomes (Bell, Bolam, & Cubillo, 2003; Leithwood, Day, Viviane M.J. Robinson instructional leadership on student outcomes. The second involved Sammons, Harris, & Hopkins, 2006; The University of Auckland, Faculty of the inductive development of five Leithwood, Seashore Louis, Anderson, Education, School of Teaching, Learning sets of leadership practices and the & Wahlstrom, 2004; Marzano, Waters, and Development estimation of the magnitude of their & McNulty, 2005; Witziers, Bosker, & Auckland, New Zealand effects. The comparison of the effects Krüger, 2003). of instructional and transformational This interest reflects the conviction of After completing her doctoral study at Harvard leadership indicated that the effect of University, Vivianne Robinson took up a position the public and politicians that school at the University of Auckland, New Zealand the former is consistently and notably leaders make a substantial difference where she is now Professor in the Faculty of larger than the effect of the latter type to the quality of teaching, and hence Education. She is an organisational psychologist, of leadership. The second analysis the quality of learning, in their school. specialising in organisational effectiveness and revealed five leadership dimensions improvement, leadership and the relationship While this belief is supported by the between research and the improvement of that have moderate to large effects qualitative research on the impact of practice. Her work has been published in on outcomes: establishing goals and leadership on school effectiveness and international handbooks, and leading international expectations; strategic resourcing; improvement (Edmonds, 1979; Maden, journals such as Educational Researcher and 2001; Scheurich, 1998), quantitative Educational Administration Quarterly. planning, coordinating and evaluating teaching and the curriculum; promoting research suggests that public confidence Viviane is also Director of the graduate and participating in teacher learning and in the capacity of school leaders to programme in educational management at the University of Auckland, and Academic Director development; and ensuring an orderly make a difference to student outcomes of the First-time Principals Programme – New and supportive environment. The outstrips the available evidence Zealand’s national induction programme for more leaders focus their professional (Hallinger & Heck, 1998; Marzano et al., school principals. This programme prepares newly relationships, their work and their 2005; Witziers et al., 2003). appointed principals through a programme of residential courses, online learning and mentoring. learning on the core business of The purpose of this paper is to address teaching and learning, the greater She is passionate about doing research that the paradoxical differences between makes a difference to practice, and it is this their influence on student outcomes. the qualitative and quantitative evidence passion that motivates much of her research and It is suggested that leadership theory, on leadership impacts by taking a writing. She has recently published a best-selling research and practice needs to be fresh approach to the analysis of the book, based on her experience teaching teachers more closely linked to research on how to do research that is both rigorous and quantitative evidence. Rather than relevant to their job situation (Robinson, V. M. effective teaching, so that there is conduct a further meta-analysis of the J., & Lai, M. K. (2006). Practitioner research for greater focus on what leaders need overall impact of leadership on student educators: A guide to improving classrooms and to know and do to support teachers outcomes, we focused on identifying schools. Corwin Press). in using the pedagogical practices that the relative impact of different types of Viviane’s keynote address will draw from her raise achievement and reduce disparity. leadership. recent work as a writer of the Iterative Best Evidence Synthesis on Educational Leadership. This paper was completed with the Two quite different strategies were This work is part of the New Zealand Ministry of financial support of the Iterative Best used to identify types of leadership Education’s Best Evidence Synthesis programme Evidence Synthesis program of the which is designed to support a more evidence- and their impact. The first involved based policy-making process as well as to make New Zealand Ministry of Education a comparison between the impact relevant research findings accessible to school (http://educationcounts.edcentre.govt. of transformational and instructional practitioners (http://www.minedu.govt.nz/goto/ nz/goto/BES?). The assistance of Dr leadership (Hallinger, 2005; Hallinger bestevidencesynthesis).The leadership synthesis Ken Rowe of the Australian Council & Heck, 1998; Leithwood, Tomlinson, analyses national and international evidence on the impact of leadership on a wide range of for Educational Research and Dr Claire & Genge, 1996; Leithwood & Jantzi, student outcomes. Lloyd of the University of Auckland 2005). The second strategy for

Research Conference 2007 12 determining leadership type was however, for more homogenous Impact of grounded in particular leadership subsets of the studies. transformational and practices, as described by the survey The relative impact of transformational items used in the relevant research, instructional leadership and instructional leadership was rather than in abstract leadership Transformational leadership has weak determined by computing three theory. (<.2 ES) indirect effects on student different average effect sizes – one for outcomes. While it has moderate the transformational leadership studies effects on teacher attitudes and Research methods and two for the instructional leadership perceptions of the school climate and A search of the international literature studies. The latter was necessary in organisation, these effects do not, on yielded 24 studies, published between order to ensure that transformational the whole, flow through to students. 1985 and 2006, that provided evidence leadership studies were compared with Those instructional leadership studies about the links between leadership instructional leadership studies that that used similar designs to those used and student outcomes. The majority employed similar research designs. in the transformational leadership of studies (15 of 24) were conducted The first step in determining the relative group, showed effect sizes that were, in schools in the United States of impact of different types of leadership on average, three times larger than America. Two studies were conducted practice (henceforth called ‘leadership those found in transformational in Canada and one only in each of dimensions’) involved inductively leadership studies. The second group Australia, England, Hong Kong, Israel, deriving the relevant dimensions. This of instructional leadership studies (i.e., the Netherlands, New Zealand and was done by inspecting the author’s those that sampled schools where Singapore. descriptions of the components of students were achieving above and Fourteen studies examined leadership their composite leadership variables, below expected levels, rather than from in elementary school contexts, three and of the wording of their leadership the full range of outcomes) showed in high schools, and seven studies indicators (survey items). Five even larger effects of instructional included a mix of elementary, middle dimensions captured the common leadership. These latter studies suggest and high schools. Thirteen of the 24 meaning of the components and that the leadership of otherwise similar studies confined their analysis of school indicators. Each study was then coded high- and low-performing schools is leadership to the principal only, while against the five leadership dimensions very different and that those differences eleven took a broader, more distributed and, where the data were available, matter for student academic outcomes. view of leadership. Twenty studies effect sizes were calculated for each In summary, two different analyses examined academic outcomes, three leadership indicator or component. suggest that the impact of instructional examined non-academic outcomes, and The result was an average effect leadership on student outcomes is one included both. size for each of the five leadership considerably greater than that of dimensions, thus providing a second transformational leadership. Admittedly, Analytic strategies answer to the question of the impact of these findings are based on a small different types of leadership on student Relevant information from the 24 number of studies and effect size outcomes. studies identified was entered into a statistics. spreadsheet under headings concerning the context, sample, leadership theory Findings Impact of particular and measure, research design, and main The results of our comparison of leadership dimensions findings. It was possible to identify and transformational leadership and As a result of a detailed analysis of estimate the magnitude of effects for 19 instructional leadership are presented the published research, we identified of the 24 studies. A decision was made first, followed by the analysis of five leadership dimensions that had not to calculate an overall leadership the impact of particular leadership a particularly powerful impact on effect size, as the wide variety of dimensions. students. The five, along with brief leadership constructs, measures and descriptions, are listed in Table 1. research designs employed across the 24 studies, makes such a calculation The list of dimensions is unusual in problematic in terms of both that it does not include the typical comparability and precision. Average distinction between leading tasks and effect size estimates were calculated, leading people or relationships. This

The Leadership Challenge: Improving learning in schools 13 Table 1: Leadership practices derived from studies of effects of leadership on students may or may not be applied in ways that serve key pedagogical purposes. Leadership practice Meaning of dimension There is some evidence that this type Establishing goals and Includes the setting, communicating and monitoring of learning of leadership has a moderate indirect expectations goals, standards and expectations, and the involvement of staff and effect on students and that it may be others in the process so that there is clarity and consensus about particularly important in regions where goals. there is a chronic resource shortage. Strategic resourcing Involves aligning resource selection and allocation to priority teaching goals. Includes provision of appropriate expertise through Dimension three: Planning, staff recruitment. coordinating and evaluating Planning, Coordinating and Direct involvement in the support and evaluation of teaching teaching and the curriculum evaluating teaching and the through regular classroom visits and provision of formative and curriculum summative feedback to teachers. Direct oversight of curriculum There was considerable evidence that through school-wide coordination across classes and year levels and this leadership dimension makes a alignment to school goals. strong impact on student outcomes. Promoting and participating Leadership that not only promotes but directly participates with It involves four types of leadership in teacher learning and teachers in formal or informal professional learning. practice: development 1 Involving staff in discussions of Ensuring an orderly and Protecting time for teaching and learning by reducing external supportive environment pressures and interruptions and establishing an orderly and teaching, including its impact on supportive environment both inside and outside classrooms. students; 2 Working with staff to coordinate and review the curriculum, e.g., distinction has been eschewed here that the degree of staff consensus developing progressions of because close examination of the about school goals is a significant objectives for the teaching of writing leadership indicators used in these discriminator between otherwise similar across year levels; studies shows that relationship skills are high- and low-performing schools 3 Providing feedback to teachers, embedded in every dimension. (Goldring & Pasternak, 1994). based on classroom observations In schools with high achievement that they report as useful in Dimension one: Establishing or high achievement gains, the goal improving their teaching; goals and expectations focus is not only articulated by 4 Systematic monitoring of student Leadership makes a difference to leaders but embedded in school and progress for the purpose of students through its emphasis on clear classroom routines and procedures. improvement at school department academic and learning goals. In a work Successful leadership influences both and class level. environment where multiple conflicting interpersonally and by structuring demands can make everything seem the way that teachers do their work Even though the measures of leadership equally important, goals establish what (Ogawa & Bossert, 1995). in these studies included more than the is relatively more or less important principal, the effect of these leadership and focus staff and student attention Dimension two: Strategic practices appears to be smaller in high and effort accordingly. The importance resourcing schools than in primary schools. Clearly we need to know much more about of relationships in this leadership The word ‘strategic’ in the description the pathways through which leadership dimension is apparent from the fact of this dimension signals that this makes a difference to students in high that leaders who give more emphasis to leadership dimension is about schools. communicating goals and expectations securing and allocating material and (Heck, Larsen, & Marcoulides, 1990; staffing resources that are aligned to Dimension four: Promoting and Heck, Marcoulides, & Lang, 1991), pedagogical purposes, rather than informing the community of academic participating in teacher learning leadership skill in securing resources and development accomplishments and recognising per se. Thus, this measure should academic achievement (Heck et al., not be interpreted as an indicator of This leadership dimension is described 1991) are found in higher performing skill in fundraising, grant writing or as both promoting and participating, schools. There is also some evidence partnering with business, as those skills because more is involved here than just

Research Conference 2007 14 supporting or sponsoring other staff in (Heck et al., 1990; Heck et al., 1991). For educational leadership researchers, their learning. The leader participates in An orderly and supportive environment the challenge is to focus more closely the learning as leader, learner or both. is also one in which staff conflict is on how leaders influence the teaching The contexts for such learning are both quickly and effectively addressed (Eberts practices that matter. There is much formal (staff meetings and professional & Stone, 1986). to be gained from a closer integration development) and informal (discussions of leadership theory and research with about specific teaching problems). Discussion demonstrably effective pedagogical practices and teacher learning. This leadership dimension had a strong The main conclusion to be drawn impact on school performance. In high- from the present analyses is that achieving and high-gain schools, teachers particular types of school leadership References report their school leaders (usually the have substantial impacts on student Andrews, R., & Soder, R. (1987). principal) to be more active participants outcomes. The more leaders focus Principal leadership and student in teacher learning and development their influence, their learning, and their achievement. Educational Leadership, than in otherwise similar low-achieving relationships with teachers on the core 44(6), 9–11. or low-gain schools (Andrews & Soder, business of teaching and learning, the Bamburg, J. D., & Andrews, R. L. 1987; Bamburg & Andrews, 1991). greater their likely influence on student (1991). School goals, principals and Leaders are more likely to promote outcomes. and participate in staff discussion of achievement. School Effectiveness & teaching and teaching problems than Instructional leadership, as described School Improvement, 2, 175–191. principals in low gain/low achievement by the five dimensions of Table 1, Bell, L., Bolam, R., & Cubillo, L. (2003). schools (Heck et al., 1990; Heck et makes an impact on students because A systematic review of the impact of al., 1991). The principal is also more it has a strong focus on the quality school headteachers and principals likely to be seen by staff as a source of teachers and teaching, and these on student outcomes. London: EPPI- of instructional advice, which suggests variables explain more of the within- Centre, Social Science Research Unit, that they are both more accessible and school residual variance in student Institute of Education. more knowledgeable about instructional achievement than any other school matters than their counterparts in variable (Darling-Hammond, 2000). Darling-Hammond, L. (2000). Teacher otherwise similar lower achieving quality and student achievement: The more generic nature of schools (Friedkin & Slater, 1994). A review of state policy evidence. transformational leadership theory, Education Policy Analysis Archives, 8(1). with its focus on leader–follower Dimension five: Ensuring Retrieved 20 April, 2006, from http:// relations rather than on the work of an orderly and supportive epaa.asu.edu/epaa/v8n1 environment improving learning and teaching, may be responsible for its weaker effect on Eberts, R. W., & Stone, J. A. (1986). This dimension describes those student outcomes. Transformational Student achievement in public schools: leadership practices that ensure that leadership theory predicts teacher Do principals make a difference? teachers can focus on teaching and attitudes and satisfaction, but, on the Economics of Education Review, 7(3), students can focus on learning. The whole, its positive impacts on staff do 291–299. findings for this dimension suggest not flow through to students. that the leadership of high-performing Edmonds, R. (1979). Effective schools schools is distinguished by its emphasis These findings hold important challenges for the urban poor. Educational on and success in establishing a safe for both policy makers and educational Leadership, 37, 15–24. leadership researchers. For the former, and supportive environment through Friedkin, N. E., & Slater, M. R. (1994). the challenge is to understand more clear and consistently enforced social School leadership and performance: A about why school leaders, and principals expectations and discipline codes social network approach. Sociology of (Heck et al., 1991). The leadership in particular, do not spend more time Education, 67(2), 139-157. of high-performing schools is also on instructional leadership activities judged by teachers to be significantly (Mullis, Martin, Gonzalez, & Kennedy, Goldring, E. B., & Pasternak, R. (1994). more successful than the leadership of 2003). The even bigger policy challenge Principals’ coordinating strategies low-performing schools in protecting is how to create the conditions in and school effectiveness. School teachers from undue pressure from schools that enable school leaders to Effectiveness & School Improvement, education officials and from parents do this important work. 5, 237–251.

The Leadership Challenge: Improving learning in schools 15 Hallinger, P. (2005). Instructional Maden, M. (Ed.). (2001). Success against leadership and the school principal: the odds, five years on: Revisiting A passing fancy that refuses to fade effective schools in disadvantaged areas. away. Leadership and Policy in Schools, London: Routledge Falmer. 4(3), 221–239. Marzano, R. J., Waters, T., & McNulty, Hallinger, P., & Heck, R. H. (1998). B. (2005). School leadership that Exploring the principal’s contribution works: From research to results. to school effectiveness: 1980–1995. Auroroa, CO: ASCD and McREL. School Effectiveness and School Mullis, I. V. S., Martin, M. O., Gonzalez, Improvement, 9, 157–191. E. J., & Kennedy, A. M. (2003). PIRLS Heck, R. H., Larsen, T. J., & Marcoulides, 2001 International Report. Boston G. A. (1990). Instructional leadership College, MA: International Study and school achievement: Validation Center, Lynch School of Education. of a causal model. Educational Ogawa, R. T., & Bossert, S. T. (1995). Administration Quarterly, 26(2), 94–125. Leadership as an organizational quality. Heck, R. H., Marcoulides, G. A., & Educational Administration Quarterly, Lang, P. (1991). Principal instructional 31, 224–243. leadership and school achievement: Scheurich, J. J. (1998). Highly successful The application of discriminant and loving, public elementary schools techniques. School Effectiveness and populated mainly by low-SES children School Improvement, 2(2), 115–135. of color: Core beliefs and cultural Leithwood, K., Day, C., Sammons, P., characteristics. Urban Education, 33(4), Harris, A., & Hopkins, D. (2006). 451–491. Seven strong claims about successful Witziers, B., Bosker, R. J., & Krüger, M. school leadership. Nottingham, L. (2003). Educational leadership and England: National College of School student achievement: The elusive Leadership. search for an association. Educational Leithwood, K., & Jantzi, D. (2005). A Administration Quarterly, 39(3), 398– review of transformational school 425. leadership research 1996–2005. Leadership and Policy in Schools, 4(3), 177–199. Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004, September). How leadership influences student learning. Retrieved June, 2005, from http://www.wallacefoundation. org/NR/rdonlyres/E3BCCFA5- A88B- 45D3-8E27-B973732283C9 /0/ReviewofResearchLearningFrom Leadership.pdf Leithwood, K., Tomlinson, D., & Genge, M. (1996). Transformational school leadership. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.), International handbook of educational leadership and administration (pp. 785–840). Dordrecht: Kluwer Academic.

Research Conference 2007 16 Embracing the challenge of leadership in indigenous education

Abstract In his address Dr Sarra will articulate some of the most fundamental barriers to the pursuit of stronger smarter educational outcomes for Indigenous children in Australian schools. He will reflect on his work as an educator, and a researcher with an interest in teachers’ attitudes and expectations Chris Sarra of Aboriginal students, and challenge Director, Indigenous Leadership Institute, other educators to realise that we do Queensland have the knowledge and potential to make profound change in Indigenous Chris Sarra is the youngest of 10 children and education. his family comes from Bundaberg. To date Dr Sarra has had quite an extensive career in education and with a particular focus his main passion: pursuing more positive and productive educational outcomes for Indigenous children. More recently he became well known for the role he played as the first ever Aboriginal principal of Cherbourg State School in South East Queensland. In his time as Principal he facilitated many positive changes that saw increasing enthusiasm for student learning through dramatically improved school attendance and increased community involvement in education. Under Chris’ leadership the school became nationally acclaimed for its pursuit of the ‘Strong and Smart’ philosophy. Today Dr Sarra is the Director of the Indigenous Education Leadership Institute, which is based in Cherbourg, and designed to pursue stronger smarter student outcomes for Indigenous children throughout Australia.

The Leadership Challenge: Improving learning in schools 17 Research Conference 2007 18 ConcurrentConcurrent paperspapers

19 Quality Australian evidence on leadership for improved student outcomes

Abstract also needs to establish the value of the evidence that is presented. Where do those in schools start sorting the wheat from the chaff, genuine There are a number of ways of judging growth potions offering long-term the quality of evidence, including its improvement from the elixirs, short- integrity, predictive validity and clarity term opportunism and/or unrealistic of definition in the variables employed. expectations? The current and growing The purpose of this paper is to take emphasis on evidence informed policy up the issues of the complexity and predictive validity of evidence, the and practice is as good a place as Bill Mulford need for evidence to be complex any. The purpose of this paper is to Professor and Director, Leadership for enough to come close to the reality take up the issues of the complexity Learning Research Group faced by schools and evidence that, in and predictive validity of evidence, Faculty of Education, University of this instance, seeks to link leadership the need for evidence to be complex Tasmania and student outcomes. Two maps, or enough to come close to the reality models, are presented for consideration faced by Australian schools and Bill Mulford is an internationally recognised that better reflect this complexity evidence that seeks to link leadership educator with a deep interest and extensive and predictive validity than previous research and publication record in the areas of and student outcomes. Arising from work in the field. The first is a model educational leadership, educational change and detailed qualitative and quantitative school effectiveness and improvement. Professor of successful school principalship and Mulford’s most recent book, published by Kluwer, research, two models are presented the second a model of leadership for is Leadership for organisational learning and student for consideration that better reflect this organisational learning and student outcomes and he has recently been invited to be complexity and predictive validity than outcomes. The paper concludes by the editor for the Leadership and Management previous work in the field. Section of the next edition of the highly returning to questions raised about the respected International Encyclopaedia of Education quality of evidence and briefly illustrates published by Elsevier. Introduction the degree to which the two models A former teacher, school principal, Assistant Many an Australian school has been are comprehensive, descriptive and/or Director of Education, Faculty Dean, and Chair of predictive. a university Academic Senate, Professor Mulford disillusioned by the galloping hoof has high legitimacy within the profession. Adviser beats of the itinerant peddlers behind to numerous state and national Departments Quality evidence: reflecting the new movements who ride in and out complexity of leadership and of Education and a consultant to international of the education field extorting their organisations such as OECD and UNESCO, his schools is also currently a member of the International latest elixirs. Advice from the academic Successful School Principals Research Project and community may not be much listened Researchers attempt to reflect the International Leadership in Education Research to given the implication that nothing complexity and thus the reality Network, a group of 20 of the world’s leading short of a superman or superwoman as of practice through the use of researchers in the area formed to push the edges of thinking and research on leadership in school leader is required. On the other qualitative and/or quantitative research education. He recently completed major OECD hand, there are reforms and advice that methodologies. Of necessity, both and Australian Government commissioned papers may have great potential for school methodologies, in the end, involve a on school leadership. reform. great deal of data reduction. What we Professor Mulford is a Past President and need to bear in mind when examining Fellow of national and international professional Where do those in and responsible the results of either methodology or its associations in educational administration. He for schools start sorting the wheat respective approaches to data reduction has been invited to be a visiting scholar at some from the chaff, genuine growth potions of the world’s leading universities, including are answers to questions such as: Stanford and Vanderbilt in USA, UBC and offering long-term improvement from Toronto in Canada and Cambridge and London the elixirs, short-term opportunism and/ • Are the results/models in UK. He was an Honorary Visiting Professor or unrealistic expectations? The current comprehensive, do they contain all at the National College for School Leadership and growing emphasis on evidence- the key pieces/variables? in U.K. between 2004 and 2006. Professor Mulford’s awards include the Australian Council informed policy and practice is as good • Do the results/models describe/ for Educational Leadership Gold Medal - for a place as any (see, for example, EPPI explain the situation in schools academic attainment, successful practice and an Centre, 2001). However, if one is by clearly articulating –both the outstanding record of contributing to the field. seeking to establish a useful evidence variables and the relationships base for school improvement then one among them?

Research Conference 2007 20 • What do I know? decisions and actions regarding the between leadership and teacher provision of individual support and work and then student outcomes. • Do the results/models help capacity building, and capacity building That is, leadership contributes to understand/predict appropriate at the school level, including school OL, which in turn influences what outcomes and practice? culture and structure. The principal’s happens in the core business of With these questions in mind, the core values and beliefs, together with the school: teaching and learning. It paper turns to two models derived the values and capacities of other influences the way students perceive from research based in each of these members of the school community, that teachers organise and conduct methodological traditions. The first is a feed directly into the development of their instruction and their educational model of successful school principalship a shared school vision, which shapes interactions with, and expectations (SSPP) based on the evidence from the teaching and learning, student and of, their students. Students’ positive qualitative in-depth case studies of social capital outcomes of schooling. perceptions of teachers’ work directly Australian schools that constitute To complete the proposed model is a promote their participation in school, part of an eight- country exploration process of evidence-based monitoring academic self-concept and engagement of successful school leadership (the and critical reflection, which can lead to with school. Student participation International Successful School school change and/or transformation. is directly and student engagement Leadership Project, see http://leo.oise. The context and the successful school indirectly (through retention) related utoronto.ca/_/schoolleadership/ssl. principal’s values form the ‘why’ of to academic achievement. School html the 43(6) 2005 edition of the the model; the individual support and size, socioeconomic status (SES) and, Journal of Educational Administration capacity, school capacity and school especially, student home educational and Day & Leithwood, 2007). The vision/missionforms the ‘how’; and environment make a difference to these second is a model of leadership for the teaching and learning, student and relationships. However, this was not organisational learning and student community outcomes forms the ‘what’. the case in terms of teacher or leader outcomes (LOLSO) based on The evidence-based monitoring and gender or age, having a community quantitative survey evidence from over critical reflection on the ‘why’, ‘how’ focus or student academic self-concept. 2500 teachers and 3500 15-year-old and ‘what’ and the relationship between Australian high school students. Details them forms the final section of the Are the results/models of the samples, methodologies, related model, the ‘how do we know’ and ‘do comprehensive, do they contain literature reviews and so on can be we need to change’ element. all the key pieces/variables? found elsewhere (Silins & Mulford, Evidence from LOLSO surveys clearly The case study research confirms claims 2002a & 2002b, 2004; Silins, Mulford, demonstrates that leadership that that successful school principalship & Zarins, 2002; Mulford & Silins, 2003; makes a difference is both position makes important yet indirect Mulford & Johns, 2004; Mulford, Silins, based (principal) and distributive contributions to school outcomes. & Leithwood, 2004; Gurr, Drysdale, (administrative team and teachers). However, the research suggests that & Mulford, 2005 & 2006) and its Further, it was found that the the contribution occurs in a more application to policy can be found in principal’s leadership needs to be complex way and with a wider range Mulford (2003a & b). transformational, that is, providing of outcomes than suggested by much Findings from two Australian individual, cultural and structural of the previous research. Leadership studies support to staff, capturing a vision in each of the case study schools was for the school, communicating high strongly influenced by the principals’ Findings from the SSPP case studies performance expectations and offering core personal values and by the of Australian schools suggest that intellectual stimulation. However, both development of a shared organisational successful school principalship is an positional and distributive leadership values base. Although these core values interactive, reciprocal and evolving are only indirectly related to student were similar across school sites, the process involving many players, which outcomes. Organisational learning internal and external school context is influenced by and in turn influences (OL), involving three sequential stages influenced the way in which they the context in which it occurs. Further, of trusting and collaborative climate, were translated into school practices the findings demonstrate that successful shared and monitored mission and and procedures. Successful principals principalship is underpinned by the core taking initiatives and risks supported by also displayed a core set of basic values and beliefs of the principal. These appropriate professional development leadership skills regardless of school values and beliefs inform the principals’ is the important intervening variable context, including developing a shared

The Leadership Challenge: Improving learning in schools 21 vision, individual capacity building and under-leading ‘doing things right rather learning and allowed us to speculate on organisational redesign. All principals, than doing the right thing’, ‘building a similar sequence in the characteristics but particularly those from low SES in canvas’ and ‘procedural illusions of of transformational leadership. Among schools, promoted equity plus social effectiveness’ (Mulford, 2002). its other findings, LOLSO confirmed the justice through the creation of strong argument that, in a knowledge society, school communities and socially just Do the results/models describe/ reliance on academic performance as pedagogical practices and by focusing explain the situation in schools the sole measure of a school’s success on the development/reinforcement of a through clearly articulating could be seen as particularly narrow strong learning culture within the school the key variables and the and short-sighted. At the international community. relationships among them? level, for example, international research by the OECD (2001) for the One of the most powerful emerging The preliminary SSPP model of Programme for International Student concepts here is that of ‘deep’ successful school principalship highlights: Assessment (PISA) project shows that democracy: respect for the worth and • the embedded/contextual nature more than a quarter of 15-year-old dignity of individuals and their cultural of principal values, individual and students agree or strongly agree that traditions, reverence for and proactive organisational capacity and school school is a place where they do not facilitation of free and open inquiry and mission and outcomes; want to go and that in almost half of critique, recognition of interdependence the OECD countries the majority of in working for ‘the common good’, • the interactive nature of principal students also agree or strongly agree commitment to the responsibility of values, individual and organisational that school is a place where they feel individuals to participate in free and capacity and mission on the one bored. Responses were found to vary open inquiry and the importance of hand and outcomes on the other; considerably between countries, which collective choices and actions being • the broad interpretation of suggests that disaffection with school taken in the interest of the common outcomes, and their interaction with at this age is, although common, not good (Furman & Shields, 2003). each other, to include teaching and inevitable. It would be safe to speculate Within the first model then, a start has learning, student academic and non- that disaffected, bored students are not been made on describing the nature of academic outcomes and community likely to be or become the creative or each characteristic involved in successful social capital; innovative people needed (at all ages) school principalship. However, more • the separateness of evidence- in a knowledge society. There is great needs to be done, especially in fleshing based monitoring, implying that need at the present time to broaden out these descriptions; for example to professional educators have a what counts for ‘good education’ and clarify the ethical, moral and spiritual responsibility to not just accept, to include measures such as student dimensions of the principal’s values (see for example, what an employer perceptions of their school and also Leithwood & Riehl, 2003). and/or community may expect, but teachers plus their own performance, Even though the survey-based LOLSO to critically reflect and, if necessary, self-concept and engagement. model accounts for some 15 variables, act on all aspects of the model, Do the results/models help us questions could be raised about its including the context, and their understand and even predict relevance for other than Australian high interrelationships. appropriate outcomes and schools. More specifically, it is notable However, the successful school practice? that LOLSO places much less emphasis principalship model needs further on the organisational, managerial or In broad terms, the evidence from the work on the congruence and typical strategic than has previously been the two research projects shows that there sequence among the characteristics, case. This should not be surprising are three major, sequential and aligned the issue of the ability of successful when it is realised that there is very elements of practice in successful principals to manage tensions and little evidence to link such an emphasis school reform. Being innovative is dilemmas within and between the to either school organisational learning not the first of these elements. The characteristics and their ability to sustain or student outcomes. Elsewhere our first element relates to how people balance among the characteristics over research has discussed allied concerns, are communicated with and treated. time. such as ‘transactional’ leadership and its Success is more likely where people potential for creating ‘facades of orderly The LOLSO model has identified the act rather than are always reacting, purposefulness’, over-managing and cumulative nature of organisational are empowered, involved in decision

Research Conference 2007 22 making through a transparent, facilitative evidence that are complex enough OECD, for the Activity ‘Attracting, and supportive structure and are to come close to the reality faced by Developing and Retaining Effective trusted, respected, encouraged and schools and are predictive in that they Teachers’. Paris: OECD. http://www. valued. The second element concerns a link leadership and student outcomes, oecd.org/dataoecd/61/61/2635399.pdf professional community. A professional such a response does education and its Mulford, B. (2003b). The role of school community involves shared norms and continued reform a deep disservice. leadership in attracting and retaining values, including valuing difference and teachers and promoting innovative diversity, a focus on implementation References schools and students. Commissioned and continuous enhancement of Day, C., & Leithwood, K. (2007). paper by the Commonwealth learning for all students, deprivatisation Successful principal leadership in times Department of Education Science of practice, collaboration and critical of change. Dordrecht, Netherlands: and Training for their ‘Review of reflective dialogue especially that based Springer. Teaching and Teacher Education’. on performance data. The final element http://www.dest.gov.au/NR/rdonlyres/ relates to the presence of a capacity for EPPI. (2001). Core keywording 161EEEC9-713A-40CD-9E87- change, learning and innovation. Each of strategy: Data collection for a register 2E5ACA1E19A3/1661/leadership.pdf these elements is ongoing, with just the of educational research (Version Mulford, B., & Johns, S. (2004). emphasis changing. Also, each element 0.9.4). (London: Evidence for Policy Successful school principalship, Leading and each transition between them is and Practice Information and Co- & Managing, 10(1), 45–76. facilitated by an appropriate ongoing, ordinating Centre). optimistic, caring, nurturing professional Furman, G., & Shields, C. (2003, April). Mulford, B., & Silins, H. (2003). development program (for problem- How can leaders promote and Leadership for organisational learning based learning materials developed support social justice and democratic and improved student outcomes. from the LOLSO research, see Mulford community in schools? Paper Cambridge Journal of Education. 33(2), et al., 2004). Together, these three presented to the annual meeting of 175–195. elements underscore the importance of the American Educational Research Mulford, B., Silins, H., & Leithwood, K. leaders understanding and being able to Association, Chicago, IL. (2004). Leadership for organisational collaboratively change school culture in Gurr, D., Drysdale, L. & Mulford, B. learning and student outcomes: A ways that are meaningful for those on (2005). Successful principal leadership: problem-based learning approach. school sites. Australian case studies, Journal of Dordrecht: Kluwer. This sequence helps ‘predict’ the Educational Administration, 43(6), Silins, H., & Mulford, B. (2002a). end point, that is learning, and the 539–551. Leadership and school results. In appropriate leadership and professional Gurr, D., Drysdale, L. & Mulford, B. K. Leithwood & P. Hallinger. (Eds.). development emphasis for, and to (2006) Models of successful principal Second International Handbook move from, each stage on the journey. of Educational Leadership and leadership, School Leadership and It may be that we need to take these Administration. (pp. 561–612). Norwell, Management, 26(4), 371–395. models further by having a set of MA: Kluwer Academic Publishers. models representing different groupings Journal of Educational Administration. Silins, H., & Mulford, B. (2002b). (2005). 43(6). of variables and their relationships Schools as learning organisations: The and sequences, for example for high Leithwood, K., & Riehl, C. (2003). What case for system, teacher and student poverty, rural, inner city, primary do we already know about successful learning. The Journal of Educational and/or public schools. On the other school leadership? Paper presented at Administration. 40(5), 425–446. hand, when lost in the complex, AERA, Chicago. ‘swampy’ ground of schools and their Silins, H., & Mulford, B. (2004). Schools environments a simple compass (head Mulford, B. (2002). The global as learning organisations: Effects roughly west, be ‘transformational’ and/ challenge. Educational Management & on teacher leadership and student or ‘distributive’) may be much more Administration. 30(2), 123–138. outcomes. School Effectiveness and School Improvement. 15(3-4), 443–466. helpful than these detailed road maps in Mulford, B. (2003a). School leaders: linking leadership learning, organisational Changing roles and impact on Silins, H., Mulford, B. & Zarins, S. (2002) development and successful practice. teacher and school effectiveness. Organisational learning and school However, in an age of global positioning Commissioned paper by the change, Educational Administration systems and models based on quality Education and Training Policy Division, Quarterly, 38(5), 613–642.

The Leadership Challenge: Improving learning in schools 23 Got a minute? Can instructional leadership exist despite the reactive nature of the principalship?

Abstract department, if left to its own devices, would make working in schools pretty Alarmed by mounting evidence of well intolerable’ (Principal interview, a national shortage of qualified and Boris-Schacter and Langer, 2006). committed school principals, a colleague I am just completing my very first year and I interviewed and surveyed over as an elementary school principal. I 200 public school principals from across am doing this after seven years as a the United States to find out why so special education teacher, five years as many are leaving the profession and a high school teacher and administrator, Sheryl Boris-Schacter how those who stay persist in their and eighteen years as a professor of role. Based on that data, we drew education at a university. Twelve of Principal, Hunnewell School, conclusions about how successful Wellesley, Mass. USA my years at the university were spent practitioners prioritize competing preparing experienced teachers for demands and achieve life balance, while school leadership positions, primarily Sheryl Boris-Schacter, a former reading teacher, keeping instruction at the heart of the elementary teacher, special educator, secondary the principalship. This work drove my English teacher, high school administrator, and enterprise. This analysis resulted in a teaching as well as my research and university professor, is back in K–12 education book published by Teachers College scholarship, and got me back into as an elementary school principal at Hunnewell Press in 2006, Balanced leadership: How schools, especially principal offices. School in Wellesley, Massachusetts. Dr Boris- effective principals manage their work. Schacter resigned her professorship of 18 years Those visits led to conversations at Lesley University in Cambridge, Massachusetts Knowing all that I did about the with practitioners that informed my just this year to return ‘to the point of service principalship, the frustrations it holds, thinking about what mattered in the delivery’. She is the co-author with Sondra Langer of Balanced leadership: How effective principals and the gap for most practitioners schoolhouse, and what difference manage their work (Teachers College Press, between the reality of the work and principals make to the enterprise. 2006), editor of The changing relationship between the ideal of instructional leadership, I the principal and the superintendent: Shifting roles still chose to accept an invitation from in an era of educational reform (Jossey-Bass, 1999), The principal shortage and the author and co-author of numerous a local school superintendent to fill in the US articles on professional development, educational an interim position as an elementary policy, and the American school principalship. principal. Consequently, one year In the midst of that work, in 1998, a She has a doctorate from Harvard University ago, I applied for a leave from the colleague and I began reading mounting and resides in Newton, Massachusetts with her professoriate, packed up some books evidence of a national shortage husband Bill, her son Blake, and her daughter of qualified principals (Educational Tess. and papers, and took what I had learned about education and leadership Research Service, 1998; Keller, 1998; to a suburban school with 325 students Yerkes & Guaglianone, 1998). A in kindergarten through grade five. I documented shortage commanded was determined to find out if I could our attention because researchers apply what I had learned from over two and educators assume that an hundred experienced principals about effective principal is central to school keeping the majority of my time and improvement and student achievement the focus of my work on instructional (Archer, 2004; Cotton, 2003; Education practice. Writers Association, 2002; Educational Research Service, 2000; Hallinger & ‘I can’t imagine why being a principal Heck, 1998; Johnson, 1996; Kannapel now would have any appeal as & Clements, 2005; Rosenholtz, 1985; a career. Despite the buzz that Rutter, Maughan, Mortimore, & the principal is supposed to be an instructional leader as opposed to the Ouston, 1979). While policymakers and person who buffers the people in the educational researchers were compiling school from the horrible bureaucracy laundry lists of reasons for the shortage of the outside school department, and statistical projections of need, it the reality is that the outside school seemed to us that no one was asking

Research Conference 2007 24 the principals why the shortage existed same competing concerns as did our that are managerial in nature. Often, or how it could be addressed. We graduate students. Their lives were a these managerial tasks are essential wondered what American principals balancing act in which they perpetually to maintaining the school but most thought, so we asked school leaders weighed the relative importance of principals feel they rarely improve the from all geographic regions of the three pairs of activity categories that we quality of teaching and learning. United States: called ‘principal tensions’: When faced with the contrast • why the principalship became less • instruction and management between a teacher’s life of direct attractive service with children and a principal’s • work and personal lives necessary occupation with such • why current principals were leaving • societal/community expectations activities as discipline, testing, and plant their positions and individual priorities management, the study principals had • how those who persisted managed to convince themselves that their (Boris-Schacter and Langer, 2006) their work work was worthwhile and that their For example, principals reported focus, if not their time, was always on • why America’s schools lacked that when they wanted to go into instruction. Even the more experienced capable and willing new principal classrooms, they had to complete practitioners felt that they did not candidates paperwork. When they needed to stay focus sufficient time and thought on • whether the role could be at school, they missed dinner at home. instructional improvement. Instead of rethought to improve recruitment When the community expected them spending after-school hours planning and retention and better meet to respond immediately, they wanted professional development activities, academic goals. to gather information and carefully school-wide curricular themes, and consider options. reflecting on classroom practice, A national study to address the principals described this time as being shortage The focus of this paper is the tension that exists between instructional filled with ‘catch-up.’ There was little From 1998 to 2004 we received leadership and managerial tasks. The artistry, problem solving, or craft completed surveys and conducted principals in our study were remarkably enhancement mentioned. interviews with just over two hundred consistent in their assertion that they I would argue that the struggle to find principals from across the country. The entered the principalship in order to be adequate time to be an instructional principals came from urban, suburban, instructional leaders, and lamented that leader is no less than a struggle with and rural districts. They were male, they spent the vast majority of their professional identity and purpose. The female, white, and people of colour. time dousing fires, fixing school facilities, challenge is to manage the cognitive The principals led elementary, middle, attending meetings, and completing dissonance between what principals and high schools in twelve states. Some paperwork driven by state and federal imagined they would be doing before were novices in their first or second mandates. Although they wanted to assuming the principalship and how years in the role and some were be reflective and planful, they found they actually spend their time when seasoned veterans with over twenty themselves being primarily reactive to they are in the job. Even more than years of practice. Some provided non-instructional activities. the other tensions we identified in the unsolicited newsletters and memos as role, the balance between instructional This is precisely what prevents evidence of how they communicated leadership and managerial tasks begs many credentialed and experienced agendas to the parents, teachers, the question, ‘What is the role of the teachers from transitioning from and students of their schools. These school principal?’ the classroom to the office and documents provided additional data for has, I think, contributed to the Historically, the principalship has analysis and inclusion. This data helped principal shortage. The purpose of been one of ‘head teacher,’ but the us interpret how principals addressed the principalship is vague compared position has evolved into one of data professional persistence, managed to that of teaching. The mission of analyst, public relations liaison, and competing demands, achieved life teaching is clearly curriculum and accountability officer (Pappano, 2003). balance, and imagined new models for instruction, whereas the principalship Like principals in other studies (Lovely, the principalship. espouses the centrality of pedagogy 2004), our principals wanted little to What emerged from our analysis was but crowds the work out with other do with these managerial aspects of the that the respondents struggled with the time-consuming administrative activities new principalship and much more to

The Leadership Challenge: Improving learning in schools 25 do with pedagogy. It was no surprise the gap for most practitioners between positive school culture; be a reliable, that a popular alternative model the reality of the work and the ideal action-oriented, and predictable leader; suggested by our respondents was one of instructional leadership, I still chose establish definitive boundaries between of a dual principalship in which one to accept an invitation from a local the faculty and the parent community; person was in charge of instruction and school superintendent to fill an interim and bring fun and meaning back to one was in charge of management. All position as an elementary principal. the school. It seemed to me that the conceded, though, that few professional Consequently, one year ago, I applied teachers were telling me, in a variety educators would opt to fill the role of for a leave from the professoriate, of ways, two things: that they were principal for management. packed up some books and papers, having difficulty getting their work done and took what I had learned about and they did not feel supported by the Defining instructional leadership education and leadership to a principal. suburban school with 325 students in In the context of our research, we I made a conscious decision to define kindergarten through grade five. I was never directly asked principals to define determined to find out if I could apply instructional leadership for me and at instructional leadership. However, it what I had learned from over two this point in time as being teacher- became easy to extrapolate definitions hundred experienced principals about centered. I reasoned that happy, cared from the coupling of the activities keeping the majority of my time and for teachers would translate into with the use of the term, a list with the focus of my work on instructional improved teaching and learning in the a striking resemblance to the one practice. classroom. I also hedged my bets that, cited in a Stanford University Report, if I did this aspect of my job well, then ‘Preparing school leaders for a changing What I learned in the principal’s teachers would reciprocate by offering world’ (2007). Our respondents talked office about instructional support for initiatives that I introduce. about their role as one of mentoring leadership I considered every problem teachers staff, modelling instruction, visiting mentioned in the interviews and solved classrooms, and providing customised I began my tenure with many all that I could. My goal was for them professional development experiences. advantages. Among these, I followed to see and feel a difference when A middle school principal wistfully a principal who was thought to be school opened. I was going to eliminate mentioned the following activities of indecisive so it would not be hard for what I perceived to be distractions to instructional stewardship as those that me to appear capable; people held improving classroom practice. would define her concept of ‘the dream positive assumptions about my intellect Beginning with the interviews, I made a principalship’: and my capacity because I was coming from the university; and I had taken a statement that I was keenly interested The dream principalship would be one year leave and could return to my in getting to know them as individuals focused around teaching and learning. professorship. That being said, I made and that I was an active listener. I It would include maximum amount of was modelling how I wanted them time in classrooms, it would include an agreement with the superintendent to interact with children and parents minimal paperwork, it would include at that I would approach the position least one period a day in which I could as though it were permanent and I – respectfully and with full engagement. teach and model good instruction to would be given free reign to make That was relatively easy. The harder other teachers in the building. The ideal any changes I deemed necessary to part was being action-oriented when I principalship would involve enormous improve the school. For this school, in was new to a system and unsure of the amounts of time mentoring staff a well-resourced district that enjoyed protocol. people and developing professional every economic advantage and much I relied upon my relationship with the development themes for the entire community involvement and support, it school (Principal Interview, Boris- superintendent who invited me to was not entirely obvious what needed Schacter and Langer, 2006). fill the interim position, the mentor to be done. principal he assigned to shepherd me This one principal’s notion of a ‘dream I began, as any new principal should, by through the system, and the assumption principalship’ turned out to be a interviewing the staff about themselves, that I should just go ahead and do common paradigm. It was also, for about what works well, and about what things that made sense within the almost all of the principals in our study, they think requires attention. When I confines of ‘my building’. Before school a dream not realised. completed the interviews and analysed opened. I solved the staff parking Knowing all that I did about this the data for themes, my blueprint problem by securing additional spaces position, the frustrations it holds, and was clear. I needed to re-establish a which I had been told were impossible

Research Conference 2007 26 to get, and I made numerous on, these two instances defined my Darling-Hammond, L., LaPointe, M., improvements to a physical plant that leadership style and identified my Meyerson, D., & Orr, M. (2007). had been a disorganised and dirty priorities: teachers and instruction. Preparing school leaders for a mess. I rearranged a dysfunctional main By maintaining the centrality of the changing world: Executive summary. office and altered the expectations of classroom, I was able to make decisions Stanford, CA: Stanford University, behaviour for the school secretary. that flowed from that philosophical Stanford Educational Leadership Once the staff saw these visible signs stance. This helped me remain focused Institute. of leadership, they began asking for and consistent. Educational Research Service. (1998). Is other items they had long since given As I am at the end of the school year there a shortage of qualified candidates up on such as fixing classroom drinking now and hindsight is revealing, I have for openings in the principalship? An fountains and constructing hallway heard repeatedly from parents and exploratory study. For the National bulletin boards. teachers that I have both ‘brought joy Association of Elementary Schools These visual and attitudinal changes back to the school’ and ‘refocused the Principals and National Association were symbolically important not only school’s work on instruction’. I feel of Secondary School Principals. to the staff but also to the parents. that my putting my energy into getting Washington, D.C. There was, apparently, an even shorter to know the teachers and supporting Hallinger, P., & Heck, R. (1998). leap than I had imagined from a tidier their work and work lives was right, Exploring the principal’s contribution building to a more focused educator. as was basing my decisions, large to school effectiveness: 1980–1995. People were favourably impressed until and small, on sound instructional and School Effectiveness and School I was challenged to take sides between developmental practice. Although this Improvement, 9(2), 157–191. the teachers and the parents, although approach is not usually characterised I was unaware at the time that these as instructional leadership, and indeed Johnson, S. M. (1996). Leading to actions would be perceived in that way. it was not by most respondents in my change. San Francisco: Jossey-Bass. The first such instance was my most recent research study, I found it Kannapel, P., & Clements, S. (2005). eliminating the morning line-up ritual to be at the heart of the instructional http:/prichardcommittee.org/ during which students lined up outside, agenda for this nascent principal. It Lovely, S. (2004). Staffing the by class, and listened to announcements leads me to think that what is labelled principalship: Finding, coaching, and and/or student work. This happened at as managerial is sometimes incorrectly mentoring school leaders. Alexandria: the 8:30 bell and parents were invited positioned as being tangential to Association for Supervision and to stay and observe. I thought this ritual instructional leadership. Indeed, a Curriculum Development. was problematic for several reasons principal’s lens on ending an Open and I chose instead to have children House on time, as managerial as it Pappano, L. (2003, December 21). In enjoy free play in the yard and go into presents, may in fact be as an integral a many classrooms, a principal lesson. the building a full ten minutes sooner, component of instructional leadership The Boston Globe. thus increasing instructional time. as teacher supervision and professional Rosenholtz, S. (1985). Effective schools: There was tremendous pressure on development. Interpreting the evidence. American me from some segments of the parent Journal of Education, 93(3), 352–388. community to reverse this decision. References Rutter, M., Maughan, B., Mortimore, P., The second example was in the third Archer, J. (2004). Tackling an impossible & Ouston, J. (1979). Fifteen thousand week of school when we had our job. Education Week, 14(3), p. S3. hours: Secondary schools and their Open School Night. Parents came Boris-Schacter, S., & Langer, S. (2006). effects on children. Cambridge: Harvard to hear from the teachers about the Balanced leadership: How effective University. curriculum. The schedule had been principals manage their work. New clearly communicated, with an ending Yerkes, D. M., & Guaglianone, C. York: Teachers College Press. time of 7:50 p.m. At 8:20, classrooms L. (1998). Where have all the were still filled with parents and Cotton, K. (2003). Principals and high school administrators gone? teachers. I went to each room and student achievement: what the research Educational Leadership, 28(2), 10–14. invited parents to leave. The teachers says. Alexandria, VA: Association were grateful but some parents were for Supervision and Curriculum incensed; emails flew for weeks. Early Development.

The Leadership Challenge: Improving learning in schools 27 Why would anybody want this job? The challenge of attracting and sustaining effective leaders for Australian schools

Abstract and discuss directions for policy reform to address this issue. Over the past decade, there has been considerable concern about an A declining pool of applicants impending crisis in school leadership There are many published studies due to a shrinking pool of applicants for that suggest a decline in the number principals’ positions. This paper explores of applications for school principals’ the dimensions of this issue in Australia positions in Australia and overseas and identifies possible reasons for a (cited in Lacey 2002, and Gronn & Louise Watson decline in interest in principalship. It Rawlings-Sanaei, 2003). But quantitative concludes with ideas and directions for evidence to suggest a ‘shrinking pool University of Canberra policy reform. of applicants’ for the principalship ‘What are we doing that people are in Australia is limited. Work by the Louise Watson is an Associate Professor in the really not interested in this job?’ Catholic Education Commission of School of Education and Community Studies, Senior member of an Australian University of Canberra. She has worked in New South Wales suggested that fewer education policy since 1983, mainly for the religious order on the difficulty of people were applying for principals’ Commonwealth government, where she spent recruiting school principals, quoted in positions (d’Arbon, Duignan & Duncan, five years as a policy advisor to two Federal Gronn & Rawlings-Sanaei (2003) 2002) but their observations were Ministers of Education. Since 1999, she has been not well supported by evidence. The employed by the University of Canberra where Introduction she undertakes education policy research and survey conducted among potential teaches postgraduate students in the Masters of Over the past decade, there has been school principals1 within the Catholic Educational Leadership. considerable concern in Australia Education system in New South about an impending crisis in school Wales found that 52 per cent of all leadership. In 2001, Brian Caldwell respondents indicated they were not (2000) observed that ‘reports from seeking a principal’s position and did nation after nation refer to the shrinking not intend to apply, 30 per cent said pool of applicants for the principalship’. they were willing to apply while 16 The Australian College of Educators per cent were unsure. Moreover, says, ‘It is becoming increasingly difficult of the 300 assistant principals who to attract leaders to the principalship’ responded, only 30 per cent said they (ACE, 2006). Officials in several were unwilling to apply, 45 per cent education departments in Australian were willing to apply and the remaining states and territories also report a 25 per cent were unsure (d’Arbon, declining number of applications for Duignan & Duncan 2002). In Victoria, principal vacancies (Gronn & Rawlings- a study of leadership aspirations among Sanaei, 2003; Lacey, 2002). government school teachers suggested that 24 per cent of teachers had This paper explores the dimensions leadership aspirations that extended to of the crisis in school leadership in the principal class (Lacey, 2002). Australia, examining trends such as a shrinking pool of applicants for principal In the absence of comparative data positions and suggestions of a decline in from previous decades, we cannot be the ‘quality’ of potential applicants. We sure what level of interest constitutes a then examine the possible reasons for decline in school leadership applications the declining interest in the principalship in Australia. Does a 20–30 per cent

1 The survey recipients were some 3000 Assistant Principals, Subject Co-ordinators and Religious Education Co-ordinators in the 588 Catholic schools throughout New South Wales, of whom 1024 replied (a response rate of 30 per cent).

Research Conference 2007 28 level of interest in applying for the achievement were less attractive than performed poorly on standardised job of principal (i.e. 30 per cent of more high-achieving schools. The exams were also more likely to Catholic teachers and 24 per cent authors concluded that low-performing have less experienced principals and of state school teachers) constitute schools were ‘greatly disadvantaged in principals who received their degrees evidence of an impending shortage of recruiting school principals’ (Winter & from lower ranked colleges (Papa, applicants? Barty et al. (2005) conclude Morgenthal, 2002). Lankford & Wyckoff, 2002). that the results of both surveys ‘seemed In summary, many Australian In Australia, factors such as years a little too high to indicate a critical researchers maintain that the number of experience and the status of decline in interest in the principalship’. of applicants for the principalship is one’s tertiary institution would not An American study of the attributes declining. While admitting that ‘data on necessarily be seen as legitimate and career paths of school principals the principal aspirant pool, both current measures of leadership quality. We in New York State came to a similar and prospective, are often difficult therefore must rely on the qualitative conclusion. It found that although up to obtain’, Peter Gronn and Karin evidence gathered by Peter Gronn to 60 per cent of current principals Rawlings-Sanaei concluded on the basis from educational administrators and may retire over the next five years, the of enquiries of Australian state and members of selection panels on school number of individuals under the age territory education departments, that boards, which suggests a ‘diminution of 45 and ‘certified’ to be principals there was an ‘indicative rather than a of the numbers of candidates deemed exceeded the number of principalships definitive, picture of principal shortages’ worthy of short-listing for interview’ by more than 50 per cent (Papa, in many jurisdictions (2003). But to the (Gronn & Rawlings-Sanaei, 2003). It is Lankford & Wyckoff, 2002). extent that there is a problem with the possible that evidence of lower levels of Large-scale quantitative studies may not future supply of educational leaders, it is interest in the principalship in particular be adequate to convey the complexity important to acknowledge that the level schools does mean less competition of this issue, as the level of interest in of interest in the principalship varies for such positions and therefore might applying for principal’s positions appears between schools, with some types imply that the successful applicants to differ between schools. A qualitative of school, such as rural schools and do not possess the ‘qualities’ of those study of the supply of school principals schools with lower levels of student who would have succeeded in a more in South Australia and Victoria achievement, appearing less attractive highly contested process. On the other concluded that the route to becoming to potential applicants than others. hand, there is debate about the extent a principal varies by type of school. The to which current selection processes study found that some schools have The quality of the pool of work to identify the best person for the fewer applicants for the principalship applicants principalship (Blackmore, Thomson & Barty, 2006). Overall, it is likely that the than other schools, and identified the Reports of a declining level of interest quality of applicants, like the number many local and contextual factors that in applying for the position of school of applicants, will vary according to influenced the number of applications. principal also suggest that there is a the characteristics of individual schools Factors such as the location of the decline in the ‘quality’ of applicants (see (Papa, Lankford & Wyckoff, 2002; Barty school and its student population ASPA 1999, Gronn & Rawlings-Sanaei, et al. 2005; Winter & Morgenthal, influence the number of applications 2003). The concept of ‘quality’ in for principals’ positions, as well as ‘local teaching and school leadership is highly 2002), knowledge’ about other staff who are contested and the available measures of applying for particular jobs (Barty et al, Reasons for a decline in interest ‘quality’ are quite narrow. For example, in the principalship 2005). Variation in the level of interest using the two measures of years of in particular types of school is also experience and the status of the college The total number of schools in evident in other countries. In Austria, from which principals received their Australia has remained roughly the the government reports difficulties in Bachelors degrees, an American study same over the past 30 years, whereas attracting applicants to principalships found that the urban schools within the size of the teaching workforce in rural and remote schools (Schratz New York City were much more likely has increased by over a third (ABS & Petzold, 2007). An American study to have less experienced principals and Catalogue No. 4221.0). This would measuring the level of interest among principals who received their degrees imply that there are ample numbers assistant principals in applying for from lower ranked colleges than of potential applicants for leadership different types of schools found that schools in suburban districts. Within positions. But it is possible that schools with low levels of student New York City, schools where students principals are retiring at a faster rate,

The Leadership Challenge: Improving learning in schools 29 due to the effect of the post-war baby they were ‘mainly a manager’. Sixty per and school leaders have increased, the boom and thereby creating more cent of principals said that they spent scope for institutional level autonomy vacancies. In 2003, more than half the ‘too much’ time on accountability and and discretion, promised by such teaching workforce was over 45 years 72 per cent agreed that the worst thing initiatives as school-level budgeting, has often been severely circumscribed by of age and an increasing number of about their job was ‘the amount of externally imposed fiscal and resource teachers and principals were expected unnecessary paper work’ (DET, 2004). constraints to retire by 2010 (MCEETYA, 2004). These findings are consistent with Gronn & Rawlings-Sanaei 2003 Another impetus to early retirement in several studies of the changing role of some jurisdictions was superannuation Hargreaves and Fink (2003, 2005) also school principals in Western countries. schemes that provided an incentive argue that much of recent educational Major changes in the role of school to retire at 54 years and 11 months reform has been unsustainable, in the principal over the past two decades (Gronn & Rawlings-Sanaei, 2003). sense that it has had an overall negative are identified as increased local site Another socio-demographic factor that effect on the individuals and systems management, including global budgeting should be taken into account is the that it aimed to assist. in some jurisdictions; increased rise in two-career families. Research The past decade and more has seen accountability requirements from suggests that adults in dual-career the educational reform and standards employing authorities, particularly in families employ a range of adaptive movement plummet to the depths the domain of student achievement; strategies at different stages of their of unsustainability, taking educational altered relationships with the school lifespan to attain work–life balance, that leadership with it. The constructive community, partly influenced by and compelling idea of standards influence both their individual career increased school choice; and a – that learning comes before teaching aspirations and labour market mobility general increase in time allocated to and that we should be able to know (Becker & Moen, 1999). management and paperwork compared and demonstrate when learning has occurred – has degenerated If the job of school principal has to time spent on educational leadership into a compulsive obsession with become more demanding and stressful, (Whitaker, 2003; Gronn, 2003; standardization. this knowledge could be deterring Stevenson, 2006; Hargreaves & Fink, Hargreaves & Fink 2005 potential applicants from applying for 2003, 2005). the principalship, and may also account Peter Gronn concludes that school A way forward for their different levels of interest leadership has been reconstructed as in applying for positions in particular Governments have responded to the a form of ‘greedy work’, defined as types of school. A major Victorian perceived crisis in school leadership ‘a type of occupational servitude in government study on principals’ in Australia in a number of ways, which the expectations and demands workload and its impact on health primarily by focusing on building on leaders have become all-consuming’ and well-being found 78 per cent ‘capacity’ within the existing teaching (Gronn & Rawlings-Sanaei, 2003). of principals and assistant principals force, through programs to identify and He argues that the lack of interest in reporting ‘high’ or ‘very high’ levels support potential school leaders early the principalship is the product of a of work-related stress, compared to in their teaching careers. But these widespread ‘disengagement’ with school 55 per cent of white collar workers initiatives may not be enough. It has leadership due to the infiltration of in comparable occupations. While been pointed out that the aspirations a new paradigm of governance that the respondents reported an almost of the new generation of recruits emphasises accountability through universal ‘love’ for their job (90 per to the teaching profession could be school-level performance outcomes. cent agreeing with the statement ‘my different from those of the previous generation. The cohort of ‘Generation job gives me great satisfaction’), the For teachers and administrators to Xers’ are likely to be more ‘outwardly’ sheer volume of work was regarded as submit themselves to the effort norms rather than ‘upwardly’ mobile, with the biggest source of stress. There was and expectations of performance a preference for keeping their life a clear tension between the desire to enshrined in institutional charters, employment contracts, personal options open rather than committing be an ‘educational leader’ versus the productivity targets etc ... demands themselves to one particular career demand to be a ‘manager’. While over the exertion of previously undreamt path (Gronn & Rawlings-Sanaei, 2003). 90 per cent of respondents preferred of levels of physical, cognitive and to think of themselves as ‘mainly an emotional energy expenditure. At the Using the concept of sustainability educational leader’, only 20 per cent same time as these role demands and from the environment movement, said that this was the reality, and that associated expectations for teachers Hargreaves and Fink argue that

Research Conference 2007 30 fundamental cultural change is 7 Conservation – honors and learns principals in two states in Australia. necessary to reform the institution from the past to create an even The Australian Educational Researcher of school leadership in the 21st better future; revisits and revives 32(3). December, 1-18. organisational memory; moves century. They propose that sustainable Becker, P. E., & Moen, P., (1999). Scaling beyond the best of the past. leadership in education should be a back: Dual-earner couples’ work– shared responsibility that does not Hargreaves & Fink 2005, pp. 19–20 family strategies. Journal of Marriage unduly deplete human or financial and the Family 61 (November), resources, nor exert damage on the Conclusion 995–1007. surrounding educational environment and school community. The concept This paper has examined the evidence Blackmore, J., Thomson, P., & Barty, of sustainability ‘is basically concerned from various sources about an K. (2006). Principal selection. with developing and preserving what impending crisis in school leadership Homosociability, the search for matters, spreads and lasts in ways due to a decline in the number of security and the production of interested and suitable applicants for that create positive connections and normalised principal identities. principals’ positions. Evidence suggests development among people and do no Educational Management, that there is a decline in the pool of harm to others in the present or the Administration and Leadership. potential applicants for the principalship, Vol 34(3). 297–317. future’ (Hargreaves & Fink 2005). but that the level of interest in the Caldwell, B. J. (2000) Innovation Hargreaves and Fink offer seven position is also influenced by the and Abandonment for Successful principles of sustainability that should characteristics of individual schools. The Leadership in Schools of the Third guide and underpin educational change level of stress reported by principals Millennium, Conference of the New and leadership: and assistant principals could be a major deterrent to the pool of potential Zealand Principals’ Federation and 1 Depth – the moral purpose of applicants for leadership positions. the Australian Primary Principals’ fostering deep and broad learning There is compelling evidence that the Association, Celebrating Leadership into within relationships of abiding care role of school principals has changed the Third Millennium, Christchurch, NZ, for others over the past two decades with June 29–30, cited in Neidhart, H. & Paul Carlin 2003. To apply or not to 2 Length – succession planning to increased expectations of management apply: incentives and disincentives of preserve and advance value over at the expense of educational principalship. Paper presented to the time leadership. Fundamental policy reform may be necessary to make educational Hawaii International Conference on the 3 Breadth – no one leader or leadership sustainable in the future. Social Sciences, 12–15 June. p. 2. institution should control everything; d’Arbon, T., Duignan, P., & Duncan. D. J. distributed leadership References (2002). Planning for future leadership 4 Justice – does no harm to and Australian Bureau of Statistics (various of schools: An Australian study. Journal actively improves the surrounding years). Schools Australia Catalogue No. of Educational Administration 40(5), environment; shares knowledge 4221.0 468–485. and resources; does not prosper at Australian College of Educators Department of Education and Training another school’s expense (2006). Excellence in school leadership: (2004). The privilege and the price. A 5 Diversity – promotes diversity An issues paper. Prepared by the study of principal class workload and its and learns from diversity; creates Australian College of Educators for impact on hand wellbeing. Final report. cohesion and networking among the Australian Secondary Principals’ August. State of Victoria. richly varied components Association. Gronn, P. (2003). The new work of 6 Resourcefulness – develops and Australian Secondary Principals’ educational leaders. Changing leadership does not deplete material and Association (1999). School leaders: practice in an era of school reform. human resources; takes care of its Shortage and suitability in Australian Sage: California. public schools. Policy paper. leaders by making sure they take Gronn, P. & Rawlings-Sanaei, F. (2003). care of themselves; renews people’s Barty, K., Thomson, P., Blackmore, J., & Principal Recruitment in a climate of energy; wastes neither money nor Sachs, J. (2005). Unpacking the issues: leadership disengagement. Australian people Researching the shortage of school Journal of Education 47(2) August.

The Leadership Challenge: Improving learning in schools 31 Hargreaves, A., & Dean, F. (2003). Winter, P. A. & Morgenthal, J. R. Sustaining Leadership (making (2002). Principal recruitment in improvements in education). Phi Delta a reform environment: Effects of Kappan, 84(9) May, 693–700. school achievement and school level Hargreaves, A., & Dean, F. (2005). on applicant attraction to the job. Sustainable Leadership. USA: Jossey- Educational Administration Quarterly Bass. 38(3). August, 3,19–340. http://www.sofweb.vic.edu.au/pd/ schlead/pdf/understanding_prin_class_ leadership_aspirations_report.pdf Lacey, K. (2002). Understanding principal class leadership aspirations: Policy and planning implications. Right Angles Consulting for Department of Education and Training School Leadership Development Unit. June. (accessed 7 May 2007). MCEETYA (2004). Demand and supply of primary and secondary school teachers in Australia. Full Report. (accessed 7 May 2007) http://www. mceetya.edu.au/verve/_resources/- DAS_teachers-PartsA-d.pdf Papa Jr., F. C., Lankford, H., & Wyckoff, J. (2002). The Attributes and Career Paths of Principals: implications for improving policy. University of Albany: SUNY, March. Schratz, M., & Petzold, K. 2007. Improving school Leadership. Country background report for Austria. March http://www.oecd.org/document/ 53/0,2340,en_2649_34859095_ 38529205_1_1_1_1,00.html Stevenson, H. (2006). Moving towards, into and through principalship: Developing a framework for researching the career trajectories of school leaders. Journal of Educational Administration, 44(4), 408–420. Whitaker ,K. S., (2003). Principal role changes and influence on principal recruitment and selection. An international perspective. Journal of Educational Administration. 41(1), 37–54.

Research Conference 2007 32 Authoritative leadership, action learning and student accomplishment

Professor Dinham joined ACER in July 2007 as and I considered how models of good Research Director, Teaching and Leadership. In parenting could be appropriate models July 2007 he was appointed Visiting Professorial Fellow at the University of Wollongong. for teaching, and how four parenting and teaching styles might impact upon Abstract and help to explain student self-esteem and student welfare practices and There is a vast body of research programs in schools (Scott & Dinham, confirming the important influence 2005). of the classroom teacher on student According to Baumrind, two dimensions achievement (see Hattie, 2002, 2003; Stephen Dinham underlie parenting style: responsiveness Mulford, 2006; Rowe, 2003). Research Director, and demandingness. Each considers the Teaching and Leadership A key issue then, is that of how the nature of the parent–child relationship. quality of teaching and learning within ACER Responsiveness, also described as individual classrooms can be influenced warmth or supportiveness, is defined and improved. Stephen Dinham taught in government secondary as ‘the extent to which parents schools in NSW before being appointed to the University of Western Sydney where he held Based upon findings from a range of intentionally foster individuality, self- a number of positions including Head of the research projects investigating aspects regulation and assertion by being Department of Curriculum Studies, Associate of quality teaching, I believe that two attuned, supportive, and acquiescent to Dean (Postgraduate) and Associate Professor. key, related influences on classroom children’s special needs and demands’. In 2002 he took up the position of Professor of achievement are educational leadership Demandingness (or behavioural Teacher Education, Pedagogy and Professional and teachers’ professional learning. control) refers to ‘the claims parents Development in the School of Education, This paper concentrates mainly on the University of New England. make on children to become integrated former (see Dinham, 2007b for more into the family whole, by their maturity In 2005 he took up the position as Professor on the latter). of Educational Leadership and Pedagogy at the demands, supervision, disciplinary efforts University of Wollongong. Educational leadership, like teaching and willingness to confront the child He has conducted a wide range of research and life generally, is heavily dependent who disobeys’ (Baumrind, 1991: 62). projects in the areas of educational leadership upon relationships. There are By considering the two dimensions of and change, effective pedagogy/quality teaching, two fundamental dimensions to responsiveness and demandingness postgraduate supervision, professional teaching relationships: responsiveness and standards, teachers’ professional development, and whether each is low or high, four demandingness (Baumrind, 1991). middle managers in schools, and teacher parenting styles have been proposed by satisfaction, motivation and health. This paper considers the two researchers: He is a Past President of the NSW Branch of dimensions in the contexts of parenting, 1 Uninvolved – low responsiveness, the Australian College of Educators and chaired where these were first proposed, the NSW Minister for Education and Training low demandingness; and ACE Quality Teaching Awards introduced in and then teaching and educational 2001 until 2007. leadership, where I believe these have 2 Authoritarian – low responsiveness, equally valid and valuable application. high demandingness; In June 2002, he was appointed to the Interim Committee for a NSW Institute of Teachers and A postscript considers how 3 Permissive – high responsiveness, in August 2002, to the Commonwealth Review responsiveness and demandingness low demandingness, and of Teaching and Teacher Education. may have shaped and can explain 4 Authoritative – high responsiveness, He is a Fellow of the Australian College of educational change since the early Educators, a Fellow of the Australian Council high demandingness. for Educational Leadership, and a Fellow of the 1960s. Australian Institute of Management. In our earlier paper we stated (Scott & Dinham, 2005: 29–30): In 2005 he was awarded the Sir Harold Parenting styles Wyndham Medal by the Australian College of Different styles of parenting have been … authoritative parents are high Educators in recognition of his contributions to on both responsiveness and the subject of considerable research education. demandingness. They are warm and since the 1960s, with the pioneering supportive of their children, aware of In 2006 he was awarded a national Carrick work of Diana Baumrind particularly Australian Award for University Teaching their current developmental levels and – Citation for Outstanding Contributions to influential (see Baumrind, 1989, 1991). sensitive to their needs. They also, Student Learning. In an earlier paper, Catherine Scott however, have high expectations, and

The Leadership Challenge: Improving learning in schools 33 set appropriate limits while providing Responsiveness structure and consistent rules, the reasons for which they explain to Low High their children, rather than simply High expecting unthinking obedience. While they maintain adult authority they are also willing to listen to their child and to negotiate about rules Authoritarian Authoritative and situations. This combination of Leadership Leadership sensitivity, caring, high expectations and structure has been shown to have the best consequences for children, who commonly display academic achievement, good social skills, moral maturity, autonomy and high self- esteem. Demandingness Uninvolved Permissive We argued that an authoritative Leadership Leadership teaching style where high responsiveness is accompanied with high demandingness provides the best model for enhancing both student Low achievement and self esteem, and that Figure 1: Four Prototypes of Leadership (after Baumrind) a pre-occupation with building student self esteem through a permissive approach in the hope that this will translate into student achievement and central role of relationships. As with Under uninvolved leadership staff are development is counter-productive. We any typology, the four prototypes left to their own devices with few noted recent research where schools are ‘extremes’ unlikely to be found demands made upon them, receiving that were successful in facilitating in the ideal form, but assisting in little direction or support. Positive and students’ academic, personal and social understanding reality. negative feedback and recognition tend development achieved this through an to be lacking. Students perceive such effective balance of focus on student What might each type leaders as remote, and uninvolved achievement and student welfare, of leadership look like, leaders tend to have a low profile in regardless of whether the school might based upon the findings the community and wider profession. be perceived by others as being either of the above research Standards and expectations from a ‘welfare’ or ‘academic’ school, an projects? the uninvolved leader are not clearly unhelpful and damaging false dichotomy articulated and are possibly too (Scott & Dinham, 2005; Dinham, 2005). Uninvolved leadership low. The resultant inconsistency and uncertainty can lead to confusion, In considering the findings of a range The uninvolved leader is low in both conflict and poor organisational of research projects focusing to various responsiveness and demandingness and performance. degrees on quality teaching, educational practices leadership by abrogation or leadership (including distributive neglect. He or she makes little impact Insufficient attention and direction may leadership) and teachers’ professional of a positive nature on the organisation, be given to key organisational functions learning (Ayres, Dinham & Sawyer, its performance and its culture. The such as planning, policies, recruitment 1999, 2000, 2004; Dinham, 2002; uninvolved leader can be an effective and induction, systems, communication Dinham, Buckland, Callingham, & Mays, administrator and may rationalise his and evaluation. The values and norms 2005; Dinham, 2005; Aubusson, Brady or her lack of educational leadership of the organisation may be unclear & Dinham, 2005; Dinham, Aubusson & through the piles of papers with which (Schlechty, 2005). Brady, 2006; Dinham, 2007a), I believe he or she deals. Alternatively, the Under uninvolved leadership the that the four types of parenting and uninvolved leader may be overwhelmed organisation is reactive, drifting and teaching can be productively applied by his or her situation. possibly sinking. Balkanisation and to educational leadership, given the

Research Conference 2007 34 groupthink can flourish in this leadership the final say on everything. Schools transgress or fail to deliver. Again, some vacuum and sub-groups can push the led by authoritarian leaders can be will exploit this. organisation into dangerous areas. characterised by low risk taking and Schools led by permissive leaders may Other leaders and groups may attempt innovation. be characterised by organisational to keep the organisation on course but There may be considerable untapped looseness and lack of clarity in the this is difficult without support from the potential in organisations led by application of systems and procedures. top. authoritarian leaders. Staff and There may be a lack of individual While good things can happen in students can be infantilised under the and collective responsibility resulting individual classes and among teams authoritarian leader. in a degree of disorder and even of teachers, the organisation overall is Some will appreciate the disobedience and chaos as people ‘do neither a true learning community nor uncompromising stance and strength their own thing’. The permissive leader getting close to reaching its potential. of the authoritarian leader, while may frequently change his or her mind, others will feel stifled and frustrated by depending upon the last person he Authoritarian leadership their lack of input to the organisation or she has spoken with. Permissive Authoritarian leaders are high on and lack of opportunities to exercise leaders often use covert deals to obtain demandingness and expect compliance leadership. cooperation. from all concerned. They have a Some self-directed teachers and traditional conception of leadership Permissive leadership groups of teachers will flourish under based on obedience and respect for Permissive leaders are by definition a permissive leadership regime, positional authority and status. They the reverse of the authoritarian leader. while others will drift through lack of tend not to negotiate or consult with They are more responsive than direction or worse, avoid responsibility. staff, students or the community, but demanding. Permissive leaders may While schools led by permissive leaders expect their orders to be obeyed have good people skills and are open can be happy, sociable places, this may without question. and responsive to the needs and wishes be at the expense of progress and Reflecting their low responsiveness, of others. Permissive leaders may spend achievement as the permissive leader authoritarian leaders focus on much of their time being available. attempts to keep everyone on side. procedures rather than people. Because As permissive leaders value the input of their use of rules, punishments and of others, planning and decision making Authoritative leadership sanctions, they may be feared, rather can take quite some time. Permissive Authoritative leaders share the than respected or liked. Recognition leaders tend to use reason and positive attributes of permissive and positive feedback from the consensus building rather than direction and authoritarian leaders. They are authoritative leader are lacking, although and authority, and the permissive leader responsive, warm and supportive. people may occasionally receive a blast may find it difficult to be decisive. They are sensitive to a diversity of from the leader as he or she reinforces individual and collective needs and are control and authority through pulling Permissive leaders allow staff and inclusive. They are good listeners and people back into line and reminding students a high degree of discretion collaboratively build consensus and them who is the boss. and even indulgence but a lack of direction and accountability can prove commitment. They tend to be good Standards and expectations of the counter-productive. The trust and networkers with a high profile beyond authoritarian leader may be high and leeway permissive leaders extend to the school. The personal qualities of reinforced by extrinsic mechanisms. others can be exploited. The permissive the authoritative leader are admired by Control, consistency and order are leader may demonstrate a reluctance most, but not always all. emphasised at the expense of flexibility or incapacity to intervene or confront, Authoritative leaders are also and compassion. leaving it to others to work out a demanding. They are clear in their solution. Small problems can become Schools of authoritarian leaders may be expectations of themselves, staff and bigger under the permissive leader. orderly and well run with delegation, students. They communicate high reporting and accountability systems Standards and expectations can be standards and set an example that utilised to facilitate this. There tends unclear, contradictory and too low. The others seek to emulate. They are to be a high degree of dependency permissive leader is undemanding and assertive, without over-reliance on the on the authoritarian leader who has may make allowances for those who rules and sanctions of the authoritarian

The Leadership Challenge: Improving learning in schools 35 leader. Authoritative leaders ‘give a lot whole staff forward simultaneously. is use of pedagogic terminology, and expect a lot’ (Dinham, 2005: 348– They are pragmatic and realise that if models and theory, coupled with 351). People say they don’t want to let one waits for everyone to get aboard a conscious effort to de-prioritise the authoritative leader down. the bus, it will never leave. They thus administration and management and empower individuals and groups, Authoritative leaders exercise their prioritise learning within the group. hoping for a contagion or groundswell authority appropriately and in a timely 2. Members of learning communities effect. Through influence and action, fashion. They know when to consult see themselves and their students the authoritative leader moves people and when to be decisive. They have as going somewhere, with learning out of their comfort zones. the skills to work with others and the being an on-going process; learning courage to act alone. Schools led by authoritative leaders becomes contagious, with others Authoritative leaders put students tend to moving and improving through catching the ‘bug’. an emphasis on continual evaluation, and their learning at the centre of 3. Within the group there is evidence, planning and action. Even the school. They seek ways for every recognition that it is necessary to when change is externally imposed, student to experience success and change the way people think if authoritative leaders find ways to use to achieve. They see student welfare there is to be change in how they this to the school’s advantage. as essential to academic success and act, and thus learning, reflection and oversee clear and effective welfare Overall, authoritative leaders have a questioning are important. policies and procedures. positive influence on school climate 4. Members of the group are Authoritative leaders give timely and and culture. Authoritative leaders build leadership capacity and provide for concerned with establishing and appropriate feedback, both positive maintaining upward, continuous and negative. People know where they leadership sustainability and leadership succession when they depart. cycles of improvement; they are not stand with the authoritative leader. satisfied with the status quo. Authoritative leaders place a strong Authoritative leaders Individual and collective belief emphasis on professional learning and action learning and are prepared to invest in this and support inside and outside the school. They As noted, authoritative leadership was 1. Group members possess and model professional learning for a feature of the case study projects. demonstrate belief and respect for others. People have the opportunity These leaders place a major emphasis their profession and discipline; they and encouragement to flourish on professional learning, both by believe in, even love their area and under authoritative leadership. The themselves and others, and had communicate this to others. authoritative leader seeks to develop acted in various ways to foster the competent, assertive, self-regulated staff development of learning communities 2. Members of the group pay attention and students (Dinham, 2005: 352). geared to improvement in educational to social maintenance, trying to outcomes. make their school, department, or Authoritative leaders possess a vision faculty a ‘good place’ (MacBeath, Action learning, where teachers work for the future development of the 2006); members care for each school that they communicate clearly. together to solve problems and other and their students as They tend to have a bias towards develop innovations, was present people and social and professional innovation and action, and practise to various degrees across the case relationships are important to group distributive leadership rather than mere studies, particularly in the evaluation performance. delegation. Other staff are encouraged, of the Australian Government Quality entrusted and supported to develop Teaching Program (Aubusson, et al., Problem solving new programs, policies and practices. 2005). The development of learning The professionalism and capabilities communities in the case studies was 1. There is an emphasis on problem- of others are recognised and the fostered by: or issue-based learning and authoritative leader is able to release recognition of what is important, untapped potential in individuals and Focus on teaching and learning with dialogue about identified issues the organisation. and potential solutions. 1. Learning communities have a focus Authoritative leaders are strategic and on learning and a desire to learn 2. Experimentation, risk taking and realise the impossibility of moving a about learning and teaching; there innovation in teaching and learning

Research Conference 2007 36 are encouraged and are a feature Overall dynamics of the learning As noted, these leaders place a high of learning communities; there is community priority on professional learning, which questioning rather than acceptance they perceive as key to changing 1. Time, place, space and language are of constraints. people, practices and performance. important elements in creating a 3. Teaching and learning are context- learning community. In many of the schools visited as part and person-specific, with efforts of the research projects cited above to contextualise and modify as 2. Overall, what seems to work most effectively is a combination (see Dinham, 2005, 2007 in particular), necessary externally derived the most telling indicator of the power solutions or approaches. of external understanding, advice, assistance and recognition, coupled of authoritative leadership – exhibiting 4. There is ongoing reflection on with a focus on internal issues and both high responsiveness and high and evaluation of existing and solutions, with teacher and group demandingness – was that faculties and new measures within the learning learning to address these through whole schools had been turned around community, coupled with data- empowerment and with internal with commensurate improvement informed decision making. action and accountability. in student performance indicators. Schools and faculties formerly in decline Internal expectations and Conclusion were now thriving with school leaders accountability having to cope with a new problem of The above analysis, arising from the 1. The group creates a climate of high excessive demand for limited student findings of a range of recent research expectations and professionalism places. In other cases, new leaders took projects, is premised on the notion which members rise to, not wanting schools and faculties that had plateaued that educational leadership is heavily to let anyone down, not least at an acceptable level of performance dependent upon relationships. students. to higher levels of achievement. Michael Fullan, a prolific writer 2. Members of the group empower on educational change, has noted To offer a final cautionary note, the each other to take the lead in (2001: 5): ÆSOP study (see http://simerr.une. learning, in turn enhancing individual we have found that the single factor edu.au/projects/aesop2.html) cited and group leadership capacity and common to every successful change frequently in this paper – which effectiveness. initiative is that relationships improve. If examined 50 faculties and teams relationships improve, things get better. 3. Accountability is to the group, achieving outstanding educational If they remain the same or get worse, more than to externally imposed ground is lost. Thus leaders must be outcomes in Years 7–10 in 38 accountability measures; group consummate relationship builders with NSW public schools – found that accountability and self-accountability diverse people and groups – especially the turning around and lifting up are powerful influences on the with people different than themselves. processes can take around six to learning community’s ethos, and seven years to accomplish, although action. Authoritative leaders are ‘relationship’ people, able to ‘read’ and respond some improvements can occur almost immediately (Dinham, 2005, 2007a). Leadership and outside to others. They understand people influence and they understand change, which Those looking for and advocating they help others to appreciate and quick fixes for struggling schools need 1. Leadership outside and inside the come to grips with. They are authentic to consider the intense, coordinated group is important in stimulating and leaders, in that they model those facilitating the learning community. effort and teamwork, and professional qualities, attributes and behaviours they learning under authoritative forms of 2. While learning communities can expect of others. Authoritative leaders leadership that such improvement develop without stimulus or rely more on moral than positional requires. However, the evidence is clear authority, and influence more than action from above or outside, that it can be done. As one research overt control. In their relationships with assistance, guidance, resources participant commented in the ÆSOP and encouragement from others teachers and students, authoritative study, ‘in this school we make plans within and in some cases outside leaders balance a high degree of now, not excuses’. the organisation can facilitate the responsiveness with a high degree of learning process. demandingness.

The Leadership Challenge: Improving learning in schools 37 Postscript – Education to be responsive was to be progressive; Baumrind, D. (1989). ‘Rearing from the early 1960s to to be demanding was traditional. competent Children’. In Damon, W. (Ed.), Child development today and Over time, schools and schooling Today tomorrow. San Francisco: Jossey-Bass, became more responsive and less In the early 1960s education in much pp. 349–378. demanding of students, i.e., more of the world was characterised by high permissive, with commensurate Baumrind, D. (1991). ‘The influence demandingness and low responsiveness, effects on matters such as standards, of parenting style on adolescent i.e., an authoritarian relationship existed expectations, teaching methods and competence and substance abuse’, between schools and students. the balance of the curriculum. Other Journal of Early Adolescence, 11(1), p. As a wave of questioning of tradition, false dichotomies also reflected the 62. accepted practices and authority swept polarisation of ideologies in education: Dinham, S. (2002). NSW quality the western world, this was reflected in knowledge versus skills; process versus teaching awards: Research, Rigour and changing thinking in teacher preparation subject content; competition versus Transparency, Unicorn, 28(1), pp. 5–9. and schooling. collaboration, progressivism versus Dinham, S. (2005). Principal leadership Quite rightly, there was a feeling that conservatism; subjects versus thematic for outstanding educational outcomes, schools needed to respond more to approaches, and so forth. (Dinham, Journal of Educational Administration, students as people and better cater 2006) 43(4), pp. 338–356. for their individual needs. Teachers Predictably there has been something Dinham, S. (2006). Teaching and questioned established school of a reaction to this situation in recent teacher education: Some observations, organisational and teaching practices times, but the false dichotomising of reflections and possible solutions’, ED and over the following decades responsiveness and demandingness Ventures, 2, pp. 3-20. curriculum prescription and testing remains problematic (Dinham & Scott, Dinham, S. (2007a). The secondary gave way to school-based curriculum in progress). development and other forms of head of department and the assessment. Students, like many References achievement of exceptional student members of society, began to speak outcomes, Journal of Educational up and engage in various forms of Aubusson, P., Brady, L., & Dinham, S. Administration, 45(1), pp. 62–79. questioning, protest and activism. (2005). Action Learning: What Works? Dinham, S. (2007b) The dynamics A research report prepared for the of creating and sustaining learning Social concerns such as pollution and New South Wales Department communities’, Unicorn Online Refereed environmental degradation, racism, of Education and Training. Sydney: Article No. 43, Australian College of sexism, drugs, sexual health and University of Technology Sydney. Educators. awareness, nuclear warfare, militarism and multi-nationalism found a place Ayres, P., Dinham, S., & Sawyer, W. Dinham, S., Aubusson, P., & Brady, L. in school curricula. Values education (1999). Successful teaching in the (2006). Distributed leadership through became prominent whilst examinations NSW Higher School Certificate. Sydney: action learning, keynote address, became less so. NSW Department of Education and Fifth International Conference on Training. Educational Leadership, Australian As noted, many of these developments Centre for Educational Leadership, were desirable and even overdue. Ayres, P., Dinham, S., & Sawyer, W. University of Wollongong, 16–17 However, a fundamental error of (2000). ‘Successful Senior Secondary February. perception occurred at this time that Teaching’, Quality Teaching Series, has ramifications to this day. No 1, Australian College of Education, Dinham, S., Buckland, C., Callingham, R., September, pp. 1–20. & Mays, H. (2005). Investigation of the Put simply, demandingness and factors responsible for the superior responsiveness were falsely Ayres, P., Dinham, S., & Sawyer, W. performance of male students in dichotomised. Ideologically, it (2004). ‘Effective teaching in the standardised testing at one primary was believed that any increase in context of a Grade 12 high stakes school, paper presented to the responsiveness towards students external examination in New South Australian Association for Research must be accompanied by, and in fact Wales, Australia’, British Educational in Education, Annual Conference, required a decrease in demandingness: Research Journal, 30(1), pp. 141–165. Sydney, 27 November–1 December.

Research Conference 2007 38 Dinham, S., & Scott, C. (2007). Parenting, teaching and leadership styles, The Australian Educational Leader, 29(1), pp. 30–32; 45. Fullan M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. Hattie, J. (2002). What are the attributes of excellent teachers? available at: http://www.nzcer.org.nz/default. php?cPath=12_148_194&products_ id=485. Hattie, J. (2003). Teachers make a difference: What is the research difference? available at: http://www. acer.edu.au/workshops/documents/ Teachers_Make_a_Difference_Hattie. pdf. MacBeath, J. (2006). ‘Leadership as a Subversive Activity’, ACEL Monograph Series, Number 39. Winmalee, NSW: Australian Council for Educational Leaders. Mulford, B. (2006), Leadership for school and student learning: What do we know?, keynote address, Australian Centre for Educational Leadership, Fifth International Conference, University of Wollongong, 16 February. Rowe, K. J. (2003), The importance of teacher quality as a key determinant of students’ experiences and outcomes of schooling, discussion paper prepared for the Interim Committee of the NSW Institute of Teachers, available at: http://www.nswteachers.nsw.edu. au/library/Rowe.html. Schlechty, P. (2005). Creating great schools six critical systems at the heart of educational innovation. San Francisco: Jossey-Bass. Scott, C. & Dinham, S. (2005). Parenting, teaching and self esteem, The Australian Educational Leader, 27(1), pp. 28–30.

The Leadership Challenge: Improving learning in schools 39 Leaders: Acting to improve outcomes for Indigenous students

Professor Hughes was a member of the team that produced, ‘What Works? Explorations in improving outcomes for Indigenous students’ and ‘What Works, The Work Program’. He is also an Ambassador and consultant for the Australian Principals Association, ‘Dare to Lead’ program.

Paul Hughes Susan Matthews David Unaipon College of Indigenous National Aboriginal Principals Association Education and Research University of South Australia. Susan is a Wiradjuri woman living presently on Dharug land, Susan has extensive experience in education and has worked for the Department Paul has been a Primary School Teacher; an of Education and Training since 1986 in a variety Education Officer with the Department of of positions, ranging from Aboriginal Education Aboriginal Affairs; Director of the Aboriginal Gavin Khan Assistant, Aboriginal School Community Liaison Teacher Education Program and Aboriginal National Aboriginal Principals Association Officer, Classroom Teacher, SEO1 Aboriginal Studies Centre at the University of SA; Chair of Education Consultant servicing over 300 hundred the National Aboriginal Education Committee; schools within the Western Metropolitan Director of Aboriginal Education for the SA Gavin Khan is currently Principal at Williamstown Region, School Principal, SEO2 Aboriginal Department of Education; Director of the Primary School in South Australia’s Barossa Education/Quality Teaching and more recently Yunggorendi First Nations Centre for Indigenous District. He is a Kookatha and Arunta Aboriginal as the Executive Officer for the NSW AECG Education and Research at Flinders University and Australian from the far North of South Australia Inc. Susan is a Life Member of the NSW AECG Dean of the Indigenous College of Education and and has been a primary teacher, an Aboriginal Inc and is committed to raising the profile of the Research at the University of South Australia. Education Teacher, District Aboriginal Education Resource Teacher, District Aboriginal Education NSW AECG at the grass roots community level. With an honorary Doctorate from Flinders Project Officer, District Aboriginal Education Susan has had the privilege of holding several University and a Masters Degree in Education Support Service Manager and Principal. leadership positions on Local, Regional and State from Harvard University he is the first South Management Committees of the AECG since Australian Aborigine to be promoted to Gavin is Co-chair of the National Aboriginal first becoming a member of the Association in Professor. His career has been as a teacher, Principals Association which he was instrumental 1984, as well as having an opportunity on two leader, policy maker, consultant and researcher in establishing in 2006. He has a close association occasions to relieve as the President of the on Indigenous education issues world wide. with the Australian Principals Association NSW AECG Inc. Susan has brought to each Professional Development Council’s (APAPDC) of her positions a commitment and passion for Professor Hughes has Chaired - the South Dare to Lead project, serving as a committee improving the educational outcomes of Aboriginal Australian Aboriginal Education Advisory member on the Dare to Lead National Steering students both within Government and non- Committee; the National Aboriginal Education Committee, Kids Matter and Mind Matters Government educational environments. In 2006 Committee; the Commonwealth Aboriginal National Steering Committee, Leaders Lead Susan was invited to give a Key Note Address Education Policy Taskforce; the MCEETYA working group and a Reviewer for the National at a UN hosted education conference in India Taskforce on Aboriginal Education; the DEST Museum of Australia ‘Indigenous Education (Values Education) “Deepening the Roots and evaluation of the National Indigenous Education Series’. Broadening Vision”, as it related to Aboriginal Literacy and Numeracy Strategy and the Education within Australia. Susan received He is one of the first Aboriginal principals of a Australian Council for Educational Research overwhelming support for her presentation and mainstream school in South Australia and in 2005 Indigenous Standing Committee. as a result has since been invited to present again was involved in carrying out an ‘Open Discussion’ at an International Women’s Conference in India He has also served as a member of - the with South Australia’s Department of Education in June of 2008. Her passion, commitment, and Commonwealth Curriculum Council; the and Children’s Services (DECS) employees drive are second to none. Susan takes up the Commonwealth Schools Commission; the involved with Aboriginal Education. This resulted challenges presented to her with professionalism, Commonwealth Schools Council; the SA Centre in realignment of the structures for the education integrity, credibility and a willingness to enter into for Lifelong Learning and the Commonwealth and care of Aboriginal children and students in debates at senior Government levels in an effort Ministers Strategic Thinkers Forum. South Australia. to bring about real sustainable change in the field He has been awarded – membership of the Gavin has a background in classroom teaching of Aboriginal Education and Training. Order of Australia; an Honorary Doctorate throughout South Australia, teaching in a variety from Flinders University; the Australian College of schools and settings. He has been a passionate of Educators Medal in 2000 and Fellowship of advocate and leader for the improvement of the College; the UNESCO Comenius Medal on educational outcomes of Aboriginal children and behalf of the SA Aboriginal Education Unit and students, building capacity and creating greater an Elders Award from the Indigenous Higher opportunities for Aboriginal teachers to move Education Council. into leadership roles.

Research Conference 2007 40 Abstract • Leadership develops a rich learning community to agree upon what is best environment. and achievable in a school operation. This paper is by three educators who • Leadership builds professionalism Once agreements are made, it is the are Indigenous people with extensive responsibility of school leaders to experience in Indigenous education. and management capability. ensure that they are communicated They discuss the actions of school • Leadership inspires leadership and negotiated with school staff, so leaders needed to address the limited actions and aspirations in others. that Indigenous education actions outcomes being achieved by the and outcomes become the accepted majority of Indigenous school students. APAPDC through its ‘Dare To Lead’ A feature of this paper is the reflections project has applied an Indigenous focus responsibility of all. of Gavin Khan and Susan Matthews to this leadership frame. If you are a on their experiences as Principals school leader with Indigenous students, Leadership develops a rich of schools with majority Aboriginal you need to investigate the Indigenous learning environment student enrolments. The paper takes L5 Frame in detail. It contains 36 key ‘Leaders committed to Indigenous the Australian Principals Association actions for school leaders and 12 perspectives actively promote Professional Development Council - ‘L5 specifically Indigenous situations that contact between Indigenous and non- you will need to consider at some time. Frame for School Leadership’- and adds Indigenous staff and students’ an Indigenous focus to the L5 Frame from their ‘Dare To Lead’ project. The Leadership starts from within Given that there are still great differences in lifestyles and cultures L5 states: ‘Leaders committed to Indigenous between Indigenous and non- • Leadership starts from within. perspectives must personally value and acknowledge Indigenous culture’ Indigenous staff, it becomes really • Leadership is about influencing important that school leaders promote others. By this we mean that leaders must interaction between such staff. School ordinarily accept that Indigenous staff must to get to know each other • Leadership develops a rich learning Australia is part of the fabric of our environment. to ensure that they all understand each country and as such its students have other enough for a working relationship • Leadership builds professionalism cultural values and mores that should that has an effect on successful and management capability. be incorporated as a given. We expect outcomes for Indigenous students. If you to have a personal commitment to • Leadership inspires leadership all staff understand each other, it is improving outcomes for our students. actions and aspirations in others. possible to develop of a whole school We understand that not all people curriculum that includes Indigenous in Australia are totally sympathetic to perspectives. Introduction our Indigenous community, let alone As educators who are Indigenous empathetic. However we would expect Leadership builds people we are particularly concerned that educational leaders continue to professionalism and about the limited outcomes being explore their own feelings about racism, management capability achieved by the majority of our social justice and equity – and then act Indigenous school students. For our professionally in respect of their roles. ‘Leaders committed to Indigenous community and the future of our perspectives are professional in nation as a whole, this has to change. Leadership is about influencing keeping up with current Indigenous School leaders, in particular school others education trends, issues and plans’ principals, must play a major role in ‘Leaders committed to Indigenous If leaders are well informed, they are addressing this situation. Our comments perspectives listen to, and act upon, emanate from the Australian Principals able to work with and encourage Indigenous community input’ Association Professional Development school staff to set performance goals Council (APAPDC) ‘L5 Frame for We understand that our community and targets for personal action in their School Leadership’, which states: is demanding and that there is not work with Indigenous students. They always a confluence between what will ensure that school management is • Leadership starts from within. we want and what the school can underpinned by values of social justice, • Leadership is about influencing ordinarily deliver. It is the responsibility equity and quality relationships, based others. of leaders from the school and our on personal knowledge.

The Leadership Challenge: Improving learning in schools 41 Leadership inspires leadership • staff turnover quite high within their classes. Teachers found this quite challenging as it was a process actions and aspirations in others • Aboriginal student suspensions quite for them of examining their own ‘Leaders committed to Indigenous high (violent behaviour) misconstrued beliefs and in some cases perspectives invite Indigenous Luckily for me I was related to many of fears of Aboriginal Peoples. community role models into the my Aboriginal students, or had grown school to motivate and challenge’ up with many of their parents. This We allocated a significant amount of the school resources to training and By growing individual staff and gave me a slight advantage because development for staff and parents and allowing our community in, leaders there was already a level of trust with employed local Aboriginal people as can personally know of, value and the children and the families that would support staff. I particularly included celebrate their achievements in not normally have been there for any Indigenous education. We are sure that new Principal. From the Aboriginal parents in the training and development when individuals, Indigenous and non- community came tremendous to educate them so that we began a Indigenous, have personally acquired excitement because I was the first process of shared responsibility in terms skills knowledge and confidence they Principal of Aboriginal heritage that had of teaching children. ever been appointed to this school. can aspire further. As a result you To address Indigenous student have ‘grown’ both your staff and your I spent a great deal of time getting health and social problems, I met Indigenous community. While this could acquainted with the community both with interagency groups to develop still be confronting – if you as a leader inside and outside of the school. I partnerships within health and social have done the above – then it should listened to the families and took notice work agencies to implement school- not be so. of what they were saying about the based programs that would assist these school, what their beliefs, concerns and If you as a leader have not done all students in their learning. I expected hopes were for their children and the of the above, then you as leader will teachers to consult with their individual school. I did the same with the staff and students’ parents to develop a clearer certainly fail in Indigenous education found out as much as I could about understanding of how health issues – and you deserve to. the culture of the school, their fears, were impacting on their students’ aspirations, passions and ideas. I then learning. This was not something that Gavin’s reflections introduced structures, policies, practices and plans that would help formulate had been previously tried within a When I received my first appointment school like ours. in 2001 as a school Principal who and achieve our vision. We developed happened to be Aboriginal, I began to strategic plans and priorities, setting If I was going to succeed as an be recognised and supported. It was a targets and agreed upon a common educational leader, then it was up to time in my life that was quite uplifting path to our future. me to ensure that what I was changing and personally satisfying. With my first Throughout this process I made very within my school had cultural integrity. I appointment came an understanding clear what my expectations were of thought – you white fellas have tried it quite quickly that there are some staff, students and families. Amongst your way and failed – so now it was up schools that can only ever be described staff I challenged long-held beliefs about to me as an inexperienced Aboriginal as ‘crisis schools’: pedagogy and introduced processes to Principal to bring the Aboriginal ways of investigate and adopt new pedagogy. knowing and doing to the forefront. • student enrolment 135 Their view was that a majority of • 50% Aboriginal students in the school had learning Susan’s reflections disorders or disabilities. In my view this • category 1 (highest level socio- was a cop-out. If we were to really be From my perspective there are some economic disadvantage) about educational outcomes, then the aspects of the L5 Framework that need • staff morale almost non-existent language of the day had to be about further unpacking within the role of a high expectations, skilled teachers school principal who is Aboriginal. Let • educational outcomes and and target setting based on knowing me paint the picture and then explore attendance significantly below the where the students were and where some of the transformational change rest of the state they needed to be. This ultimately tied that I wanted to create within a small • school vandalism amongst the into the construct of staff beginning to mainstream school in a rural community highest in the state personalise the learning of all students situated within western NSW:

Research Conference 2007 42 • student population of 250 students • sense of community/school I did begin the class, based on the L5 – 98% Aboriginal belonging Framework – ‘Leadership starts from within, leadership is about influencing • new school Principal (Aboriginal) • parent/community ownership of others, and leadership develops a rich – first appointment education learning environment’. It only ran for a • no other school executive staff • Aboriginal ways of knowing, doing 12-month period before I was forced appointed and learning to end it. • 15 of staff were first-year out While it was hard to accept, the Was this because I was a first- teachers fact was that the older students time principal or because I was an • attendance rates – 60% had disengaged with the school Aboriginal principal that tried to put and it would be difficult to turn in place something that was so totally • school suspensions – 40% (extreme this around. But, I had a chance to different and built upon my beliefs violent and aggressive behaviour reinvent education with a prior to as an Aboriginal person? Can we as towards students and staff) school experience for our littlies with Aboriginal principals be allowed to use • educational outcomes – 50% lower an experience that was not based our own cultural knowledge about then that of the rest of the state. on conformity or the acquisition of leadership, teaching and learning and academic skills, but more about them more importantly Aboriginal ways I was an educator who understood of learning, to reinvent education curriculum, teaching and learning and understanding their place and role within a school environment with a about how kids learn, as had principals within a school setting. I wanted to use predominately Aboriginal population? before me. However, I also had the knowledge they already had as a knowledge and understandings from my springboard for further engagement lived experiences. I had to think how when they entered their first formal to use my Aboriginality within my own year of schooling. So was born the cultural leadership framework. This for reception grade of schooling. me was a dynamic and complex set of Consultative processes were values, beliefs, ways of thinking, styles of undertaken and there was great staff, communication and ways of interacting community and parent support for the more broadly with the Aboriginal initiative. However questions asked community and the students than had been done before. where: Building a team of educators (primarily • You can’t just put in place a new non-Aboriginal) that had high grade of schooling. My reply – why expectations around student success not? who could work and function together • What is the curriculum going to under the leadership of an Aboriginal be? My reply – one based on the principal was the order of the day. We students own cultural lived and aimed at building the resilience of the experience knowledge of what they student population by providing them already know. with real choices and experiences that • What assessment strategies are allowed them to see that our school going to be put in place? My was a safe place to be where learning reply – attendance rates, no was valued. suspensions, happy to be at school, There was a need to think outside understanding of routines and of the square and put the needs of expectations around appropriate students at the very heart of what behaviours and engaged in the daily needed to be different in this school: activities of the school. • Aboriginal student identity needed • There is no Departmental policy on to be nurtured, accepted and valued a reception grade of schooling. My • contextualised learning reply – we will make one.

The Leadership Challenge: Improving learning in schools 43 Standards for school leadership: Gateway to a stronger profession?

Abstract Recruitment, preparation, continuing professional learning and recognition of school leaders are widespread concerns for policymakers and practitioners. Standards for school leadership are a notable development in Australia and overseas for addressing these Lawrence Ingvarson Michelle Anderson concerns. In Australia, many quality sets of standards for teachers and Australian Council for Educational Australian Council for Educational school leaders have been developed Research Research but they are not profession-wide. This paper is based on a project ACER Lawrence Ingvarson is a Principal Research Fellow Michelle Anderson is a Senior Research Fellow at was commissioned to undertake by at ACER. Prior to taking up his present part- ACER. Michelle joined ACER in 2005 after two time position he was Research Director of the years as a researcher with the National College Teaching Australia in June 2005. Our Teaching and Leadership Program at ACER from for School Leadership in England. At ACER brief was to review approaches to 2001 to 2006. He began his career as a science Michelle’s work has included, Standards for School standards and options for a national and mathematics teacher, teaching in WA, Leadership (for Teaching Australia), the Australian system for assessment against school Scotland and England before undertaking further Country Background Report for the OECD’s studies in psychology at the University of London. Improving School Leadership Activity (for DEST) leadership standards for prospective He has held academic positions at the University and Higher Education Academic Leadership and established school leaders. of Stirling in Scotland and Monash University in Capabilities (for the Carrick Institute for Learning The review examined in detail five Melbourne where he was an Associate Professor. and Teaching in Higher Education). Currently, professional learning systems, one from Michelle is doing her PhD with the University of Dr Ingvarson is internationally recognised for his Australia and four from overseas. A research on teacher professional development, London, Institute of Education, exploring Leading teacher quality, teaching and leadership standards, Teachers in multi-campus schools. central component to these systems is assessment of teacher performance, school the presence of standards for school improvement and the evaluation of educational leadership to guide professional programs and has published widely in these preparation and the ongoing learning areas. He was a member of the Ministerial Advisory Committees for the Victorian Institute of school leaders. A key focus of this of Teaching (2000–2001) and for the TAFE session is how the profession can play Development Centre (2002–2003), and a a much stronger role in providing a member of the Advisory Council for the National standards-guided professional learning Institute for Quality Teaching and School Leadership. He received the Distinguished Service system. Award from the Australian Science Teachers Association in 2001 and became a Fellow of the Introduction Australian College of Educators in 2005. The need to strengthen preparation and professional development programs for school leaders is recognised nationally and internationally (Huber, 2004). The current OECD international activity Improving School Leadership is testament to growing interest and investment in this field (see Anderson et al., 2007, McKenzie, Mulford & Anderson, 2007). Fuelling such concerns is the changing context within which school leaders work, characterised by increasing complexity in expectations of school leaders and greater demands for accountability. The quality of school leadership has seldom

Research Conference 2007 44 mattered more. School leaders are The ACER Review of guided professional learning system. They expected not only to manage schools standards for school can be applied to any profession. Taken well but to know how to develop leadership together, these components form a their schools as organisations with standards ‘system’ of interdependent the capacity to constantly review and In 2005, ACER was commissioned by and mutually supportive parts. The four improve their performance. Teaching Australia to conduct a review elements of standards, professional of national and international approaches learning, certification and recognition Traditional methods for preparing to developing standards for prospective are interlinked. Take one away and the school leaders and promoting ongoing and established school leaders including system loses its capacity to function professional learning have not been approaches to the certification of effectively as an instrument for standing up very well to these school leaders who meet those encouraging and recognising evidence demands. In the USA, Levine (2005) standards (Ingvarson, Anderson, Gronn of professional learning. has written a damning critique of the & Jackson, 2006). The purpose of the capacity of university degree programs review was to inform the deliberations ‘Certification’, as the term was used as a pathway to preparing future of the Board of Directors of Teaching in this review, is an endorsement that standards of practice have been school administrators. In Australia until Australia as it considered options for met. That endorsement might be recently, it would have been difficult the development and implementation awarded by different agencies, such as a to point to any systematic programs of national standards for school government or an employing authority, for preparing school leaders across leadership. This paper summarises the or a professional body. Advanced most states and territories. The field findings of that literature review. certification by a professional body, is was typified by brief courses, often The review showed that, while it might usually a voluntary process. unrelated to each other and rarely not be possible to argue that there is sequential over time. Future leaders a strong school leadership profession There is no professional certification caught what they could on the run. in Australia currently, there is a strong system for the teaching and school It has been possible to gain school desire among members of principal leadership profession in Australia. Each principal positions with little formal associations to move in that direction. education sector authority prepares training in school leadership. That claim needs to be carefully school leaders in its own way to qualified. In the sense used here, one work in its own system. What are the Many countries recognise that they of the key markers of a profession is its possibilities of the teaching profession need to overhaul structures and capacity to operate its own professional not only developing, but operating, a programs for the preparation and learning system; that is, its capacity to: national system for the professional ongoing learning of school leaders. a develop standards that describe development of its school leaders Internationally, a notable feature in this what school leaders should know and principals; a system guided by overhaul is the use of standards for and be able to do and what counts profession-wide standards whose school leadership as a framework for as meeting the standards certification holds respect and credibility developing preparation and professional with all education authorities as a valid development systems for school b provide an infrastructure for indicator of demonstrated leadership leaders. professional learning that enables abilities? school leaders to develop the Standards are seen as a means of attributes and capabilities embodied One of the main purposes of our clarifying what school leaders should in the standards review was to explore the extent know and be able to do, based where to which it might be possible to c operate a system for assessing and possible on a synthesis of research and move toward a standards-guided providing professional certification professional judgement. The assumption professional learning system for school to school leaders who meet the leaders in Australia. We used the is that a set of carefully prepared, valid standards standards can give clearer direction four components of such a system to to prospective school leaders as they d gain recognition from school provide a structure for our review. plan their professional learning. They authorities for members who gain can also provide challenging goals for professional certification. established school leaders to aim for Collectively, these basic components over time. form what might be called a standards-

The Leadership Challenge: Improving learning in schools 45 Examples of standards- 5 Connecticut, USA: Standards Professional work is a blend of guided professional for School Leaders (Council values and expertise, and developers of Chief State School Officers of professional standards have to learning systems for Interstate School Leaders Licensure weave the two together. Standards school leaders Consortium, ISLLC and Connecticut writers have to ask hard questions Australia has had a vigorous period State Board of Education, USA). of researchers if the standards are to have validity and credibility. These of standards development over the These systems were chosen because are questions about the knowledge past fifteen years or so. Professional they offered potential models for base of professional practice, not associations and employing authorities a national approach to leadership opinions about the personality traits have both been active. Every Australian standards. We developed a set of and characteristics of good principals. State and Territory education authority questions to structure our review Hard questions focus on what we has some form of standards for of each system. This set included know about the relationship between school leadership. However, only a questions such as: few of these efforts reflect a deep leadership practices and student understanding of what standards are • Who developed the standards for learning. More realistic questions, and what is involved in developing school leadership and for what perhaps, focus on the relationship standards that are usable. By definition, purposes? between leadership practices and improvements in school culture, or in standards are measures – they are tools • How is professional learning the quality of teaching. These questions we use in almost every sphere of life to organised to assist prospective or focus instead on the conditions that make appropriate precise judgements established school leaders to attain principals should be accountable for and decisions in a context of shared the standards? meanings and values. As yet, most developing in their schools over time. • How do the activities or programs leadership standards in Australia would They attempt to identify reasonable engage school leaders in effective need further development before they expectations for what principals should professional learning? could form the basis of a professional to be able to achieve over time. learning system for school leaders. • What forms of evidence are used A challenge for those who would to assess whether the standards From our literature search we chose develop standards for school leadership have been attained? to review in depth five examples of is locating where the locus of authority ultimately rests about defining the systems where there was evidence The remainder of this paper provides work of school leaders – with the of the standards being used for a brief overview of what we found and democratic authority base of duly professional learning and recognition ways the profession can play a much elected governments, or with research purposes. These systems included: stronger role in a standards-guided professional learning system. and the consensus of professional 1 Western Australia: Performance associations. The answer is that Standards for School Leaders Contemporary research ultimately it necessarily rests with the (Department of Education, public and our system of democratic Leadership Centre; Murdoch on school leadership government and ministerial authority, as University and Edith Cowan and its implications for it does for all professions. However, the University) standards level of ownership and commitment to professional standards within a 2 England: National Standards for In the past, leadership, has not been a profession will depend on the extent to Headteachers (National College for field of research noted for its capacity which members of the profession are School Leadership, NCSL) for steadily building a sound knowledge entrusted with their development. base, or a commonly agreed upon 3 The Netherlands: Professional definition of leadership. However, our The idea that professions develop Standard for Educational Leaders in reading of the literature was that there their own standards to the exclusion Primary Education (Dutch Principal is increasing confidence that essential of other stakeholders has long gone, if Academy, DPA otherwise known elements of effective leadership it was ever true. Instead, the rationale as Nederlandse Schoolleiders practices can be identified, giving some that a profession presents to the public Academie, NSA) hope to those who seek to develop for some autonomy in developing 4 Scotland: The Standard for standards for leadership that have some professional standards is that the public Headship (Scottish Executive) validity. should place trust in the profession to

Research Conference 2007 46 define and enforce its own standards necessary to recognise that most of our • developing the ability to transform in return for full and open accounts cases of standards systems were from schools into more effective of its practices, especially its quality English-speaking countries. organisations that foster powerful assurance practices. This is an argument Recent versions of school leadership teaching and learning for all based on the importance of a sense of standards resist the temptation to students. ownership in gaining commitment from scope out the full practice of leadership How each system attempted to a profession to a set of professional and management in schools. They focus link school leadership standards to standards. The public does not seek to first on quality student learning, and micromanage professions, but it has a professional learning was the next area move outwards to identify implications of focus for the review. right to demand accounts of its practice for what school leaders should know and responsiveness to its concerns. and be able to do. This trend is How are standards paralleled by a shift in professional Developing standards learning approaches from acquisition of linked to professional for school leadership information to application and critical learning? reflection on that information in a given The ACER review provides an Each of the five systems reviewed was school context. Mentor and coaching introduction to standards and the trying to build stronger links between relationships, self-assessment-type tools steps that are involved in writing their standards and their system for and portfolio entries, are commonly standards that are valid and useful for professional learning. Most of the used approaches. professional learning and certification systems were aware of the need purposes. Standards writers need The ACER review indicated that to develop a professional learning a guiding concept of leadership to leadership standards are beginning to ‘program’ that included a structured frame their deliberations. The review look more like professional standards sequenced set of courses for school illustrates three steps that are involved rather than the old lists of dozens of leaders over time. However, with in developing a complete set of competencies and job descriptions in some significant exceptions, we did not standards for school leaders. The first past sets of competencies (Leithwood find this was common practice among step describes what good leadership & Steinbach, forthcoming). The latter professional preparation programs for practice is, the second identifies how usually had no clear guiding concept school leaders in Australia. evidence about leadership practice can of school leadership underpinning It is one thing to create standards. It is be gathered and the third describes them, showing how the work of what counts as meeting the standard. school leaders was presumed to quite another to ensure they become It is common to find sets of standards link to quality learning opportunities embedded in everyday thought and that do not go beyond the first step. for students. The main organisers in practice. The challenge for these Consequently, the standards can mean recent sets of leadership standards are systems was how to ensure school what anyone chooses them to mean, more parsimonious and interesting, as leaders took the initiative in using the limiting their usefulness in providing researchers and school leaders refine standards to guide their professional a common language to talk about and reorganise their concepts of what learning and to receive feedback and practice and professional learning. effective school leaders know and evaluation about their practice in do. This effort is made possible by relation to the standards. The report reviews how each of the researchers as they synthesise those We found clear differences between five systems went about developing aspects of school leaders’ work that leadership standards, who was involved establish the conditions for effective the five systems that had significance in that development and what was teaching and learning (e.g. Mulford, for the Board of Directors of Teaching included in the standards. Although 2005). The following aspects are Australia, as they considered options there was some variation in details taken from a synthesis by Leithwoood, about the long-term functions of the across the five countries, there was Seashore-Louis, Anderson and Board. The question here was how considerable commonality in the Wahlstrom (2004): to create an effective infrastructure to core features of effective leadership support the professional preparation • developing a deep understanding of practices. Standards did not vary of teachers and school leaders who how to support teachers markedly according to what might be wished to move into school leadership. thought of as very different national • managing the curriculum in ways Our review indicated two clearly and cultural contexts, although it is that promote student learning different paths to follow.

The Leadership Challenge: Improving learning in schools 47 At a basic level, the most common or achievement in the workplace. a record of accomplishment and way of thinking about how to link We found instead that professional achievement in relation to professional standards to professional learning associations of school leaders are standards – for example, a portfolio in the systems we reviewed was to increasingly becoming providers of a containing evidence of engagement develop a course, or even a set of wider range of alternative professional in several leadership efforts, with courses. It seems the obvious thing to learning activities. Particularly important reflections on what one has learned do. The usual thinking is, ‘They need are the activities, networks and other about oneself as a result of engaging in professional development; therefore forms of support that associations in those initiatives. let us develop a course to meet the United States of America provide their need.’ Considerable effort often locally to support candidates for Instead of focusing quality assurance goes into the development of these national professional certification. efforts on the ‘course’, the professional courses, as with courses developed certification model focuses on ensuring One of the main purposes for by the National College for School the quality of the certification. The developing standards is to clarify what Leadership in England. Sometimes the lesson from the National Board for aspiring and established school leaders leadership standards agency develops Professional Teaching Standards should get better at. Well-written, and provides the courses itself, as in (NBPTS) experience is that if you get valid leadership standards map out WA. Sometimes the agency develops the standards and certification right, the deep structure of what effective the course but contracts out provision together with recognition for that school leaders need to learn how to to other providers, as with the NCSL. certification, then a professional learning do over time. The most important And sometimes the agency invites and support infrastructure will develop limitation with the ‘course’ mode of others to provide courses, but the to meet the demand from teachers thinking about professional learning is agency assesses the courses and gives for effective learning experiences and its poor match with standards in this its accreditation to those who meet support. developmental sense. Standards draw its standards for courses. This means attention to the need to focus first The proposed American Board for an agency’s efforts focus on trying to on the person and their long-term Leadership in Education model, based ensure the quality of the course or development, rather than focusing on on the National Board for Professional courses. The limitations in this approach the course. Teaching Standards provided a are several. It is in the nature of standards that promising, alternative approach to As ever with professional development, they represent long-term personal and linking standards to professional the course mode can place the teacher professional learning goals. One does learning. In this model, the standards or school leader in a passive role with not learn, for example, how to lead and agency develops a highly respected respect to their professional learning. manage change in a single course, or professional certification process based Others are doing most of the work over a brief span of time. Neither does on evidence of performance. The identifying their needs. Courses are one learn how to share leadership, or ACER review shows how preparation unavoidably front end loaded. There how to provide leadership in curriculum for professional certification places may be plenty of valuable input, but and teaching through a set of unrelated teachers and school leaders in a the learning that matters most is in the courses. Learning to lead and manage more proactive position in relation back end – at the stage when people change requires opportunities to do to planning and providing their own try to implement their learning in the just that in the workplace. This is not professional learning. workplace. This is when follow-up to say that courses are unnecessary support and feedback are essential if or unimportant. A short course on Assessing and change is to happen. the research related to educational recognising attainment Recent attacks on the quality of change would be very valuable at a of the standards traditional course-based programs for time when a prospective school had preparing school leaders, particularly the responsibility to lead a change Finally, the ACER review examined in the United States of America, initiative with a team of colleagues and approaches used to judge whether highlight the need for alternative routes to learn from the experience. Courses the standards had been met in each of and professional learning offerings in and other activities can be critically the five systems. As these judgements school leadership (Levine, 2005). An important when a person is actively may affect the outcome of high stakes accumulation of academic credits and seeking the professional development decision making, it is vital that the courses is no guarantee of capability they think they need to build up judgement process is rigorous and fair.

Research Conference 2007 48 This was possibly the weakest for long-term consideration by the standards and assessment for component of most systems. We found teaching profession in Australia. Our prospective and established school that the validity of the certification in review suggested that there are leaders. We found four countries apart most systems remains uncertain, as two clear choices for professional from Australia that had made concerted little research appears to have been standards bodies – whether they efforts to redesign programs for conducted as yet to check: conceive of themselves primarily as preparing and developing school leaders course accreditation agencies or as a the validity of the methods for around standards. While none of the providers of professional certification. gathering evidence as measures four international systems represents In considering future options around of the intention embodied in the a model that could be translated to certification, these questions will need relevant standards (i.e. the ‘fit’ the Australian context, as a group to be addressed: between the assessment tasks and they have provided a valuable basis on the relevant standards) • Which agency/ies will provide which to clarify options for the role that certification – for prospective the profession in Australia might play b how well the assessment tasks and established school leaders in developing a national approach to as a group provide evidence that who attain national professional standards for school leaders. covers the standards domain as a standards? whole (i.e. the extent to which it References is appropriate to generalise from • What forms of evidence are the evidence to the candidate’s used to assess whether those Anderson, M., Gronn, P., Ingvarson, L., performance generally) standards have been attained? Jackson, A., Kleinhenz, E., McKenzie, P., Who will develop the methods of Mulford, B., & Thornton, N. (2007). c the quality of training for judges and assessment? Australia: Country Background Report. the consistency between judges in OECD Improving School Leadership making assessments of the evidence • Who will assesses whether school Activity. A report prepared for the (i.e. reliability) leaders have attained the standards Australian Government Department and how will they be trained to use d the methods used in setting of Education, Science and Training. the performance standards the standards fairly and reliably? Melbourne: ACER. (i.e. in determining the level of • Who will provide the professional Huber, S. (2004). Preparing School performance that meets the learning infrastructure to support Leaders for the 21st Century: standard for each assessment candidates for certification? An International Comparison of task, and the level of performance Each of these questions points to Development Programs in 15 needed overall for certification). areas where the profession can play a Countries. London: RoutledgeFalmer, Most of the systems included in the much stronger role. In a professional Taylor & Francis Group. review would struggle to show how certification system, it is the profession Ingvarson, L. C., Anderson, M., Gronn, they addressed, let alone met, these that provides the certification. It is P., & Jackson, A. (2006). Standards for psychometric standards, except the teachers and school leaders who School Leadership: A critical review NBPTS, and perhaps, the Dutch model. develop the methods of assessment, of the literature. Canberra: Teaching When high stakes decisions have to who conduct the assessments, who set Australia. www.teachingaustralia.edu. be made about people’s future it is the standards and provide professional au/ta/go/home/publications/pid/301 imperative that the processes for learning support. From the five systems making judgements can stand up to reviewed here, we concluded that, Leithwood, K., Seashore-Louis, K., scrutiny in terms of these psychometric if the objective is to develop and Anderson, S., & Wahlstrom. K. (2004). standards. In the absence of such implement professional-wide standards Executive summary: How leadership evidence, any certification, whether it is for school leaders, the professional influences student learning. Learning provided by a government agency or a certification model is most likely to from leadership project, the Wallace professional body will quickly collapse involve the profession at every level of Foundation. under legal scrutiny. operation and create the greatest sense Leithwood, K., & Steinbach, R. of ownership. (forthcoming). Toward a second Future directions? The brief for this review was to generation of school leadership The question of linking standards to examine national and international standards. In P. Hallinger (Ed.), Global professional certification is something developments in school leadership trends in school leadership preparation.

The Leadership Challenge: Improving learning in schools 49 The Netherlands: Swets and Zeitlinger Publishers. Levine, A. (2005). Educating School Leaders. Washington: The Education Schools Project. McKenzie, P., Mulford, B., & Anderson, M. (2007) School leadership and learning: An Australian overview. Presentation to the ACER Research Conference, The Leadership Challenge: Improving Learning in Schools. Melbourne, August. Mulford, B. (2005) Quality evidence about leadership for organisational and student learning in schools. School Leadership and Management, 25(4), 321-330.

Research Conference 2007 50 School leadership and learning: An Australian overview1

Phillip McKenzie Bill Mulford Michelle Anderson Australian Council for Educational University of Tasmania Australian Council for Educational Research Research Professor Bill Mulford is an internationally Phillip McKenzie is Research Director of the recognised educator with a deep interest in Michelle Anderson is a Senior Research Fellow at Transitions and Post-School Education and the areas of educational leadership, effective ACER. Michelle joined ACER in 2005 after two Training program at ACER and a Director of implementation of educational change and school years as a researcher with the National College the Monash University–ACER Centre for the effectiveness and improvement. He has published for School Leadership in England. At ACER Economics of Education and Training (CEET). extensively on issues relating to leadership for Michelle has worked on Standards for School Dr. McKenzie’s current project responsibilities organisational learning and student outcomes; Leadership (for Teaching Australia), the Australian include coordination of the Longitudinal school governance and educational outcomes; Country Background Report for the OECD’s Surveys of Australian Youth (LSAY) and the school principal leadership; public attitudes to Improving School Leadership Activity (for DEST) and Australian School Teacher and Leader Survey. schools and education; and leadership issues in Higher Education Academic Leadership Capabilities His international experience includes work rural communities. He holds numerous editorial (for the Carrick Institute for Learning and with the OECD in Paris on multi-country positions on international refereed journals and Teaching in Higher Education). Currently, Michelle studies concerned with the Transition from is the editor for the leadership and management is doing her PhD with the University of London, Initial Education to Working Life and Attracting, section of the next edition of the International exploring leadership in multi-campus schools. Developing and Retaining Effective Teachers. Encyclopaedia of Education.

Abstract how they can best be supported, if they are to avoid role overload and retain This paper draws together findings the key focus on improving student from a recent major review of school learning. Creating the conditions for leadership in Australia. In 2006, DEST effective school leadership requires commissioned an ACER team to focus and support from the systems prepare the Country Background Report within which most leaders work. as part of Australia’s contribution to the The paper discusses some promising OECD’s international activity Improving initiatives in these regards, along with School Leadership. Preparation of the priorities for further development and report provided a timely opportunity research. to consult with key stakeholders and reflect on school leadership issues in Australia. The research confirms that Introduction: Why leadership is important for student the focus on school 1 This paper draws on the report Australia: learning: academic achievement, Country Background Report. OECD Improving leadership? academic self-concept and engagement School Leadership Activity by Anderson et In 2006, the OECD launched a major al. (2007). The report was commissioned in learning are shaped by teacher and international project, Improving School by the Australian Government Department school practices that are influenced by of Education, Science & Training. The Leadership. It has attracted a great school leadership. Leaders contribute to contributions of DEST, the project National deal of interest: Australia is one of 22 student learning through their influence Advisory Committee, and the individuals and organisations consulted for that report on other staff, organisational capacity countries taking part . are gratefully acknowledged. The views in and context. However, there needs this paper are those of the authors and not necessarily of any other organisation or to be greater clarity around the work Information on the project is available from: individual. school leaders are expected to do, and www.oecd.org/edu

The Leadership Challenge: Improving learning in schools 51 The project was stimulated by several reside only in one person, but can be and school outcomes. A wide range related issues. First, effective school distributed within schools and among of different factors are potentially leadership is increasingly viewed different people. The project team important in shaping student outcomes. as a key to education reform and conducted a detailed research review School leadership influences these improved schooling outcomes. and consulted with a broad range of factors and is influenced by them in As a consequence, the roles and organisations and individuals throughout ways that are difficult to conceptualise expectations for school leaders have the country to produce the report and measure. Nevertheless, an changed substantially – being a good (Anderson et al., 2007). extensive research base supports manager able to implement decisions In Australia the field of school the view that leadership is of critical made in head office no longer fulfils leadership has been growing rapidly importance in effective schooling (for the job description in most OECD in recent years and a wide variety of further details, see Mulford, 2007). countries. Second, despite the growing initiatives are under way. Partly because importance attached to school It can be concluded that it does of all this activity, but also because leadership – or is it because of the matter which Australian school a of the diverse nature of Australian growing importance? – a number student attends and how that school schooling, the knowledge base about of countries are struggling to attract is organised and led. Student academic school leadership is somewhat well-qualified applicants to take on achievement, academic self-concept fragmented and policy priorities are leadership roles (OECD, 2005). Third, and engagement and participation in not always clear. Preparation of the there are also concerns about the school and then further study and/or country background report provided extent to which leaders are adequately work have been shown to be linked a timely opportunity to consult with prepared for the job, and the availability to teacher and school practices, that key stakeholders and reflect on school of ongoing professional learning is, practices that can be influenced by leadership issues in Australia. opportunities. school leadership. This paper focuses on what are perhaps The OECD project is an exercise A great deal of the school’s success the two key issues examined in the in international collaboration that is depends on which areas the report – how can (and do) school exploring the following key questions: educational leader chooses to spend leaders influence student learning?; and time and attention. Since a single • What are the roles and what can school systems do to better input by a leader can have multiple responsibilities of school leaders support them in this task? outcomes, leaders need to be able to under different governance In discussing these issues, caution see the whole as well as the individual structures? What seem to be is needed in generalising across the elements and the relationships between promising policies and conditions for diversity of Australian schooling. Unlike them over time. making school leaders most effective some other countries, Australia does in improving school outcomes? not have a single school system. While Australian research demonstrates that • How can effective school leadership schooling across the country has many success is more likely when the schools be best developed and supported? common features, and there have are collegial, consultative, collaborative What policies and practices would been significant steps towards achieving and involve partnerships, and matters be most conducive to these ends? greater national consistency, there are a are shared and owned by stakeholders. number of differences that affect school Small, rural schools offer particular The intention is to help better operations. The situation is made even challenges in this regard. An example understand the changing nature of more complex by the existence of a of Australian research supporting school leadership in OECD countries substantial and diverse non-government these claims is a two-year case study and for countries to share experiences school sector that enrols one-third of and questionnaire study involving and learn from each other. all students. 96 South Australian and Tasmanian In 2006, as part of Australia’s secondary schools, including over 5,000 involvement, DEST commissioned How does leadership students and 3,700 teachers and their an ACER team to prepare a country influence student principals (Silins & Mulford, 2004). The background report in accordance with learning? research found that leadership that the OECD’s guidelines and questions. makes a difference in both position- The guidelines adopted a broad view There are formidable conceptual and based (principal) and distributed of school leadership: the authority and empirical challenges in establishing (administrative team and teachers) responsibility to lead do not necessarily the links between school leadership contexts. However, both forms of

Research Conference 2007 52 leadership are only indirectly related to professional commitment and Australia is experiencing serious student outcomes. capacity that focuses on teaching leadership supply problems (e.g. filling and learning), and provide structure, The important variable that links principal vacancies, and identification of vision, expectations for performance leadership, teachers’ work and student aspirants). Along with such problems and intellectual stimulation; outcomes is organisational learning are a number of factors influencing the however, there is a need for staff supported by appropriate and ongoing attractiveness of leadership positions ownership for any changes in school professional development. Organisational (e.g. negative media coverage and the structure and organisation to be learning involves three sequential intensified nature of leaders’ work). accepted; development stages: a trusting and Paradoxically, however, surveys of collaborative climate; a shared and • distributed or shared leadership is principals show that while role overload monitored mission; and taking initiatives vital for school success, especially and stress are commonly experienced, and risks. The process identified by the where it is collaborative, facilitative, the large majority also report that research is that leadership contributes focuses on student learning and their role as principal gives them great to organisational learning, which in improvement, is motivating for satisfaction. It would seem that the turn influences what happens in the teachers and students alike, and excitement and rewards from leaders’ core business of the school – the develops a critical mass of reform- work are not being communicated teaching and learning. It influences the minded staff. clearly enough to the teacher way students perceive their schooling, workforce as a whole or the public at The research does not imply that that how teachers organise and conduct large. there is a ‘one size fits all’ formula for their instruction, and their educational effective school leadership. The context In most schools and school systems in interactions with, and expectations for, for leadership and school reform must Australia the only formal qualifications their students. be taken more into account with required of school leaders, including The South Australian and Tasmanian variables such as Education Department principals, are the same as those for research also found that students’ policies and practices, school location, teachers – completion of a four-year positive perceptions of teachers’ work school size, and home educational pre-service education course from a directly promotes their participation environment having been shown to recognised institution and registration in school, academic self-concept and have a clear, interactive effect on with the appropriate state regulatory engagement with school. Student leadership, the school and student body. Many aspirant and practising participation is directly and student outcomes. principals, however, do engage in engagement indirectly (through Although the background report postgraduate study and a variety of retention at school) related to was able to draw on a wide range of forms of professional learning. Some academic achievement. School size Australian research studies, this is a specific requirements for becoming is negatively, and socioeconomic challenging area of work that needs a school leader are evident in some status and student home educational ongoing support, the development of sectors (e.g. the Catholic school system environment are positively, linked to new conceptualisations and empirical in Western Australia). these relationships. approaches, and close interaction with Most school systems have now The research indicates that particular the fields of policy and practice. developed a leadership continuum leadership practices seem to be more effective in promoting improved How can leaders be framework that traces the ‘leadership student outcomes in schools: journey’ from aspirations through supported in focusing to beginning in leadership roles, • values held by successful principals on student learning? consolidation and growth, high include being ethical, authentic and Finding the ‘next generation’ of school achievement in the role, and transitions consultative and demonstrating leaders is a key issue in Australia. It to other roles. Such continua are integrity, compassion and an ability draws attention to the need for better being used to support the preparation to promote staff ownership; pathways and processes of support and ongoing professional learning of • successful principals provide for prospective and established school school leaders by identifying the types individual support, develop leaders. Although school leadership of foundation programs and other organisational culture (working is prominent in policy and practice, activities needed at different stages of with and through others to build the background report suggests that the career.

The Leadership Challenge: Improving learning in schools 53 Along with continua, the use of the professional learning of leadership when the schools are collegial and standards frameworks to guide teams seems also set to increase in consultative. Creating the conditions for the professional learning and importance. effective school leadership requires a development of school leaders is a strong sense of partnership and support Although much has been accomplished notable development in recent years from the school systems within which in recent years in better preparing (see also Ingvarson & Anderson, most leaders work. and supporting school leaders, some 2007). Developed by school leader significant challenges remain: professional associations, employers References and researchers, the more recent sets 1 Identifying those factors that of standards reflect a complex and are of central importance in the Anderson, M., Gronn, P., Ingvarson, L., comprehensive professional knowledge preparation of school leaders. The Jackson, A., Kleinhenz, E., McKenzie, P., base. This is in contrast to the lists of development and use of leadership Mulford, B., & Thornton, N. (2007). competencies and elements of job standards frameworks can play a Australia: Country Background Report. descriptions which characterised many significant role in this regard so long OECD Improving School Leadership of the statements about leaders’ work as the frameworks draw on a strong Activity. A report prepared for the in the 1990s. evidence base and are subject to Australian Government Department ongoing monitoring and evaluation. of Education, Science and Training. Principal preparation and other school Melbourne: ACER. leadership programs reflect a variety of 2 Striking an appropriate balance structures, collaborations, institutional between developing capability and Ingvarson, L., & Anderson, M. (2007). arrangements and more active modes competency aspects to leading and Standards for school leadership: of learning. These include measures to managing a school, and meeting gateway to a stronger profession? address leadership capacity-building, individual and school system needs, Presentation to the ACER Research first-time and experienced principal is a continuing challenge. Conference, The Leadership Challenge: mentoring and shadowing programs. A Improving Learning in Schools. 3 Improving the research evidence Melbourne, August. number of these initiatives have been in Australia about how specific developed collaboratively and shared program components affect Mulford, B. (2007). Quality Australian across State and Territory education school leaders’ development and evidence on leadership for improved authorities and sectors of schooling. performance on the job, and how student learning. Presentation to A new development for Australia the benefits compare to program the ACER Research Conference, is Teaching Australia’s nation and costs. The relatively small-scale and The Leadership Challenge: Improving profession-wide in its coverage, Leading fragmented nature of much research Learning in Schools. Melbourne, August. Australia’s Schools Program. The makes it difficult to develop Organisation for Economic Cooperation program is designed to meet the needs knowledge and understanding and Development. (2005). Teachers of mid-career principals with up to 80 of quality professional leadership Matter: Attracting, Developing and principal participants per year in two learning. Retaining Effective Teachers. Paris: cohorts. The intention is to develop a OECD. critical mass of high-performing school Conclusion leaders, who in turn can take on Silins, H., & Mulford, B. (2004). Schools Although Australia has a good overall responsibility for school improvement as learning organisations: effects record in school outcomes, including at school and system levels. on teacher leadership and student in international comparisons of student outcomes. School Effectiveness and Overall, professional learning performance, there are strong pressures School Improvement. 15(3–4), 443–466. opportunities are probably most to lift schooling quality and improve widely established for newly appointed equity. More responsibilities have been principals (e.g. induction programs). devolved to schools and accountability However, a number of programs demands have increased. The leaders of specifically target women and most schools are required to work with Indigenous leadership. In light of calls their staff and community to develop for a need to spread the leadership strategic plans with clearly articulated load in schools and to develop schools outcome targets and improvement as professional learning communities, strategies. Success is more likely

Research Conference 2007 54 Leadership for radical transformation in school education

Abstract in 2006. We shifted the focus to how schools acquired and utilised different There are now high expectations in kinds of resources in their efforts to Australia and comparable countries achieve transformation. The findings for the reform of school education. are reported in Raising the Stakes: From Change on the scale of transformation improvement to transformation in the is required, that is, significant, systematic reform of schools (Caldwell & Spinks, and sustained change that secures 2008). In most of these 38 workshops, success for all students in all settings. an interactive technology was employed Brian J. Caldwell It is evident that such an outcome can to gather thousands of responses. This only be achieved if there is a dramatic Educational Transformations, Victoria paper is concerned with the complexity increase in resources, but this does not of leadership and governance in mean an exclusive reliance on more strengthening and aligning resources to Professor Brian J. Caldwell is Managing Director money (financial capital), although this of Educational Transformations and Associate achieve transformation. Director of iNet (Global) (International is important. Intellectual capital, social Networking for Educational Transformation). capital and spiritual capital are also A broader view of Brian is also a Professorial Fellow at the University important. Building strength in each of Melbourne where he served as Dean of and securing their alignment have resources Education from 1998 to 2004. His work over the last 25 years includes more than 400 profound implications for leadership We found that four kinds of resources presentations, projects and other professional and governance in schools. – we refer to them as ‘capital’ – are assignments in or for 37 countries or jurisdictions required for transformation and that on six continents. He is author or co-author of books that helped guide educational reform in Methodology each must be strong and they must be aligned with the unique mix of needs, several countries, most notably the trilogy on In 2004, I began a review of self-managing schools. Re-imagining Educational interests, aptitudes and aspirations developments in self-managing Leadership (2006) and Raising the Stakes: From that exist in each school. To build this Improvement to Transformation in the Reform of schools. A self-managing school is a strength and secure such alignment Schools (2008, forthcoming) build the case for school in a system of education that radical reform in school education and building a requires outstanding leadership and has experienced a significant amount stronger capacity for leadership and governance. governance. He is a director and Deputy Chair of the of decentralisation of authority and Board of the Australian Council for Educational responsibility. A self managing school is • Intellectual capital refers to the level Research (ACER); Fellow and Life Member of empowered tomake decisions related of knowledge and skill of those who the Australian Council for Educational Leaders (ACEL); and a Fellow of the Australian College of to the allocation of resources within work in or for the school, all of Educators (ACE). a centrally determined framework whom should be at the forefront of of goals, policies, standards and knowledge and skill. The assistance of Jessica Harris and Jim Spinks accountabilities. A key element in the in the conduct of workshops and review of • Social capital refers to the strength literature is acknowledged. review was a series of workshops with of formal and informal partnerships school leaders in self-managing schools. and networks involving the school, Nine were conducted over nine parents, community, business and weeks in early 2005 in Australia, Chile, industry, indeed, all individuals, England and New Zealand and these agencies, organisations and yielded new insights, including the way institutions that have the potential in which the roles of school leaders to support and, where appropriate, were changing. Five were conducted be supported by the school. in two states of Australia in late 2005 to focus more sharply on school • Spiritual capital refers to the strength leadership. The findings were reported of moral purpose and the degree in Re-imagining Educational Leadership of coherence among values, beliefs (Caldwell, 2006). Nineteen workshops and attitudes about life and learning. were conducted around Australia in For some schools, spiritual capital 2006 to share ideas from the book and has a foundation in religion. In learn more. I worked with Jim Spinks other schools, spiritual capital may to conduct six workshops in England refer to ethics and values shared

The Leadership Challenge: Improving learning in schools 55 the smaller the unit of analysis and Global Challeng The e… the closer one gets to the pupil’s experience of education, the greater the proportion of variance explicable by that unit. In accountability terms the models indicate that teachers have the Intellectual greatest influence (adapted from Rowe, 2004, p. 9). capital This finding is supported by research on teaching in 25 countries by the OECD between 2002 and 2004. Teachers Matter clearly demonstrates that teacher quality ‘is the single most Social Financial important school variable influencing Student capital capital student achievement’ (OECD, 2005, p. 26). Hattie drew on an extensive review of literature and a synthesis of findings in more than half a million studies and reached a similar conclusion: Spiritual We should focus on the greatest capital source of variance that can make the difference – the teacher. We need to ensure that this greatest influence … g cr in is optimised to have powerful and ea rn tin GO E lea sensationally positive effects, but they g VERNANC d un an must be exceptional effects. We need pre ers cede earn to direct attention at higher quality nted o ity for l pportun teaching, and higher expectations Figure 1: Aligning the four forms of capital that students can meet appropriate challenges – and these occur once the classroom door is closed and not by reorganising which or how many by members of the school and its community, voluntary agencies and students are behind those doors, by promoting different topics for teachers community. institutions, education and other to teach, or by bringing in more sticks services in the public and private • Financial capital refers to the to ensure they are following policy sectors). monetary resources available (cited in Rowe, 2004, pp. 12–13). to support the school. It is The relationship between these forms An exemplar is Finland (Harris, 2006). acknowledged that some of capital, with a focus on the student, One of several factors accounting schools are in more challenging is illustrated in Figure 1. for the success of Finland in PISA circumstances than others. is the quality of its teachers. Finnish Intellectual capital teachers are highly valued and well paid • Governance is concerned with the professionals who are expected to have formal decision-making processes Rowe’s review of literature on student achievement concluded that: high levels of pedagogical expertise and of the school, defined in part by flexibility within a national curriculum the authorities, responsibilities and In every case more variance [among framework in order to achieve measures of student achievement] accountabilities of participants, and success with students who learn in the interaction of these processes was accounted for at the department level than between schools, and the heterogeneous groups. Applications to with civil society (civil society is the proportion of variance at the class level tertiary education studies are so high network of mutually supporting was more than at the departmental that just 10–12 per cent of applicants relationships that link government, level. A general principle emerges are accepted in teacher education judiciary, business, industry, home, from data such as these and that is programs. The high level of pre-service

Research Conference 2007 56 training is said to contribute to the 10 The school supports a ‘no- social capital and achievement was social status of teachers in Finland and blame’ culture which accepts that particularly strong in church-based is an attraction to capable students innovations often fail. schools which had strong community (OECD, 2005, p.100). networks. While there have been Social capital a number of inconsistencies in the The following sample indicators of findings of research into the relationship intellectual capital illustrate complexity Fukuyama defined social capital as ‘the between social capital and academic in the roles of leaders and managers in ability of people to work together achievement, research has consistently schools. Until recently, there were few for common purposes in groups and shown that there is a link between counterparts, especially in schools in the organisations’ (Fukuyama, 1995, p. 10). parent and community involvement in public sector. Fukuyama (1995) and Putnam (2000) have written of the loss or absence schools and improvements in student 1 The staff allocated to or selected of social capital, especially in western outcomes, including student behaviour, by the school are at the forefront democracies. attendance and retention (Harris & of knowledge and skill in required Goodall, 2006). Increased community disciplines and pedagogies. There has been growing interest in involvement in the school also has the recent years in family- and community- potential to assist student learning and 2 The school identifies and school partnerships, one type of increase the school’s intellectual capital implements outstanding practice relationship that can enhance a school’s through the specific skills, expertise observed in or reported by other social capital. The assumption is that and enthusiasm that members of the schools. schools and their efforts to secure community can offer. success for their students can be 3 The school has built a substantial, In terms of capital formation, there is systematic and sustained capacity for supported by members of the local community who, in turn, may be a connection between social capital acquiring and sharing professional and intellectual capital. Edward Lesser, knowledge . supported in their activities by the school. In the example of Finland, the a consultant at the IBM Institute for 4 Outstanding professional practice is local municipality funds both school Knowledge Management, described the recognised and rewarded. and extra-curricular activities, such as importance of social capital in these terms: ‘Knowledge in organisations 5 The school supports a music tuition for students. Many local schools, in turn, allow their facilities is typically thought of as being either comprehensive and coherent plan explicit (relatively easy to capture while for the professional development to be used by members of the local community for adult education classes maintaining its value) or tacit (difficult to of all staff that reflects its needs and articulate and document without losing priorities. and support providers by assisting them to maintain low cost adult education its value). Social capital is necessary 6 When necessary, the school programs (Harris, 2006). To paraphrase to enable the effective management outsources to augment the Fukuyama’s (1995) definition of social of both explicit and tacit knowledge’ professional talents of its staff. capital, the local councils, schools and (Lesser, 2000, p. 9). 7 The school participates in networks adult education providers in Finland The following are sample indicators of with other schools and individuals, work together for the common social capital. purpose of providing many forms of organisations, institutions and 1 There is a high level of alignment education to the community. agencies, in education and other between the expectations of fields, to share knowledge, solve Interest in creating partnerships parents and other key stakeholders problems or pool resources. between schools, families and and the mission, vision, goals, communities is founded primarily in 8 The school ensures that adequate policies, plans and programs of the research that suggests that by improving funds are set aside in the budget school. social capital, schools may be able to support the acquisition and 2 There is extensive and active to secure higher levels of success for dissemination of professional engagement of parents and others their students. Coleman’s (1988) study knowledge. in the community in the educational found that students from schools with program of the school. 9 The school provides opportunities high levels of social capital achieved for staff to innovate in their better outcomes than schools with 3 Parents and others in the professional practice. low levels. He found the link between community serve on the governing

The Leadership Challenge: Improving learning in schools 57 body of the school or contribute in over many decades. His conclusion Table 1: Percentage of Grade 1 students reading other ways to the decision-making could not be clearer: ‘The aggregate with 100 per cent accuracy at Bellfield process. picture is consistent with a variety of Like State- other studies indicating that [financial] 4 Parents and others in the Bellfield schools wide Bellfield resources alone have not yielded community are advocates of 2004 2004 2004 1998 any systematic returns in terms of the school and are prepared to 100 26.3 35.9 34.6 student performance. The character of take up its cause in challenging reform efforts can largely be described circumstances. as “same operations with greater Transformation was achieved by 5 The school draws cash or in- intensity”’ (Hanushek, 2004, p. 12). building the capacity of staff (intellectual kind support from individuals, While Hanushek was dealing with capital). It called for outstanding organisations, agencies and financial resources on a nation-wide institutions in the public and leadership, notably by former principal or system-wide basis, a similar line private sectors, in education and John Fleming (see Caldwell, 2006). A of argument can be put when the other fields, including business and feature of Table 1 is the performance focus is the school. Consider the case industry, philanthropists and social of students at Bellfield compared to of Bellfield Primary School, which entrepreneurs. those in ‘like schools’ (schools with serves the Melbourne suburb of West a similar profile of socioeconomic 6 The school accepts that support Heidelberg, a community characterised indicators). The latter are funded on from the community has a by high levels of aggression, gambling, the same basis as Bellfield using the alcohol and drug abuse. Enrolment is reciprocal obligation for the school needs-based approach to funding to contribute to the building of about 220 and remains steady. About self-managing schools in the State of community. 80 per cent of children’s families receive Victoria. Expressed simply, Bellfield and the Education Maintenance Allowance 7 The school draws from and ‘like schools’ are starting with the same (an indicator of socioeconomic status), contributes to networks to share level of financial capital, yet students at nearly 60 per cent of students come knowledge, address problems and from single parent families, and slightly Bellfield perform at a far higher level. pool resources. more than 20 per cent are from Part of the reason lies in the way the 8 Partnerships have been developed non-English speaking backgrounds. school has built its intellectual capital. and sustained to the extent that Many of these students are refugees Another is the way it has built social each partner gains from the from Somalia. There is an enrolment capital in the community by working arrangement. of about 20 students Indigenous closely with parents and care-givers to Australian students. It is one of the ensure they understand and support 9 Resources, both financial and most disadvantaged schools in Victoria. what the school is endeavouring to human, have been allocated by the The 1996 Triennial Review revealed accomplish, even at the most basic school to building partnerships that that over 85 per cent of students level to ensure that they send their provide mutual support. were behind state-wide benchmarks in children to schools. Spiritual capital is 10 The school is co-located with or literacy and numeracy. also important because it is evident located near other services in the Transformation at Bellfield Primary that there are shared values and beliefs community and these services are School is reflected in the performance among staff that all students can learn utilised in support of the school. of students on tests that show well, regardless of the challenging circumstances of the socioeconomic Financial capital remarkable improvement, bringing the school close to the essence of the setting. An exclusive reliance on money is definition of transformation (‘success The following are sample indicators of unlikely to achieve the transformation for all students in all settings’). Results financial capital. of schools. While his message is for Bellfield on state-wide tests in often greeted by puzzlement or even Grade 1, as summarised in Table 1, 1 Funds are raised from several anger, the Hoover Institution’s Eric illustrate what has been accomplished. sources including allocations by Hanushek found that increases in Noteworthy are comparisons with formula from the public purse, fees, funding for schools have had, with schools in similar settings, with all contributions from the community, few exceptions for some programs, schools across the state, and with and other money raised from the little impact on educational outcomes results in 1998. public and private sectors.

Research Conference 2007 58 2 Annual planning occurs in cannot persist in the absence of piety, 2 The values and beliefs of the school, the context of a multi-year solidarity and hope that come from including where relevant those that development plan for the school. religious and spiritual sentiments. When derive from a religious foundation, this is lost, societies and economies are embedded in its mission, vision, 3 The financial plan has a multi-year often decline rather than grow. When goals, policies, plans and curriculum. outlook as well as an annual budget. this abounds societies and economies prosper. (Malloch 2003, p. 8) 3 The values and beliefs of the 4 Allocation of funds reflects priorities community are taken into account among educational needs that In other words, some form of spiritual by the school in the formulation take account of data on student capital is inherent in our understandings of its mission, vision, goals, policies, achievement, evidence-based of both social and intellectual capital, plans and curriculum. practice, and targets to be achieved. which is also referred to as ‘human’ capital. Taking schools as an example, 5 There is appropriate involvement of 4 The school explicitly articulates its stakeholders in the planning process. high levels of social capital, networks values and beliefs in publications and and relationships formed by schools presentations. 6 Appropriate accounting procedures would not function effectively 5 Publications and presentations in are established to monitor and without shared trust and ‘other moral the wider community reflect an control expenditure. characteristics’. Similarly, a school’s understanding of the values and intellectual capital cannot be effectively 7 Money can be transferred from one beliefs of the school. category of the budget to another implemented without a strong moral as needs change or emerge. purpose and shared values. The 6 There are high levels of trust influence of spiritual capital on social between the school and members 8 Actual expenditure matches and intellectual capital shows the need of its community intended expenditure allowing for for alignment between all types of flexibility to meet emerging needs. 7 Parents and other stakeholders are resources. active in promoting the values and 9 Educational targets are consistently The strength of spiritual capital in a beliefs of the school. achieved through the planned school community has a number of allocation of funds. 8 The values and beliefs of the benefits for the school. Van Galen school are evident in the actions of 10 The funds from all sources are (1997) found that members of a school students and staff. sufficient and sustainable to meet community who share school values educational needs. are more likely to participate in school 9 Staff and students who are activities. When they share the school’s exemplars of the values and beliefs Spiritual capital beliefs about life and learning, parents of the school are recognised and rewarded. Emerging research into spiritual capital are more likely to feel a connection builds on current understandings of with the school and, based on this 10 The values and beliefs of the school social capital. In his influential research connection, have been found to be have sustained it or are likely to into social capital, Putnam found that more active in advocating for school sustain it in times of crisis. shared religious beliefs and practices improvements and promoting school accounted for more than half of the achievements. Furthermore, Van Galen Implications for social capital that was identified in his (1997) found that when the school leadership and study. Coleman’s (1988) influential and school community are shaped by governance study of social capital in schools also shared norms and values there are noted that religious beliefs were one fewer discipline problems and higher The indicators for each form of capital element of the community which had levels of achievement for all students. illustrate the complexity of leadership and governance if transformation is to an influence on social capital. According The following are sample indicators of be achieved. School leadership itself to Malloch: spiritual capital. has been transformed in less than The often used terms social capital 1 There is a high level of alignment a generation and it is not surprising and human (intellectual) capital themselves are based to a large extent between the values, beliefs and that the numbers of people applying on the existence of good faith, trust, attitudes about life and learning held for the role have decreased sharply stewardship, a sense of purpose and by the school and members of its throughout Australia and comparable other moral characteristics which community. nations. An important implication is

The Leadership Challenge: Improving learning in schools 59 the high priority that should be placed 9 Information about policies and their Lesser, E. L. (2000). Leveraging social on the transformation of programs implementation is readily available capital in organisations. In Lesser, E. for the preparation and professional to all stakeholders. L. (Ed.) Knowledge and social capital. development of school leaders. 10 There is a strong sense of Boston: Butterworth Heinemann. Incentives and rewards should more commitment to policies and their Chapter 1. closely approximate those in the private implementation on the part of all sector. Malloch, T. R. (2003). Social, human stakeholders. There are important implications for the and spiritual capital in economic These and other indicators provided governance of schools. Schools require development. Paper for the Spiritual the starting point for the International the engagement, support and advocacy Capital Planning Meeting, Cambridge, Project to Frame the Transformation of of key stakeholders. As suggested at Massachusetts, October 10–11, 2003, Schools to be conducted by Educational the outset, governance includes formal accessed at http://www.metanexus. Transformations Pty Ltd, funded in part decision making but is also concerned by the Australian Government, with net/spiritual%5Fcapital/pdf/malloch.pdf with links with ‘civil society’. There is a partners in China, England, Finland, the on 5 June 2007. need for transformation in approaches United States of America and Wales. to governance, especially in the public OECD. (2005). Teachers matter: sector. The following indicators of Attracting, developing and retaining good governance may help shape the References effective teachers. Paris: OECD. transformation. Caldwell, B. J. (2006). Re-imagining Putnam, R. D. (2000). Bowling alone: educational leadership. Camberwell: 1 Authorities, responsibilities and ACER Press and London: Sage. The collapse and revival of American accountabilities of the governing community. New York: Touchstone. body and professional staff are Caldwell, B. J., & Spinks, J. M. (2008). clearly specified. Raising the stakes: From improvement to Rowe, K. J. (2004). The importance of transformation in the reform of schools. teaching: Ensuring better schooling 2 Mechanisms are in place to ensure London: Routledge. by building teacher capacities that that obligations in respect to legal liability and risk management are Coleman, J. (1988). Social capital in the maximise the quality of teaching and addressed. creation of human capital. American learning provision – Implications of Journal of Sociology. Volume 94, pp findings from emerging international 3 There is a clearly stated connection 95–120. and Australian evidence-based between the policies of the research. Invited paper at the Making school and intended outcomes for Fukuyama, F. (1995). Trust: Social virtues students. and the creation of prosperity. London: Schools Better Conference of the Hamish Hamilton. Melbourne Institute of Applied 4 Policies have been prepared after Economic and Social Research, consultation with key stakeholders Hanushek, E. A. (2004). Some simple University of Melbourne 26–27 within the school and the wider analytics of school quality. Invited community. paper at the Making Schools Better August. Conference of the Melbourne Institute 5 Policies have been formally Van Galen, J. A. (1997). Community of Applied Economic and Social approved by the governing body. Elders: The Roles of Parents in a Research, University of Melbourne School of ‘Choice’. Urban Review. 6 Policies are consistent in their 26–27 August. Volume 29, Number 1. application across the school so that Harris, J. (2006). Alignment in Finland. students with the same needs are Occasional Paper 1. Melbourne: supported in the same manner. Educational Transformations. 7 Data are used in making decisions Harris, A., & Goodall, J. (2006). in the formulation of policies and Parental involvement in education: making judgements about their An overview of the literature. effectiveness. Unpublished report prepared for the 8 Data are gathered across the range specialist schools and academies trust. of intended outcomes. London: SSAT.

Research Conference 2007 60 Moral purpose and shared leadership: The leaders transforming learning and learners pilot study

Abstract Learning and Learners (LTLL). I acknowledge here the contributions to Shared leadership in education has this project of my academic colleagues been the focus of a great deal of Professor Patrick Duignan and activity, but less attention has been Associate Professor Charles Burford, paid to shared moral purpose and to who have been closely engaged in the the connection between it and shared research element of the project. leadership in the pursuit of learning. The Leaders Transforming Learning and Learners (LTLL) pilot program set out Shared moral purpose Michael Bezzina to explore this gap. This paper presents Whether labelled ‘shared whole school Australian Catholic University some of the emerging understandings vision and goals’ (Cuttance et al., 2003) from the pilot, drawing in particular on or ‘community values’ (Andrews & Michael Bezzina joined the School of Educational focus group interviews, journals and Lewis, 2004) or simply ‘moral purpose’ Leadership, ACU National as an Associate web-based discussions as a source of (Fullan, 2001; MacBeath, 2005), a Professor at the start of the 2007 academic year. For the previous 15 years, he had been in data. shared moral purpose has been system leadership roles in Catholic education in The study reinforces the importance consistently identified in the literature as the Diocese of Parramatta, with responsibility for of shared moral purpose, but one of the fundamental necessities for areas as disparate as curriculum, student welfare, bringing about the kind of change and professional and leadership development, special emphasises the need for explicitness education, and religious education. For one which is supported through a improvement that will deliver desirable memorable six-month period he even acted in common conceptual framework and a student learning in schools. the role of Director of Finance! consistency in the use of language. Barber and Fullan (2005) provide a In a rich and varied career in education he has useful working definition of moral been a classroom teacher, school leader, teacher The experience of the LTLL schools educator, consultant, system administrator also affirms the place of shared purpose. It is: and researcher. He has worked in primary leadership in the pursuit of authentic the link between systems thinking and secondary schools and with teachers learning, but at the same time warns and sustainability. You cannot move and leaders in Australia, New Zealand, Papua New Guinea, Mauritius and Pakistan. He has a against simplistic formulations of how substantially toward sustainability in passionate commitment to the enhancement of this might best be lived out. the absence of widely shared moral leadership capacity in schools, and in particular, purpose. The central moral purpose a commitment to finding ways of making shared Introduction consists of constantly improving leadership a reality – a quest to which he student achievement and ensuring that brings the perspectives of both practitioner and This paper explores the role of shared achievement gaps, wherever they exist, academic. moral purpose and shared leadership are narrowed. In short, it’s about raising in supporting teachers as they strive for the bar and narrowing the gap. authentic learning in their schools and There is a need for this shared sense classrooms. Much has already been said of purpose to be grounded in a and written about shared leadership shared commitment to explicit values with its many labels and many forms, (Andrews & Lewis, 2004). In other but less attention has been paid to words, it is not sufficient to have a what shared moral purpose might look broad aspiration. There needs to be like in practice, and to the connection clarity and detail in the way the purpose between this and shared leadership in is understood – and in particular about the pursuit of learning. This gap will be the values that underpin it. explored through a brief examination of the literature and by exploring the The challenge is to find a way to insights which are growing out of a pilot surface this moral purpose and then program conducted in nine schools to make it part of the discourse of the during 2005 and 2006. This program school so that it can be embedded in is known as Leaders Transforming practice. While the sources cited so far

The Leadership Challenge: Improving learning in schools 61 in this paper give strong support to the Bezzina, 2006), and these will not be Leaders transforming need for shared moral purpose, and revisited in this paper. Suffice it to say learning and learners go so far as to encourage explicitness, that, while simplistic assumptions about they devote more attention to shared leadership are not helpful, there pilot issues of sharing than to the detailed are still powerful arguments supporting LTLL was designed and managed understanding of the moral purpose its practice. collaboratively by representatives of the of which they speak. In particular, Australian Catholic University, the case Having clarified understandings of shared leadership is seen as a primary study schools and the systems to which way of enhancing the pursuit of, and shared moral purpose, and shared they belonged. It had three major commitment to moral purpose. leadership as a means of bringing this dimensions across the 18 months of its into reality, attention now turns to duration. Shared leadership the central pillar of shared purpose in schools – authentic learning. First, a tentative conceptual framework In a study of leadership in service was developed, which elaborated and organisations, Duignan (2003) Authentic learning made explicit the dimensions of values, advocates the need for an important ethics, leadership and learning which shift in the meaning, perspective Starratt’s (2004) challenge to educators were seen as likely to contribute to and scope (depth and breadth) of is to infuse academic learning with a authentic (transformed) learning for leadership in schools, in order to build personal dimension, and thereby to students. organisational cultures that promote, enrich the whole learning process. He Second, the case study schools were nurture and support shared leadership. argues strongly – even confrontingly engaged in a professional development In other words, increased attention is – that learning that is not authentic to program which familiarised them with being devoted to understandings of the needs of the students’ life or world the framework and assisted them to the exercise of influence within schools is not only inappropriate but unethical. implement its insights in self-selected which goes beyond the individual in a This is a real challenge. school improvement projects. This formal role or with a strong personality. What does authentic learning look like? program provided them with exposure For reasons that range from survival, to elements of the model and the to efficacy, through to principle, the Among other things, it would promote: opportunity to engage with all the practice of investing leadership solely • development of personal meaning; other case study schools as they in individuals is no longer sustainable worked through their own school’s (Duignan & Bezzina, 2006). • awareness of relationship between the self and the subject/object of project. The arguments for this form of study; Third, a research element tapped into leadership use many labels: ‘shared participant perceptions using reflective leadership’ (e.g. Lambert 2002); • respect for the integrity of the tools, discussions, web-based sharing, ‘distributed leadership’ (e.g. Hargreaves subject/object of study; journals, focus interviews and school & Fink, 2004; NCSL, 2006); or ‘parallel • appreciation of implications for the presentations at a closing conference. leadership’ (e.g. Crowther, Hann & trajectory of one’s life; Andrews, 2002; Crowther, Kaagan, There were nine case study schools, Ferguson & Hann, 2002). The search • application of a rich understanding drawn from four Catholic educational for leadership now is for a property of the subject/object of study in systems in NSW. Two of these systems that inheres in the school community practice; were based in country cities and rather than its individual members. • transformation into a more fully the other two were in metropolitan Sydney. Thirty-three teachers made up There seems to be an assumption human individual. the nine project teams who were part that because leadership that is shared (Duignan & Bezzina, 2004) of the study. reflects a more democratic and collaborative approach, it is necessarily The LTLL pilot set out to explore A conceptual framework was at the a ‘good thing’, and that once we how leadership and learning practices heart of the initiative. The researchers accept this conclusion such forms of based on a shared moral purpose might made use of the advantage of having leadership are easily achieved. Duignan facilitate the work of teachers and a group of schools with a common and I have canvassed the problems with leaders in enhancing authentic student religious background to work towards this assertion elsewhere (Duignan & learning. an elaboration of moral purpose, and

Research Conference 2007 62 TRANSFORMINGLEARNING

VALUES ETHICS LEADERSHIP LEARNING

• Catholicity • Authenticity • Participative • Curriculum • Excellence • Presence Practice standards and • Justice • Responsibility • Evidence-based targets • Transformation practice • School and class • Common good • Professional learning organisation TRANSFORMING • Sustainability • Pedagogy-teaching LEARNERS • Community and • Pedagogy-learning culture • Intervention • Change programs • External networking • Monitoring, • Capabilities assessment and reporting

Figure 1: A framework for transforming learning and learners then to align this in a preliminary way LTLL and shared moral the model for me has really with what they saw as the emerging purpose emphasised … the moral nature of consensus in the research on leadership teaching … and learning behaviours that had been Table 1 summarises the perceptions of and: shown to enhance student learning (e.g. the nine project teams related to moral (the model) highlighted the values Crowther, Hann, & Andrews, 2002; purpose, gathered in focus interviews. Crowther, Kaagan, Ferguson, & Hann, and ethics that underpin … authentic No specific question asked in the 2002; Cuttance, et al., 2003; Marzano, leadership. interview addressed this issue directly; Waters, & McNulty, 2005). however the frequency with which it is One of the key benefits of the LTLL In the framework which emerged in mentioned highlights its significance for approach noted by participants was the case of LTLL, the value system participants. the way in which it made the moral gives rise to the identification of an purpose explicit. overarching goal (transformed learners) The transcripts of the interviews We presented different aspects of the that can be attained by means of a contain numerous references to the model to the teachers and looking at series of behaviours in the leadership moral and ethical bases of leadership all the indicators … well this is what and learning domains (which are and learning. Typical comments we should be doing if we are Catholic, themselves value based and ethical). included the following: or excellent, or just … It was fabulous The framework is necessarily tentative, and was intended to be a starting point for structured conversations about values, ethics, learning and leadership Table 1: Perceptions of LTLL case study schools related to shared moral purpose in the case study schools, with the Number of objective of exploring understandings of Theme schools the dynamics at work, and determining The model focused us on issues of identity, authenticity and transformation 8 whether such a framework would be The values/ethics components were of particular significance 7 seen as useful by practitioners. Transformation was seen as a key element of authentic learning 6 The model appears in Figure 1. Leadership is underpinned by values/ethics 5 The findings from the pilot study are The need for authenticity, significance – a sense of the big picture in structuring 4 summarised below. learning

The Leadership Challenge: Improving learning in schools 63 because it really pricked some people’s The collaborative nature of the LTLL turns next to the interplay between consciences. project was valued by participants for these two dynamics. An important dimension of explicitness its capacity to enhance professional was the development of shared learning, to overcome tensions Shared moral purpose language. For example: around the prospect of change and and shared leadership: to overcome the isolation of the the interplay It’s the combination of the theory and classroom. the bottom end stuff because we’ve The dynamic interplay between shared been given, through the theory … a One comment captured the very real moral purpose and shared leadership whole lot of language that we’ve been sense of ownership that was a feature was accurately captured by a participant able to use and validate why we would of the project: in one school’s focus group interview, do things in a certain way, that’s made So once you own it, in the sense you who said: it really logical and so that’s gotten start leading that learning rather than everyone on board. Well, I think the further we got into it, being passed down from on high, and the more it became apparent that the The use of the LTLL process and there’s no ownership. more ownership everybody has, and framework was valued by participating Shared leadership was not taken the more you become a leader, the schools for its strong foundations in the for granted by participants, and the better the quality of learning. And the moral purpose of their schools, for the more we learned, the better all of us opportunities presented by LTLL for became at articulating what we wanted way in which it made explicit various the exercise of such leadership were to achieve, sharing what we were dimensions of this purpose through valued, while still recognising the learning, and it was almost a natural the identification of indicators and essential nature of individuals (and progression around what took place. the use of consistent language, for its usually the principal) to take strong The notion of a ‘natural progression’ impact on teacher beliefs and practices initiatives. One participant commented is very compelling. Logically, moral and for its capacity to engage people about their school’s initiative: purpose can only be shared if it collaboratively in consideration of moral It didn’t come from staff, it didn’t come is understood (made explicit), if it purpose. about as recommendations of staff, it becomes internalised by individuals, came about from somebody who had and if its internalisation is widespread LTLL and shared the overview of the school and a very – factors that are unlikely to come leadership clear and recent overview as a result of into play in the absence of the shared school review and recommendations learning and ownership which are Table 2 summarises the perceptions made through that review. So I think at the heart of shared leadership as of the nine schools related to that leadership was crucial at that point experienced in LTLL. On the other collaboration and shared leadership, because the initial conception of the project came from that point. hand, the development of shared gathered in focus interviews with leadership implies commonality of project teams. Again, respondents were Thus far the issues of shared moral purpose, clarity of conceptualisation not prompted directly to comment on purpose and shared leadership have and a shared language – which feature this dimension. been treated in isolation. The focus strongly in the experience of shared moral purpose in LTLL. There is a process of reinforcing interaction taking Table 2: Perceptions of LTLL case study schools related to shared leadership place here.

Number of Simply having named a shared moral Theme schools purpose, or committing to shared The value of shared leadership/ownership, gaining and maintaining commitment 8 leadership does not wipe away all the The importance of shared professional learning and dialogue 7 obstacles to success. As in all examples Challenge of involving the whole staff 7 of change, anxiety and lack of trust Maintaining staff harmony when threatened by change 7 can work to prevent people acting in Awareness that all can contribute to leadership 5 ways that will reflect their espoused Breaking down silos among department and year levels 4 values. The principal’s journal of one Teachers and their work being exposed to colleagues 4 of the case study schools gives a very There is a need for clear direction from formal leaders 3 clear insight into the role of emotion

Research Conference 2007 64 – and in particular anxiety – in acting explicit about this moral purpose, and eloquently than I have: (The emphases as an obstacle to shared leadership, has demonstrated the usefulness of a are hers.) even in the presence of a shared moral common conceptual framework and I am very proud of where we have purpose. In the first month of the language, even in a fairly unrefined state. arrived, and where we continue to initiative, anxiety or related ideas were LTLL has also demonstrated the power grow. Since 2006 every member of mentioned no fewer than 22 times. of the common language embodied in staff has taken a new formal leadership In the second month, 15 times. In the this framework, and how opportunities role, some for the first time. The third, three times. Journal entries started for discourse will lead to commitment personal growth, confidence, hope and to thin out after this, but from October to purpose, and this in turn can act to decision to make a difference continue 2005 to mid-March 2006 there were change teacher behaviours. to burn strongly. Even better is the only five mentions and from then until reality that it is unthinkable that a child the end of the journal in October of The experience of the LTLL schools could fail. Every day continues to be that year, only two more. In fact, by also affirms the place of shared characterised by sweat, determination then, the absence of fear was itself a leadership in the pursuit of authentic and the belief that we do make a subject of reflection. One participant learning, but at the same time has difference. described the experience this way: reinforced the warning against simplistic formulations of how this might best Our relationships have gone to another References be lived out. There is clearly a place level because prior to this project, to Andrews, D., & Lewis, M. (2004). for strong individual initiative, but in ask a teacher to go into a classroom Building sustainable futures: Improving the context of shared moral purpose, would have …….., well, the project schools, 7, (2), PP129-150. almost didn’t go ahead. I mean that this is able to become collective action was our initial obstacle, the first day we based on ownership, commitment and Barber, M., & Fullan, M. (2005). Tri talked about it, we knew what it was shared leadership, rather than a heroic Level Development: It’s the system. going to involve. We were fairly sure individual struggle. Retrieved May 11, 2007 from http:// everybody was comfortable and the first day it was about to go ahead, the We have seen the power of placing ww.michaelfullan.ca/Articles_05/Tri- teacher who was going to be visited an emphasis on the moral and ethical Level%20Dev’t.htm was just in such a lather of anxiety dimensions of school life as an enabler Bezzina, M., Burford, C., & Duignan, P. and I was thinking, we’re going to of leadership. The interplay between pull the plug because we can’t not be (2007). Leaders Transforming Learning these, as documented in the LTLL present to the extreme anxiety that and Learners: Messages for Catholic this teacher’s going through and still go experience, was able to move at leaders. Paper presented at the Fourth ahead with it. least one school from a place where International Conference on Catholic individually and collectively teachers Educational Leadership. Sydney, July The experience of case study schools were almost paralysed by fear, to illustrates how closely sharing moral 29–August 1. a confident and proactive learning purpose and leadership are intertwined community pursuing a deep moral Crowther, F., Hann, L., & Andrews, D. within the network of trusting purpose. (2002). Rethinking the role of the relationships. Without these, it appears school principal: successful school unlikely that teachers would have had The initial version of the LTLL improvement in the post industrial either the confidence or the reason framework is already undergoing era, The Practicing Administrator, 24, to engage in taking on the mantle of modification in the light of the (2), 10–13. educational leadership in a collaborative experience of the pilot, and is being fashion which promoted deepening the used with a new cohort of schools. Crowther, F., Kaagan, S., Ferguson, sense of shared moral purpose. We look forward to this providing M., & Hann, L. (2002). Developing more rich insight into one of the core teacher leaders: how teacher leadership What have we learned dynamics of schooling. enhances school success, California: Sage. from LTLL? It is fitting to leave the last words to First of all, the LTLL pilot has reinforced one of the case study principals. When Cuttance, P., Stokes, S., McGuinness, K., the importance attached to shared she read a draft of the full version of Capponi, N., Corneille, K., Jones, T., & moral purpose by so much of the this paper, she wrote to me, in words Umoh, C. (2003). The National Quality literature. It has reinforced also the that capture all the most significant Schooling Framework: An interactive view that there is a need to be quite learnings in this paper far more professional learning network for schools.

The Leadership Challenge: Improving learning in schools 65 Monograph. Melbourne: University of Melbourne. Duignan, P. (2003). SOLR Project: Contemporary challenges and implications for leaders in frontline service organizations, Sydney: Flagship for Creative and Authentic Leadership, ACU National. Duignan, P., & Bezzina, M. (2004). Leadership and Learning: Influencing what really matters. Presentation at the Teacher Education Council Conference, Strathfield. ACU National. Duignan, P., & Bezzina, M. (2006). Distributed leadership: The theory and the practice. Paper presented at the Commonwealth Council for Educational Administration Conference, Lefkosia, Cyprus. Fullan, M., (2001). Understanding Change: Leading in a Culture of Change. Jossey-Bass: San Francisco. Hargreaves, A., & Fink, D. (2004). The seven principles of sustainable leadership. Educational Leadership, 61, (7), 8–13. Lambert, L. (2002). A Framework for shared leadership. Educational Leadership, 59, (8), 37–40. Marzano, R., Waters, T., & McNulty, B.A. (2005). School Leadership that Works. Alexandria, VA: ASCD. MacBeath, J. (2005). Leadership as distributed: A matter of practice. School Leadership and Management, 25, (4), 349–366. National College of School Leadership. (2006). Five pillars of distributed leadership (Monograph 3.1, Distributed leadership) Retrieved April 30, 2007 from www.ncsl.org. uk/distributedleadership. Starratt, R. J. (2004). Ethical leadership. San Francisco: Jossey-Bass.

Research Conference 2007 66 PosterPoster presentationspresentations

67 1 Peter Weddell 2 Dr John Lee 3 Dr. Jean Thompson National Awards for Quality Schooling, Curriculum Coordinator, Research Manager, ACT Freeman Catholic College NSW raddii.org Vic.

Recognising and rewarding Building a culture of successful Real-time performance excellence in schools learning though high monitoring of learning and Pictorial display of 2007 award winners expectations and professional school effectiveness and their achievements. – This poster learning: the experience of one Emerging information systems provide covers a full range of curriculum Catholic Secondary School in the capacity to deliver real-time and teacher/school leader/school South Western Sydney evidence about student learning and community initiatives to improve and Freeman Catholic College, Bonnyrigg, feedback from teachers, students and sustain learning in schools. is a local non-academically selective parents. A continuous flow of critical Catholic secondary school with an information will replace the ‘one-shot’ enrolment of 1230 students. Over collation and analysis of much of the the past six years there has been a data that is used at present. significant improvement in HSC results. School Leadership Teams and The percentage of courses where the classroom teachers can now have real students’ mean result is above the state time access to diagnostic information average has increased from 50% (2001) providing the information required to to 83% (2006). The poster identifies adjust the deployment of resources and reasons for this sustained improvement monitor the impact on any area that including developing a culture of high the school seeks to change to improve expectations and professional learning. effectiveness and performance. Six success factors are analysed: 1. Strong authoritative instructional Professor Peter Cuttance and Dr. leadership from the Principal and all Jean Thompson will demonstrate staff; 2. Relational pastoral care ethos new developments from collaborative permeates interaction and pedagogy; research with schools nationally to 3. Forensic analysis of examination provide a real-time information system results data; 4. Regular review of for Leadership Teams to monitor school structures such as timetable, school performance. student subject selection processes; The system that has been developed 5. Professional learning community is available through radii.og – a Non- approach that maximises effectiveness Profit Education Foundation – and can of staff; 6. Establishment of an action be accessed in 2008 at a cost of $1 per group called the Learning Committee student by Australasian schools that that implements initiatives including have subscribed to the HERMES Survey running courses for inexperienced Kiosk and the HERMES Assessment 4 teachers of HSC classes. Learning Kiosk.

Research Conference 2007 68 4 Carmel Richardson ACER

Value Adding at Senior Secondary School: student, class and subject effects This research highlights new ways of displaying “Like Schools” data, to assist all stakeholders (teachers, school staff, external policy and management personnel) to better understand student ability-adjusted achievement within and across schools.

The Leadership Challenge: Improving learning in schools 69 Research Conference 2007 70 ConferenceConference programprogram

71 Sunday 12 August

6.00–7.30 Welcome Reception Grand Waldorf Ballroom, Sebel Albert Park Hotel

Monday 13 August

9.00 Conference Opening Professor Geoff Masters, Chief Executive Officer, ACER Grand Waldorf Ballroom 3-6

9.30 Keynote Address 1 ‘Research on the practice of instructional and tranformational leadership: Retrospect and prospect’ Professor Philip Hallinger, Mahidol University, Bangkok Chair Dr. John Ainley, ACER Grand Waldorf Ballroom 3-6

10.30 Morning Tea

11.00 Concurrent Sessions 1 Session A Session B Session C ‘Quality Australian evidence on ‘Got a Minute? Can instructional ‘Why would anybody want this job? The leadership for improved student leadership exist despite the reactive challenge of attracting and sustaining learning’ nature of principalship?’ effective leaders for Australian schools’ Professor Bill Mulford, Professor Sheryl Boris-Schacter, Dr. Louise Watson, University of Tasmania Principal, Hunnewell School University of Canberra, ACT Wellesley, Massachusetts, USA Chair: Kerry-Anne Hoad, ACER Chair: Marion Meiers, ACER Grand Waldorf Ballroom 3-6 Chair: Dr. Sheldon Rothman, ACER Grand Waldorf Ballroom 1-2 State Ballroom 1-2

12.15 Lunch and Poster Displays

1.15 Concurrent Sessions 2 Session D Session E Session F ‘Authoritative leadership, action learning ‘Leaders, acting to improve outcomes ‘Standards for school leadership: and student accomplishment” for Indigenous students’ Gateway to a stronger profession?’ Professor Stephen Dinham, Professor, Paul Hughes, Uni. S.A, Dr. Lawrence Ingvarson & ACER Ms Susan Matthews & Mr Gavin Khan, Ms. Michelle Anderson, ACER National Aboriginal Principals Chair: Dr. Neil Carrington, ACER Chair: Pam Macklin, ACER Association (NAPA) Grand Waldorf Ballroom 3-6 Grand Waldorf Ballroom 1-2 Chair: Dr. Nola Purdie, ACER State Ballroom 1-2

2.30 Afternoon Tea

3.00 Keynote Address 2 ‘Take me to your leader: Leadership and the future’ Professor Elizabeth Leo, University of Dundee, Scotland Chair: Dr. John Ainley, ACER Grand Waldorf Ballroom 3-6

4.15 Close of Discussion

7.00 Conference Dinner Grand Waldorf Ballroom, Sebel Albert Park Hotel, Melbourne Tuesday 14 August

9.15 Keynote Address 3 ‘The impact of leadership on student outcomes: Making sense of the evidence’ Professor Viviane Robinson, The University of Auckland, NZ Chair: Dr. John Ainley, ACER Grand Waldorf Ballroom 3-6

10.30 Morning Tea

11.00 Concurrent Sessions 3

Session G Session H Session I ‘School leadership and learning: An ‘Leadership for radical transformation ‘Moral purpose and shared leadership: Australian overview’ in school education’ The leaders transforming learning and Dr. Phillip McKenzie, ACER Professor Brian Caldwell, learners pilot study’ Professor Bill Mulford, Educational Transformations VIC Associate Professor Michael Bezzina, University of Tasmania & Australian Catholic University, NSW Chair: Dr. Ken Rowe, ACER Ms. Michelle Anderson, ACER State Ballroom 1-2 Chair: Dr. Neil Carrington, ACER Chair: Dr. Margaret Forster, ACER Grand Waldorf Ballroom 1-2 Grand Waldorf Ballroom 3-6

12.15 Lunch and Poster Displays

1.15 Keynote Address 4 ‘Embracing the challenge of leadership in Indigenous education’ Dr Chris Sarra, Indigenous Education Leadership Institute, QLD Chair: Dr. John Ainley, ACER Grand Waldorf Ballroom 3-6

2.25 Minister’s Address Hon. John Lenders, Minister for Education, Victoria Grand Waldorf Ballroom 3-6

2.40 Closing Address Professor Geoff Masters, Chief Executive Officer, ACER Grand Waldorf Ballroom 3-6

3.00 Close of Conference Research Conference 2007 74 SebelSebel ffloorplanloorplan

75 LONG GRAND ISLAND WALDORF BAR LOBBY

LORNESTREET

GRAND 2 4 6 WALDORF BALLROOMS

1 3 5

EE EE EE AD RO QUEENSLANE QUEENS

ELEVATORS/LIFTS

EE EMERGENCY EXIT

HOUSE TELEPHONE

DISABLED FACILITIES

STATE LOBBY EE

3 STATE BALLROOMS 1

EE EE EE

Research Conference 2007 76 ConferenceConference delegatesdelegates

77 Dinner table no. Delegate Name Delegate Organisation

12 TBA Ministry of Education, Malaysia 12 TBA Ministry of Education, Malaysia Mrs Elka Adler Leibler Yavneh College, VIC Head of Primary 16 Mr Jean Agior-Tis St Ignatius’ College, Riverview, NSW Head of Faculty 17 Mrs Carmel Agius St Margaret Mary’s School, NSW Principal 2 Dr John Ainley ACER, VIC Deputy CEO (Research) 25 Mr Stephen Aitken MacKillop Catholic College, NSW Principal Mr Steve Albon Warranwood Primary School, VIC Principal Mrs Leanne Alderman Waddington Primary School, WA Principal Ms Jan Alen DETA, QLD Manager Mr Craig Allamby Dandenong High School, VIC Campus Principal Mrs Fiona Allan Latham Primary School, ACT Deputy Principal 19 Mrs Gabrielle Allan-Smith Homebush Public School, NSW Deputy Principal 9 Mr Paul Allen Marymount College, QLD Principal 11 Ms Amna Alsakep United Arab Emirates Principal Ms Kerrie Anderson Box Hill North Primary School, VIC 2 Ms Michelle Anderson ACER, VIC Senior Research Fellow Mr Bruce Armstrong Balwyn High School, VIC Principal Mr Simon Armstrong Townsville Grammar School, QLD Deputy Principal Ms Naomi Arnold DECS, SA District Director Mr Warren Arrowsmith MacKillop College, VIC Deputy Principal 26 Ms Mary Asikas Seaford 6-12 School, SA Principal 26 Mr Tony Austin Australian Technical College, VIC Executive Manager Mr Alan Axten Massey University College of Educ, NZ Adviser to Schools 3 Mr David Axworthy DET, WA Director 24 Mr Peter Baddock St John’s Primary School, NSW Coordinator

Research Conference 2007 78 Dinner table no. Delegate Name Delegate Organisation

26 Ms Virginie Bajut Seaford 6-12 School, SA Program Manager Mr Paul Barklamb Westbourne Grammar School, VIC Head of Junior School Ms Lorraine Barlow Catholic Education Office, NSW Education Consultant Mr Craig Bassingthwaighte Witsunday Anglican School, QLD Principal Mrs Amra Bazdar Autism Queensland Inc. QLD Principal Brighton 20 Mr David Bean Hale School, WA Deputy Headmaster Ms Sue Beath DET, WA Manager, Aboriginal Education 4 Dr Adrian Beavis ACER, VIC Research Director, Policy Analysis and Program Evaluation 11 Mrs Jo Bednall Tranby College, WA Principal Mr Michael Bell Aquinas College, WA Dean of Curriculum 23 Mr Ian Belot Slade Partners, VIC Senior Consultant Mr Bert Benne St John’s Primary School, VIC Principal Mrs Annette Bennet Kingswood College, VIC Principal Mrs Michele Bernshaw The King David School, VIC Principal 20 Mr Redmond Berson St Kieran Catholic Primary School, WA Principal 13 Mrs Trish Bevan St Mary’s Primary, NSW Principal 3 Ass. Prof. Michael Bezzina Australian Catholic University, NSW Educational Leadership Mrs Noeleen Bieske St Mary’s College for Hearing Impaired, VIC Principal Mr Chris Black Killester College, VIC Deputy Principal Mr Edgar Bliss Catholic Education Office, SA Senior Education Adviser Mr Neil Bloxsidge Brisbane Catholic Education Centre. QLD Area Supervisor 1 Prof. Sheryl Boris-Schacter Hunnewell School, USA Principal Mr David Bourne St Andrews College, NSW Campus Principal 20 Mr Steve Bousfield Westminster School, SA Director of Studies Ms Clare Boutchard Dept. of the Prime Minister & Cabinet, ACT

The Leadership Challenge: Improving learning in schools 79 Dinner table no. Delegate Name Delegate Organisation

Mr Syd Boydell Scotch College, VIC Director, Educational Research and Development Ms Alicia Boylan Immaculate Heart of Mary, SA Teacher 22 Mr Simon Breakspear St Andrew’s Cathedral School, NSW Teacher 26 Mrs Lynne Brenner Berwick Lodge Primary School, VIC Assistant Principal Mrs Joanne Brewer St Mary’s School, VIC Principal 27 Ms Vicki Brewer NSWSPC Principal 5 Mr Peter Britton Brisbane Boys’ College, QLD Head of Senior School 17 Dr Keren Brooking NZCER Senior Researcher 10 Mr Paul Brooks Catholic Education Office, NSW Professional Assist to Director 10 Ms Trish Brown Catholic Education Office, NSW Regional Consultant 6 Mr Wayne Brown The Hutchins School, TAS Director of Sport Ms Lisa-Marie Browning Caroline Chisholm College, NSW Curriculum Coordinator Mrs Kathryn Bruggemann Hewett Primary School, SA Principal Mrs Deborah Bryan DEET, NT Director, Policy & Planning Ms Joanne Burke St Leonard’s College, VIC Deputy Head of Middle School 12 Mrs Maureen Burns St Declan’s Primary School, NSW Teacher 23 Mrs Deborah Buscall St Leo’s Catholic College, NSW Principal Ms Helen Butler Wembley Primary School, VIC Teacher Mr Adrian Byrne Barker College, NSW Assist. To Head of Dept Ms Keiran Byrnes Good Shepherd School, NSW Assistant Principal Dr Michelle Cafini Newhaven College, VIC Head of Junior School 3 Mrs Mary Cahill ACER Leadership Centre, VIC Manager, Leadership Projects Mrs Kathy Cairns Terra Sancta College, NSW Assistant Principal 1 Prof. Brian Caldwell Educational Transformations Pty Ltd, VIC Managing Director

Research Conference 2007 80 Dinner table no. Delegate Name Delegate Organisation

Mr Peter Camilleri Holy Spirit Community School, VIC Principal Mr Brad Campbell Gilroy Catholic College, NSW Principal Mr Clyde Campbell Eatons Hill State School, QLD Principal Mr Gary Campbell Auburn South Primary School, VIC Principal 15 Dr Glenda Campbell-Evans Edith Cowan University, WA Director Transnational Education Dr Mary Cannon Warrandyte High School, VIC Assistant Principal Ms Leanne Carr St Joseph’s - Hectorville, SA Principal 3 Dr Neil Carrington Leadership Centre ACER, QLD Director DMr Richard Carroll Ballarat Grammar School, VIC Director of Studies Mr Max Caruso St Joseph’s College, VIC Director of Students Mrs Helen Casey Catholic Education Office, ACT Principal Human Resources Officer Mr Thomas Casey ASAS, QLD 9 Ms Tracey Cashman Stretton College, QLD 12 Mr Malcolm Cater Mentone Grammar School, VIC Acting Headmaster 27 Mrs Christine Cawsey NSWSPC Principal 22 Ms Tonia Chalk Harristown State High School, QLD 23 Mrs Susy Chandler Fintona Girls School, VIC Principal Ms Sheryl Chard Brandon Park Primary School, VIC Principal Mr Adrian Cheer St Mary’s Primary School, VIC Principal Ms Olivea Chellew Wembley Primary School, VIC 21 Mr Robert Cherry Tate Street Primary School, VIC Principal Mrs Bernadette Clayton Balwyn High School, VIC A. Principal Mr Timothy Cleary St Augustine’s College, NSW Principal Ms Robyne Cleaver DET, WA Principal Consultant 23 Mrs Lisa Coates Comet Bay College, WA Learning Community Manager 10 Ms Toni Cocchiaro DECS, SA District Director 15 Dr Anne Coffey University of Notre Dame, WA Senior Lecturer

The Leadership Challenge: Improving learning in schools 81 Dinner table no. Delegate Name Delegate Organisation

Ms Angela Coghill DET, WA Curriculum Manager 17 Dr Graham Collins Ministry of Education, NZ Senior Adviser Ms Jayne-Louise Collins Catholic Education Office, VIC Education Officer 25 Mrs Jenny Collins Tintern Schools, VIC Principal Ms Suzanne Collins DET, WA A/Manager, Assessment for Improvement Mr Brett Collison St Brigid’s Primary School, VIC Principal 23 Mr Christopher Comerford St Paul’s Catholic College, NSW Principal 23 Mrs Vicki Comerford St Peter’s Catholic College, NSW Principal Mr Timothy Condren Mackay North State High School, Qld Deputy Principal Ms Judy Connell CEO Melbourne, VIC Manager 14 Mr Wayne Connop DEET, NT Senior Policy Officer Mrs Irene Cooper NZEI Te Riu Roa National President Mr Peter Cooper Kingswood College, VIC Deputy Principal Ms Leone Coorey Catholic Education, SA Mr Stephen Cope St Bernadette’s School, VIC Principal Mr William Corbishley Catholic Education Office, NSW Professional Officer 11 Mrs Sheridan Coverdale Brighton Grammar School, VIC Lower Primary Coordinator 15 Mr Trevor Coward Rostrevor College, SA Head of Middle School Ms Meg Cowey DET, WA Manager 5 Ms Carmel Cranitch ACER, QLD Education Consultant, Professional Learning Ms Mary Creenaune Good Shepherd School, NSW Principal Mr Michael Croucher Terra Sancta College, NSW Learning and Teaching Coordinator 9 Mr Pedro Cruz Emmanual Christian Community School, WA Principal 25 Mr Pino Cutinelli Scotch College, VIC Head of Year 8 7 Professor Peter Cuttance RADII Pty Ltd, VIC Executive Director

Research Conference 2007 82 Dinner table no. Delegate Name Delegate Organisation

Mr Walter Czernezkyj Urrbrae Agricultural High School, SA Principal 20 Mr Alan Dallas Grace Lutheran College, QLD Head of Campus Mr Dick D’Aloia Elizabeth North Primary School, SA Principal 19 Mr Tom Daly Wantirna College, VIC Assistant Principal Mr Tony Daly Mt St Patrick College, NSW Principal 25 Ms Anne D’Ambrosio Tintern Schools, VIC Head of Campus 27 Mr Aminu Dauda Dadas Art & Business, Ghana 24 Mrs Hawys Davies St Margaret’s AGS, QLD Head of Senior Secondary Mr Steven Davies All Saints’ College, WA Head of House Mr Stuart Davis Wesley College, VIC Head of Campus M Sue Dean Warranwood Primary School, VIC Assistant Principal 6 Dr John DeCourcy Parramatta Catholic Education Office, NSW Head of Strategic Accountabilities Services 7 Mr Lance Deveson ACER, VIC Library & Information Manager Ms Sandra Diafas Star of the Sea College, VIC Principal 10 Mrs Sybil Dickens Catholic Education Office, NSW Regional Consultant 24 Mr Paul Dickie Parents and Friends Fed. Of Catholic Schools, QLD Executive Officer 1 Prof. Stephen Dinham ACER, VIC Research Director, Teaching & Leadership 26 Mr Clayton Disley Seaford 6-12 School, SA Counsellor Ms Raylene Dodds Dept. of Education, VIC Manager Ms Luana Doko Killester College, VIC Student Development Coordinator 4 Mr Stephen Donatti Curriculum Council, WA A/Director Mrs Colleen Douglas Massey University, NZ Adviser to Schools Mrs Leanne Dowling South Geelong Primary School, VIC Principal 2 Dr Lawrence Drysdale University of Melbourne, VIC Senior Lecturer 13 Mr Stephen Dunk Pymble Ladies’ College, NSW Director of Studies

The Leadership Challenge: Improving learning in schools 83 Dinner table no. Delegate Name Delegate Organisation

11 Mr Chris Dutfield St Pauls Catholic College, NSW Principal 22 Miss Patricia Dwyer Padua College, QLD Vice Rector, Curriculum 21 Mrs Sue Dwyer St Patrick’s Primary School, NSW Coordinator 8 Mr John Edwards Catholic Education Office, NSW Data Analysis Officer 11 Mr Alan Egbert ACER, Dubai Manager 16 Mrs Kim Elith St Ignatius’ College, Riverview, NSW Mr Bradley Elliott Nambour Christian College, QLD Head of Senior School 14 Dr Jill Elsworth DETA, QLD Acting Principal Mr Lee Elvy Good Shepherd Lutheran College, QLD Upper Primary Coordinator Mrs Veronica Emery Oatlands School, TAS Principal Ms Gabrielle England Curriculum Corporation, VIC Manager Mr Paul Enright Crossways Lutheran School, SA MYP Coordinator 20 Mrs Jenny Exton Northern Beaches Christian School, NSW Head of Middle Years Mr Kevin Fagan Dept. of Education, TAS Manager, Learning 5 Mr Nigel Fairbairn Sunshine Coast Grammar School, QLD Headmaster Ms Brenda Falheim University of Melbourne, VIC School Adviser/Lecturer Mr Neville Feeney Chisholm Catholic College, QLD Principal 12 Mrs Gaylene Fehlberg Malvern Valley Primary School, VIC Principal Mr David Fetterplace St Gregory’s College, NSW Director of Teaching 12 Mr Warren Fineberg Mentone Grammar School, VIC Head of Senior Years Mr Greg Fisher DET, WA Principal Mr Anthony Fitzgerald St Gregory’s College, NSW Deputy Principal Mrs Anne Foale St James College, TAS Principal 19 Ms Catherine Ford Wantirna College, VIC Assistant Principal 22 Mr Richard Ford St Andrew’s Cathedral School, NSW Head of History

Research Conference 2007 84 Dinner table no. Delegate Name Delegate Organisation

4 Dr Margaret Forster ACER, VIC Research Director, Assessment and Reporting Mr Kim Forward Aitken College, VIC Head of Senior School Mr David Fox Griffith High School, NSW Deputy Principal 19 Mr Des Fox St Vincent’s Primary School, NSW Principal 16 Mrs Jo Fox St Patrick’s School, NSW Principal Ms Kathryn Fox Catholic Schools Office, NSW Head, T&L Mrs Beaulah Frankston Good Shepherd School, NSW Coordinator 1 Mr Darrell Fraser Department of Education, VIC Deputy Secretary 24 Mrs Linda Fraser Luhoolmsden Primary School, NZ Principal Mrs Helen Freeman Albany Rise Primary School, VIC Principal 11 Mrs Rosalind Frost Rosedale Primary School, SA Principal 13 Mr Philip Gane St Patrick’s College, NSW Assistant Principal Mr Shirley Gauci Catholic Education Office, VIC Education Officer Mrs Judith Gaunt St Teresa’s School Brighton, SA Principal Ms Roslyn Gaye St Aiden’s Anglican School, QLD Deputy Principal Mrs Stephanie Geddes Massey University, NZ Leading and Managing Adviser Ms Loraine Gentleman DET, NSW Principal Mrs Stephanie George St Marys Central School, NZ 6 Mr Brian Giles-Browne APAPDC - Dare to Lead Project National School’s Coordinator Mrs Virginia Gill DECS - SA Leadership Consultant 26 Mr Caine Gillard Seaford 6-12 School, SA 13 Ms Jodie Gioria Mary Immaculate Primary, NSW Assistant Principal Mr Ronald Gorman AIS, WA Consultant 4 Mr John Gougoulis Curriculum Council, WA Director Mrs Valerie Gould AIS, WA Deputy Executive Director

The Leadership Challenge: Improving learning in schools 85 Dinner table no. Delegate Name Delegate Organisation

Mr Mark Gow The Dandenong High School, VIC Year Level Coordinator Mr Barry Graham St Gregory’s College, NSW 13 Mr Robert Graham Saint Ignatius’ College, NSW Dr Jan Gray Edith Cowan University, WA Senior Lecturer 4 Mr Alan Green DECS, SA Director, Data Managaement & Accountability 19 Mrs Deborah Grossek Glendal Primary School, VIC Principal 21 Mr Henry Grossek Berwick Lodge Primary School, VIC Principal Mr Shane Gubbin St Paul’s College, SA Head of Curriculum Ms Leanne Guillon Carey Baptist Grammar School, VIC Head of Learning 7 Dr David Gurr University of Melbourne, VIC Senior Lecturer 5 Ms Sara Guthrie ACER, QLD Ms Rhonda Hall St Mary’s School, VIC Principal 1 Prof. Philip Hallinger Mahidol University, THAILAND Chief Academic Officer Mr Nicholas Hamer-Smith Lyndhurst Secondary College, VIC 7 Ms Meg Hansen Lauriston Girls’ School, VIC Principal 21 Mrs Robin Harbidge McAuley Catholic College, NSW Deputy Principal Ms Rosemary Harden Yankalilla Area School, SA Principal Ms Carole Hardy Our Lady’s College, QLD Assistant Principal 8 Mrs Julie Hardy DECS - Southern Sea & Vines, SA Mr Tony Harkness Brisbane Catholic Education, QLD Principal Education Officer Mr Tony Harkness Melbourne Grammar School, VIC Head 6 Ms Andrea Harms APAPDC - Dare to Lead Project, SA National Coordinator 13 Mrs Julie Harris Christ Church Grammar School, WA Head of Science Mr Michael Harris St Anne’s School, VIC Principal 20 Mr Stephen Harris Northern Beaches Christian School, NSW Principal Mr Dennis Harvey Brisbane Catholic Education, QLD Senior Education Officer, Curriculum Ms Janine Harvey DECS, SA Assistant Director

Research Conference 2007 86 Dinner table no. Delegate Name Delegate Organisation

Mr Barry Harvie Catholic Education Office, WA Consultant Mr Peter Hatton Turramurra High School, NSW 12 Mr Peter Hauser Toowoomba Grammar School, QLD Headmaster 8 Mrs Wendy Hawking Yarra Valley Grammar School, VIC Teacher Mr Wayne Haworth The Dandenong High School, VIC VCE Course Manager Mr Michael Hayes MLC School, NSW Director of Studies Mr Peter Hayes Catholic Education Office of WA Consultant 26 Mrs Jill Healey Flinders Christian Comm. College, VIC Executive Principal Mrs Judith Hearne Catholic Education Office of WA Regional Officer Ms Catherine Henbest Catholic Education Office, VIC Team Leader Mrs Meredene Hill DETA, QLD Principal Project Officer 19 Mr Peter Hill St Paul’s Anglican Grammar, VIC Head of Middle School 27 Mrs Liz Hinrichsen Trinity North School, SA Head of Junior School 3 Ms Kerry-Anne Hoad ACER, VIC Manager, Centre for Prof. Learning 19 Ms Cathy Hogg Frankston High School, VIC Campus Principal 16 Mr Jaimie Holland Pembroke School, SA Head of Smith House Mrs Merilyn Hollands DEST, ACT Senior Project Officer Mr Robert Holloway University Senior College at Adelaide, SA Principal Mr James Honor St George Christian School, NSW Principal Mrs Delma Horan St Columbas High School, NSW Principal Ms Trish Horner Mill Park Secondary College, VIC Senior Campus Principal Mr Greg Houghton Luther College, VIC Deputy Principal Ms Christine Howe Caroline Chisholm College, NSW Principal 14 Mr Michael Hudson DECS Southern Sea & Vines, SA District Leader Ms Vicki Hudson Santa Maria College Ltd, VIC Curriculum Coordinator 2 Prof. Paul Hughes University of South Australia, SA

The Leadership Challenge: Improving learning in schools 87 Dinner table no. Delegate Name Delegate Organisation

Mrs Jean Hunter St Joseph’s School, VIC Principal 6 Mr Jeremy Hurley APAPDC National Corodinator, Leaders Lead 2 Dr Lawrence Ingvarson ACER, VIC Principal Research Fellow 19 Mr Patricia Jackson William Carey Christian School, NSW Director, Curriculum Mrs Sue Jager DECS, SA Policy Advisor Mr Michael James Barker College, NSW Head of Economics 20 Mr Paul James Northern Beaches Christian School, NSW Director, Professional Practice 12 Mrs Genia Janover Bialik College, VIC Principal Mrs Nada Jarni Catholic Education Office, VIC Education Officer Mrs Christine Jenkins Korowa Anglican Girls’ School, VIC Principal Ms Wendy Johnson Victor Harbor High School, SA Principal 23 Mrs Fiona Johnstone Perth College, WA Head of Junior School Mrs Annmaree Jones Wembley Primary School, VIC Assistant Principal Ms Bernadette Jones Ballajura Community College, WA Vice Principal 16 Ms Glynis Jones Panaflex Education Pty Ltd, NSW Education Consultant 25 Mrs Suzanne Jones Seaford 6-12 School, SA Program Manager Ms Linden Jones-Drzyzga St Mary’s Primary School, NSW Principal 8 Mrs Jillian Jordan DECS - Southern Sea & Vines, SA Dr Georgia Kamperos Roseville College, NSW Director Curriculum Mr Chris Kay Donvale Christian College, VIC Head of Secondary Mr Roy Kelley King’s College, NZ Headmaster 24 Ms Debra Kelliher PLC Armidale, NSW Head of School 16 Mr Stephen Kennaugh Emmaus Catholic College, NSW Assistant Principal 2 Mr Gavin Khan Williamstown Primary School, VIC Principal Ms Anne Killeen Catholic Education Office, VIC Education Consultant

Research Conference 2007 88 Dinner table no. Delegate Name Delegate Organisation

Mrs Sheereen Kindler Parkdale Secondary College, VIC Assistant Principal Mr Gregory King Caroline Chisholm College, NSW Assistant Princiipal Mrs Karen King Caroline Chisholm College, NSW KLA Coordinator Mr Ross King Iona College, QLD Dean of Studies 7 Ms Pat Knight ACER, VIC Senior Librarian Mr Richard Koch Plenty Valley Christian College, VIC Head of Secondary Dr Julie Kos ACER, VIC Senior Research Fellow Mr Ted Kosicki GMAS, WA Acting Principal Mrs Carmel Kriz Catholic Schools Office, NSW Education Officer Ms Angela Lacey Our Lady’s School, VIC Principal Ms Jandee Laidlaw Autism Queensland Inc. QLD Principal 9 Mr Mick Laidler Marymount College, QLD Deputy Principal Mrs Marea Lanki Genazzano College, VIC Head of School P-6 Mr Chris Lawson Yarra Valley Grammar School, VIC Deputy Principal Mrs Jennifer Lee DET, WA Principal Education Officer 6 Dr John Lee Freeman Catholic College, NSW Curriculum Coordinator Mrs Anonda LeMessurier St James School, VIC Principal Mr Christopher Lennon Catholic Education Office Melbourne Education Officer Ms Lisa Lentini Westbourne Grammar School, VIC Deputy Head of J.S. 2 Prof. Elizabeth Leo University of Dundee, UK Dean & Head of School of Education 21 Mrs Kerry Lestal St Patrick’s Primary School, NSW Coordinator Mrs Heather Lines Pembroke School, SA Head of Middle School Maths 6 Mrs Janette Llewellyn Rowellyn Park Primary School, VIC Principal 22 Mr Clive Logan The King’s School, NSW Director of Studies Mrs Gea Lovell Wesley College, VIC Head of Campus

The Leadership Challenge: Improving learning in schools 89 Dinner table no. Delegate Name Delegate Organisation

Ms Julie MacFarlane Hallam Primary School, VIC Principal Mrs Louise Mackay St Lukes Primary School, VIC Principal 1 Mr Tony Mackay Centre for Strategic Education, VIC Executive Director Mr Chris Mackenzie Department. of Education, VIC Senior Project Officer 25 Ms Marion Mackenzie Seaford 6-12 School, SA Program Manager 1 Ms Pam Macklin ACER, VIC Deputy CEO (Professional Resources) Ms Sandra Mahar Department of Education, VIC Manager, Research Unit 13 Mr Edmond Maher St Edmund’s College, ACT Deputy Headmaster Mr Nick Major Beckenham School, NZ Principal Mr Steven Males Aquinas College, WA Dean of Junior School Mrs Lorraine Manderson Oxley College, VIC Director of Studies Mr Michael Maniska Telopea Park School, ACT Principal 22 Mrs Anne Maree Marrins Our Lady of Mt Carmel Primary, NSW Principal 22 Mr Geoff Marsh Frensham School, NSW Deputy Head Mr Peter Martin Peter Carnley ACS, WA Principal Ms Susan Martin DET, WA Principal Educ. Officer Mrs Mary Mason The Geelong College, VIC Director of Teaching and Learning 1 Prof. Geoff Masters ACER CEO 2 Ms Susan Matthews NSW AECG Vice-President Mr John McCarthy Department of Education, VIC 16 Mrs Kim McCue St Patrick’s School, NSW Assistant Principal Ms Nicole McDowell AISSA, SA Special Education Adviser Ms Paddy McEvoy St Mary’s College, SA Deputy Principal 10 Mr Geoff McEwen St Pauls Catholic College, NSW Maths Coordinator Ms Jenny McGie Ballarat & Clarendon College, VIC Co Head of Middle School

Research Conference 2007 90 Dinner table no. Delegate Name Delegate Organisation

Mr Neil McGoran Catholic Education Office, SA A/Senior Education Adviser Mr Andrew McGregor Carey Grammar School, VIC Ms Kathryn McGuigan Cardijn College, SA Deputy Principal 17 Ms Heidi McGuinness Tara Anglican School for Girls, NSW Deputy Principal Mr Stephen McIllhatton Catholic Education Office, NSW Education Consultant Mrs Maria McIntyre St Paul’s School, Monbulk, VIC Principal 3 Dr Phillip McKenzie ACER, VIC Research Director, Transitions and Post- School Education 21 Mr Roma McKinnon Cranbourne South Primary, VIC Acting Principal Mr Peter McLoughlin St Joseph’s College, NSW Principal Mr Tim McMahon Swan Hill College, VIC House Leader Ms Anne McNaughton Westbourne Grammar School, VIC Deputy Head Mr Steve McPhail Killester College, VIC Leadership Team Ms Liz McQuade-Jones Catholic Education Office, VIC Coordinator - Learning Pathways Team 8 Mrs Christine McRae Catholic Education Office, NSW Regional Consultant 22 Mrs Margaret Mead Wahroonga Preparatory School, NSW Principal 4 Mrs Marion Meiers ACER, VIC Senior Research Fellow 16 Ms Suzanne Mellor ACER, VIC Senior Research Fellow Ms Cathy Mesaric Catholic Education Office, VIC Senior Education Officer 5 Mr Anthony Micallef Brisbane Grammar School, QLD Deputy Headmaster Students 23 Ms Jenny Michael Hackham West Schools, SA Principal Mr Steven Mifsub Santa Maria College Ltd, VIC Head of Middle School 24 Mr Michael Mifsud St John’s Primary School, NSW 21 Mrs Karen Milkins-Hendry Newhaven College, VIC Deputy Principal - Teaching and Learning 5 Mrs Gaylel Millett DETA, QLD Acting Deputy Principal 22 Mr Kevin Mills St Patrick’s Primary, NSW Principal

The Leadership Challenge: Improving learning in schools 91 Dinner table no. Delegate Name Delegate Organisation

Mr Noel Misfud Christian Brothers College, SA Principal 25 Mrs Catherine Mission St Catherines, NSW Head of Junior School 5 Mr John Morath ACER, VIC Education Consultant, Assessment Services Mrs Gail Morgan Sacred Heart College Senior, SA Director of Teaching and Learning Mr Michael Morgan Newman High School, WA 13 Mr Mark Morrissy Christ Church Grammar SchooL, WA Director of Co-curricular 27 Ms Lila Mularczyk NSWSPC Principal 3 Prof. Bill Mulford University of Tasmania, TAS Professor and Director Leadership for Learning Research Group 14 Mr Trevor Mulligan Frank Partridge VC Primary School, NSW Principal 27 Ms Linda Munns Trinity North School, SA Principal 21 Mrs Roz Muscat Cranbourne South Primary, VIC Cluster Educator Mrs Patricia Neate Ironside State School, QLD Principal Mr Robin Neate Brisbane North District Educ, QLD Principal Adviser Miss Briana Neil DEST, ACT Policy and Project Officer 15 Mr Keith Newby Maranatha Christian College, WA Assistant Principal Ms Catherine Nikkerud DECS - SA Centre for Leaders in Educ. School Improvement Coordinator Mrs Anne O’Brien St Joseph’s High School, NSW Campus Principal Mrs Helen O’Brien Catholic Education, SA Assistant Director 8 Mrs Elizabeth O’Carrigan Catholic Education Office, NSW Senior Regional Consultant 9 Mr Seamus O’Grady Catholic Education Office, NSW Director Ms Eryn O’Mahony St Columba’s College, VIC Curriculum Leader Mrs Pru O’Malley MacKillop College, VIC Learning Leader Mrs Lynne O’Meara St Mary’s Primary School, VIC 24 Mr Kenneth Ormerod Oakhill College, NSW Principal Mr Bruce Osborne Alphington Grammar School, VIC Head of Senior School

Research Conference 2007 92 Dinner table no. Delegate Name Delegate Organisation

9 Mr Matthew Osborne Leadership Centre, WA Principal Mr John O’Shea Mowbray College, VIC Principal Mrs Mary Oski Catholic Eduation Office Melbourne, VIC Manager, Leadership & Accountability Mr Andrew Osley St Joseph’s School, VIC Deputy Principal Mr Peter O’Sullivan Eden Hills Primary School, SA Principal Ms Leanne O’Toole Wembley Primary School, VIC 14 Ms Marie O’Toole DECS Flinders District Office, SA District Director 20 Ms Lena Otway Parkwood Green Primary School, VIC Leading Teacher 4 Ms Stephanie Page Dept. of the Premier and Cabinet, SA Director 9 Mr Frank Pansini Leadership Centre, WA Dr Stephen Parkin Warrandyte High School, VIC Assistant Principal Mr Warren Parkinson Brisbane School of Distance Educ., QLD Head of Junior (Middle) School Ms Amanda Parslow Tenison Woods College, SA 17 Ms Lesley Parton Team Solutions, NZ Facilitator Mr Santo Passarello Patrician Brothers’ College, NSW Principal Ms Sally Paterson Urrbrae Agricultural High School, SA Deputy Principal Curriculum 16 Mrs Lisa Patterson St Joseph’s School, NSW Assistant Principal Ms Jenny Pattison John Paul College, VIC Curriculum Coordinator 24 Mr Ray Paxton Mercy Catholic College, NSW Principal 9 Mr Robert Peacock Marymount College, QLD Principal 15 Mr Lindsay Pearse Hampton Senior High School, WA Principal Ms Virginia Pederick DET, ACT Assistant Manager Mr Geoff Pell Taylors Lakes Secondary College, VIC Principal Mrs Jean Perks One Tree Hill Primary School, SA Principal 9 Mr Kenneth Perris Leadership Centre, WA Principal Consultant 4 Mrs Judith Petch Department of Education, VIC Assistant General Manager

The Leadership Challenge: Improving learning in schools 93 Dinner table no. Delegate Name Delegate Organisation

Mr Rodney Peterson St Jude the Apostle School, VIC Principal 20 Mrs Hedwig Petre St Mary’s Star of the Sea Primary, NSW Principal Ms Glennis Pitches Warrandyte High School, VIC Principal Mrs Kim Platts Good Shepherd School, NSW Coordinator Mr Barry Potter Massey University College of Educ., NZ Adviser Mr Chris Poulton Wesley College, VIC Head of Campus 15 Mr John Power Irene McCormack Catholic College, WA Deputy Principal Mr Jim Prendergast Patrician Brothers’ College, NSW Religious Education Coordinator Mr Robert Prest Woodcroft College, SA Director of Curriculum 2 Dr Nola Purdie ACER, VIC Principal Research Fellow Mr Peter Quigley Catholic Education Office, SA Principal Consultant 15 Mr Frank Ranaldo Rostrevor College, SA Director of Curriculum Mr Danny Rankin Catholic Schools Office, NSW Senior Education Officer Mrs Sarojini Rao Industrial International School, India Principal Mr Jeff Ray Mount St Joseph Milperra, NSW AP Curriculum Ms Jan Raymond SSABSA, SA Team Leader Assessment Ms George Reed Star of the Sea College, VIC Deputy Principal Mrs Susan Regan St Damian’s Primary School, VIC Principal 14 Ms Jacqueline Reid DET, WA Principal Consultant Mr Dennis Reye Adventist Schools Australia, VIC Associate Director Ms Christine Rheinberger Catholic Schools Office, NSW Mrs Sharon Rich Elizabeth North Primary School, SA Assistant Principal 6 Ms Carmel Richardson ACER, VIC Senior Research Fellow Mrs Alma Richmond Tokanui School, NZ Principal 24 Mrs Leanne Riley St Margaret’s AGS, QLD Head of Junior Secondary

Research Conference 2007 94 Dinner table no. Delegate Name Delegate Organisation

14 Ms Alison Robb DET, WA Principal Consultant, Inclusive Education Mrs Caryl Roberts St Stephen’s School, WA Head of Primary - Duncraig Campus Mrs Joy Roberts St Marys Central School, NZ Curriculum Coordinator 17 Mr Martin Roberts Blackfriars Priory School, SA Head of Middle School 19 Mrs Sylvia Robertson Abbotsleigh, NSW Year 4 Coordinator Mr Geoff Roberts-Thomson Oxley College, VIC Deputy Principal 8 Mrs Cherry Robinson DECS - Southern Sea & Vines, SA 1 Prof. Viviane Robinson The University of Auckland, NZ School of Teaching, Learning & Development Mr Jaime Rodriguerz St Charbel’s College, NSW Assistant Principal 12 Ms Maree Rooke St Declan’s Primary School, NSW Ms Margaret Ross help! (adolescent behaviour), NZ Director Dr Sam Rothman ACER, VIC Principal Reseach Fellow 3 Dr Ken Rowe ACER, VIC Research Director, Learning Processes Mr Peter Rubira Genazzano College, VIC Year 11 Team Leader Ms Sheena Ruedas Catholic Education, SA Special Education Mrs Brenda Russell St Patrick’s Primary School, VIC Principal Dr Erica Ryan Catholic Schools Office, NSW Ed. Officer 15 Ms Geraldine Ryan New Zealand Educ. Institute, NZ Executive Officer Mrs Joy Ryan Good News Lutheran School, QLD Deputy Principal 16 Mr Paul Ryan Emmaus Catholic College, NSW Principal Mrs Sophie Ryan Catholic Education Office, NSW Head of School Services Mr Vaughan Sadler Corpus Christi College, WA Principal Mrs Cris Sandri Highgate Primary School, WA Principal 2 Dr Chris Sarra Indigenous Education Leadership Institute, QLD Director Dr Hiroshi Sato Okayama University, Japan Associate Professor

The Leadership Challenge: Improving learning in schools 95 Dinner table no. Delegate Name Delegate Organisation

Mr Ralph Saubern ACER, VIC General Manager, ACER Press Mr Jonathan Saurine MLC, NSW Leading Teacher - Pedagogy Mr Michael Sawbridge Slacks Creek State School, QLD Principal 7 Ms Deirdre Schaeffer DEST, NSW Assistant Director Miss Karin Schrader Chisholm Catholic Primary School, NSW Coordinator Ms Cathy Schultz SSABSA, SA Assessment Field Officer Ms Cathy Scott Chisholm Catholic Primary, NSW Principal Mrs Mae Scott Beaconhills College, NSW Head of School Administration Mrs Dianne Scouller Masters Institute, NZ Dean of Education Mr Charles Scudamore Geelong Grammar School, VIC Vice Principal/Head of Corio 21 Ms Marilyn Seen Toorak Primary School, VIC Principal 7 Ms Anne Semple Education Consultant 11 Mrs Khawala Al Mualla Sheikha Ministry of Education, United Arab Emirates Assistant Undersecretary 17 Mrs Beverley Shepherd Team Solutions, NZ Facilitator Mrs Rita Shepherd St Dominic’s Primary School, SA Curriculum Coordinator 4 Dr Khoo Siek Toon ACER, VIC Principal Research Fellow Mrs Sheryl Silcox Helena Valley Primary School, WA Deputy Principal Dr Steffan Silcox Ballajura Community College, WA Principal Dr Roland Simons DETA, QLD Principal Education Officer 10 Mrs Catherine Skudder Marnebek School, VIC Assistant Principal 14 Dr Michael Slattery Catholic Schools Office, NSW Secondary Schools Consultant Mr Phillip Slattery St Mary’s Primary School, NSW Principal Ms Ann Small St Andrews College, NSW Coordinator of Learning Ms Alison Smith Brisbane North District Educ, QLD PEO - School Improvement 5 Mrs Barbara Smith ACER, VIC Education Consultant, ACER Press

Research Conference 2007 96 Dinner table no. Delegate Name Delegate Organisation

Mrs Carol Smith DECS, SA Mr Garry Smith Arranounbai School, NSW Principal Mrs Georgina Smith St Francis de Sales College, SA Principal Ms Kathy Smith Star of the Sea College, VIC Deputy Principal 7 Mr Vaughan Smith Caulfield Grammar School, VIC Head of Research 5 Mr Mark Snartt Brisbane Catholic Education, QLD Senior Education Officer Mr Barry Soraghan Catholic Education Office, NSW Education Consultant Mrs Rae Spence Trinity Catholic College, NSW Coordinator, Teaching Learning Mr Harry Stassiopoulos Seaford 6-12 School, SA Deputy Principal 15 Mrs Kay Stevens Riversdale School, NZ Principal 8 Mr Robert Stewart Leadership Centre, WA Project Manager 23 Mr Robert Stewart Illawarra Primary School, WA Principal 25 Mr Christopher Stock St Paul’s College, VIC Principal Mrs Cecilia Stone Carrum Downs Primary School, VIC Principal 8 Mr Jeff Stone Leadership Centre, WA Project Manager Mr Peter Stoyles St Andrews College, NSW Campus Principal Mr Graham Styles Cleeland Secondary College, VIC Assistant Principal Mrs Margaret Swain Alinjarra Primary School, WA Principal Mr William Sweeney St Peter’s College, SA Director 1 Ms Helen Symeonakis Salisbury High School, SA Principal Mrs Carmel Tapley Catholic Schools Office, NSW Secondary Curriculum 22 Mr David Taplin Newington College, NSW 26 Mrs Helen Taylor Brauer College, VIC Assistant Principal 3 Ms Margaret Taylor ACER, VIC Admin. Officer, Centre for Prof. Learning Mr Robert Taylor Penrhos College, WA Deputy Head Junior School Ms Vyvyan Taylor Wembley Primary School, VIC Teacher

The Leadership Challenge: Improving learning in schools 97 Dinner table no. Delegate Name Delegate Organisation

Ms Deidre Thompson Catholic Education Office, VIC Education Officer Mr Ian Thompson Overnewton Anglican Comm. School, VIC Head of Junior School Dr Jean Thompson RADII Pty Ltd, VIC Research Managaer 4 Mrs Patricia Thompson William Clarke College, NSW Darn Senior School Mrs Johanna Tilbrook Sacred Heart Primary School, VIC Principal Mr Anthony Trevitt St Richard’s Primary School, VIC Principal 17 Mr Barney Trezona Immanuel College, SA Head of Faculty M Marilyn Troth Teaching Australia, ACT Project Officer 9 Mr Mark Turkington Catholic Education Office, NSW Regional Director 26 Mrs Debra Turley Salisbury High School, SA Assistant Principal Mr David Turner Central Qld University Head 11 Dr Pauline Turner The Geelong College, VIC Principal Ms Kathleen Upfold Star of the Sea College, VIC Deputy Principal Ms Jillian Ussher Massey University, NZ Leadership and Management Adviser 20 Mr Gilbert van der Jagt Northern Beaches Christian School, NSW Director Mr Geoffrey van der Vliet Nambour Christian College, QLD Deputy Principal Mr Peter Vanstan St Joseph’s School, VIC Principal Mrs Anne Walker Fernworth Primary School, NZ Principal Mrs Sharon Walker Wembley Primary School, VIC Assistant Principal 19 Mrs Judy Wall Glendal Primary School, VIC Assistant Principal Ms Anne Wallington Methodist Ladies College, VIC Head of Senior School 24 Mr Stephen Walsh St Joseph’s Catholic College, NSW Principal Mrs Sue Walsh Catholic Education Office, NSW Head of School Services Mr Richard Wans Holy Trinity Primary School, VIC Principal Mr John Ward St Martin De Porres, SA Principal

Research Conference 2007 98 Dinner table no. Delegate Name Delegate Organisation

6 Mrs Raelene Warner Rowellyn Park Primary School, VIC Assistant Principal Mr David Wasson DET, NSW Director 5 Mr Andrew Watson ACER, VIC Publishing Manager, ACER Press 4 Dr Louise Watson University of Canberra, ACT Assoc. Prof. & Principal Researcher Mr Grant Webb DETA, QLD Principal Advisor 21 Mrs Jennifer Anne Webb St Patrick’s Primary School, NSW Principal Mr Peter Weddell Nat. Awards for Quality Schooling, ACT Coordinator Mr John Weeks Knox Grammar School, NSW Headmaster 16 Mr Chris Welch Emmaus Catholic College, NSW Assistant Principal Mr Dirk Wellham Anglican Church Grammar School, QLD Deputy Headmaster 26 Mr Ray Werren Mater Maria Catholic College, NSW Principal 11 Mr Howard West Aust. International School, Hong Kong Assistant Principal Mrs Debbie West-McInnes Good News Lutheran School, QLD Prep Coordinator 8 Mrs Bronwyn White Leadership Centre, WA Ms Naomi White Massey University College of Educ., NZ Adviser to Schools Mrs Amanda Whitfield CSO Broken Bay, NSW Education Officer Ms Beth Whiting DEST, ACT Assistant Director, Teacher Education 10 Mrs Virginia Whittle Teacher Ms Helen Wildash VCAA, VIC General Manager, Curriculum Br William Wilding 3 Dr Helen Wildy Murdoch University, WA Associate Professor Mr Adrian Wiles Luther College, VIC Principal Ms Jenny Wilkinson ACER, VIC Research Fellow 10 Mrs Jennifer Williams Beaconshills College, VIC Head of Campus - Village Mr Geoff Wills Angle Vale Primary School, SA Principal Mrs Anne Wilson Moreton Bay College, QLD Head of Science

The Leadership Challenge: Improving learning in schools 99 Dinner table no. Delegate Name Delegate Organisation

10 Mrs Jill Wilson Beaconshills College, VIC Head of Campus - Valley 17 Mr Nigel Wilson NZEI Te Riu Roa National Executive Member Mr Bruce Winther Matthew Flinders Anglican College, QLD Head of Primary 14 Ms Judy Wintour Redeemer Lutheran College, QLD Head of Middle School Mrs Victoria Wissell Sacred Heart School, VIC Principal 13 Mrs Kerry Wood Pymble Ladies’ College, NSW Director of Curriculum 17 Miss Renee Wood St Raphael’s School, NSW Assistant Principal Ms Kaye Woodman Box Hill North Primary School, VIC Mr Graeme Wright DET, WA Manager, Education Services Mr Ian Yarham Noosa District SHS, QLD Head of Middle School 27 Ms Judy Yaron YALP, VIC National Coordinator 10 Mr Alexander Young FlickNTick Pty Ltd, TAS CEO Ms Eileen Young St Mary’s College, SA Principal Mr Jason Young Catholic Schools Office, NSW Education Officer 13 Ms Sara Young Holy Family School, NSW Mr Robert Zordan Guildford Grammar School, WA Headmaster

590 delegates listed as of Wednesday 25 July 2007

Research Conference 2007 100