Post on 28-Dec-2015
LEADERSHIP DIALOGUESImproving outcomes for all
LEADERSHIP DIALOGUES
Leadership Dialogues
Executive Summary
The context or the Leadership
Dialogues Odyssey
The Methodological
Framework
The leadership for learning
model
Data Collection and Analysis
Research project impact
EXECUTIVE SUMMARYLEADERSHIP DIALOGUES
JANUARY 2014 - JULY 2015
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
A model of leadership is needed which engages all in
action focused on learning.
cognitive politicscollaborationdialogic schooldialogueepistemology
Outstanding teaching
quality over time is
facilitated by mode 2
professional learning.
This vision for school
improvement recognises
the centrality of cognitive politics to improving outcomes.
generalisationheutagogy
inquirymethodological pluralism
mixed methods
Positioned within the
mixed methods research
paradigm and comprised
three phases.
Engaging all in learning will
improve outcomes for all leading to the advent of the dialogic
school.
mode 2 professional learningontologyteacher mindsetteaching quality over time360° view
The key impact indicator is teaching
quality over time; the focus
for data collection and
analysis.
Active engagement and collaboration will
improve teaching quality
over time.
A 360º view of teaching quality
over time provides an
accurate measure of how
a teacher is performing.
For professional learning to be
effective, teachers need to
be at a given level of
competency.
Teacher mindset determines if a
teacher can transition from
RI to good teaching quality
over time.Leadership
directly impacts on outcomes for
all.
CONTEXT
Office for Standards in Education (2013) School Inspection Report: Primary School A. URN: 131183. London: Ofsted publicationsSilcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
Following completion of initial phase
intended impact
became the creation of a
dialogic school.
Phase 1The wicked problem
What does Primary School A need to do to
improve further?
Increase the proportion of outstanding
teaching.
A change in context (move
to Primary School B)
afforded the opportunity to
employ the case study method.
Phase 2Case study
method
The consideration of cultural and micro-political
issues introduced
further areas for research.
How is the role of
leadership integral to improving
outcomes for both children and teachers?
Phase 3The leadership for learning model
What are the barriers to change in teachers requiring
improvement?
HYPOTHESISFor schools to ensure quality of teaching over time, they need to build capacity in designing learning around all learners’ needs. This shift from the school as deliverer of the curriculum for children to the school as designer of learning for all requires the engagement of all in action focused on learning.
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
Primary pupils’ artwork unveiled at Kidbrooke by the Mayor of Greenwich ahead of construction beginning on expanded school site for Primary School B, December 2014.
THE METHODOLOGICAL FRAMEWORKAn adaptive
methodological framework
which facilitated the use of multiple
methods to address different
phenomena.
Mixed methods research paradigm
Research project positioned within
the mixed methods research
paradigm.
A 360° view of teaching
quality over time used: a strategy for evaluating impact and
leadership for change.
Piecing together the evidence of
teaching quality over time
An assessment model using a
mix of qualitative and
quantitative research
methods built around the tool of observation.
The use of an open code to interrogate
data collected secured the
robustness of the assessment
model.
Content analysis
Limitations of the assessment
model addressed during the
second and final phases by
utilising content analysis.
Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. RoutledgeHorst, H., Hjorth, L. and Tacchi, J. (2012) Rethinking ethnography: An introduction. Media International Australia, Incorporating Culture and Policy 145 (2012): 86Silcock, R. (2014) The Case for Change: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
THE METHODOLOGICAL FRAMEWORK
Piecing together the evidence of teaching quality over time
Learning
journey evident
in books
Quality of children’s learning matched by quality and frequency of feedback marking
Pupil attainment and progress data over a term and
over a year
No gaps in progress or attainment for groups
Quality of the learnin
g environment and
how it support
s learnin
g
Breadth and balance of curriculum
Quality of
behaviour for
learning
What this tells us about attitudes to learning, engagement and established routines
Pupil perceptions of learnin
g
What they say about the quality of teaching over time
Quality of observed teaching
The manner in which the teacher reads the context and adapts teaching to engage learners
Enrichment
To what extent is learning enriched across the curriculum
Silcock, R. (2014) Inquiry for Impact: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
THE METHODOLOGICAL FRAMEWORK
Evidence Method Weakness
Learning journey evident in books
ObservationWill the expectation of a book
scrutiny impact on the learning journey evident in books?
Pupil attainment and progress data over a term
and over a year
School performance data
School performance data is based on teacher assessments and is not indicative of attitudes to learning.
Quality of the learning environment and how it
supports learningPhotographs
Photographic evidence will only record the potential for the
learning environment to support learning.
Quality of behaviour for learning
Observation/School performance
data
An observer in a classroom will impact on the environment.
Pupil perceptions of learning
QuestionnaireWill pupils feel encouraged to be
honest?
Quality of observed teaching
ObservationAn observer in a classroom will
impact on the environment.
Enrichment QuestionnaireWill stakeholders feel encouraged
to be honest?
Silcock, R. (2014) Inquiry for Impact: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
ETHICAL ISSUES
Anonymising data enables adherence to confidentiality
and consent agreements and
addresses broader issues of ownership
and access.
Inherent subjectivity
countered by multi-layered
understanding of the research
subject provided by the researcher.
A mixed methods approach presents
a risk of overlooking ethical
issues given the use of qualitative and quantitative research design.
Hammersley, M. and Traianou, A. (2012) Ethics and Educational Research. British Educational Research Association on-line resource. Available at http://www.bera.ac.uk/ [accessed January 2014]Silcock, R. (2014) Inquiry for Impact: Research Paper. [Unpublished paper] Academy for Innovation/University of West LondonSilcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
THE LEADERSHIP FOR LEARNING MODELTHE THEORETICAL FRAMEWORK
Leadership culture
• Tell less, ask more: the exposure of all stakeholders to inquiry, dialogue and collaboration will promote the desired culture of telling less and asking more and the corollary of relationship building
Leadership relationships
• For all stakeholders: the building of relationships underpins the success of every complex social organisation susceptible to an array of both external and internal influences, including schools
Leadership structure
• A transparent leadership structure: defines accountabilities that will fuel school improvement both internally and externally
Leadership systems
• Precise leadership systems: leadership systems present the tangible realisation of cognitive politics
Leadership learning
• Action focused on learning: all stakeholders need to be provided with the opportunity to learn which will promote critical thinking and a focus on change; a prerequisite for responding to the increased complexity of social life
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
THE LEADERSHIP FOR LEARNING MODELTHE EVIDENCE
Leadership culture
• Informed by data from the final phase of the research project which is indicative of the impact of leaders on teacher mindset and on outcomes for all stakeholders
Leadership relationships
• Supported by the data and the subsequent finding from the initial and second phase of the research project which states that active engagement for teachers within a context of personalised professional learning will lead to an improvement in teaching quality over time; teachers being able to take a lead in their professional learning
Leadership structure/Leadership systems
• Designed following the data and the subsequent finding from all phases of the research project which advocates a 360º view of teaching quality over time; supports the management of meaning and maintains the shared reality
Leadership learning
• Supported by the data and the subsequent finding from the initial and second phase of the research project which states that active engagement for teachers within a context of personalised professional learning will lead to an improvement in teaching quality over time; promotes a shared moral purpose
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
DATA COLLECTION AND ANALYSIS
Phase 1
Identify wicked problemDevelop research methodologyConduct researchAnalyse data and determine interim findings
Phase 2
Identify case studyDevelop case study methodologyConduct case studyAnalyse data and revise findings
Phase 3Develop leadership for learning model and identify further areas for research to secure robustness for itAdapt research methodologyConduct researchAnalyse data, finalise leadership for learning model and determine claimsPublish claims
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
DATA COLLECTION AND ANALYSIS
Research Project Development Plan
Phase Timescale Key tasks Interventions Data collection Evaluation Reporting
3January 2015 to
July 2015
Adapt research methodology Conduct research Analyse data and determine
impact
At the level of leader
At the level of RI teacher
Assessment model Piecing together the evidence of teaching quality over time
Questionnaire
Yes Yes
Inte
rventi
ons Leading with Precision
senior leadership development programme
Intensive fixed term support plan for RI teacher
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
DATA COLLECTION AND ANALYSIS
Research Project Development Plan
Phase Timescale Key tasks Interventions Data collection Evaluation Reporting
3January 2015 to
July 2015
Adapt research methodology Conduct research Analyse data and determine
impact
At the level of leader
At the level of RI teacher
Assessment model Piecing together the evidence of teaching quality over time
Questionnaire
Yes Yes
Data
colle
ctio
n
Questionnaire
Teaching quality over time (baseline)
Teaching quality over time (evaluative)
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
DATA COLLECTION AND ANALYSIS
WHAT ARE THE BARRIERS TO CHANGE IN TEACHERS REQUIRING IMPROVEMENT?
Child
ren'
s boo
ks
Pupi
l pro
gres
s
Lear
ning
env
ironm
ent
Behav
iour
Pupi
l voi
ce
Obser
ved
teac
hing
Cross
-cur
ricul
ar le
arni
ng
Overa
ll te
achi
ng q
ualit
y0
10
20
30
40
50
60
70
80
Teacher 1Piecing together the evidence of teaching
quality over time
Jan-15Mar-15
Assessment foci
Teach
ing q
uality
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
DATA COLLECTION AND ANALYSIS
WHAT ARE THE BARRIERS TO CHANGE IN TEACHERS REQUIRING IMPROVEMENT?
Child
ren'
s boo
ks
Pupi
l pro
gres
s
Lear
ning
env
ironm
ent
Behav
iour
Pupi
l voi
ce
Obser
ved
teac
hing
Cross
-cur
ricul
ar le
arni
ng
Overa
ll te
achi
ng q
ualit
y0
10
20
30
40
50
60
70
80
Teacher 2Piecing together the evidence of teaching
quality over time
Jan-15Mar-15
Assessment foci
Teach
ing q
uality
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
DATA COLLECTION AND ANALYSIS
HOW IS THE ROLE OF LEADERSHIP INTEGRAL TO IMPROVING OUTCOMES FOR BOTH CHILDREN AND TEACHERS?
Vision
for l
eade
rshi
p at
SR a
nd W
F
Iden
tifiab
le le
ader
ship
sty
le a
t SR a
nd W
F
Succ
ess o
f a sc
hool
det
erm
ined
by
its le
ader
s
Teac
her m
inds
et d
eter
min
ed b
y le
ader
s
Teac
her m
inds
et ca
n be
cha
nged
by
lead
ers
Succ
essf
ul le
ader
s bu
ild re
latio
nshi
ps
Lead
ers d
irect
ly im
pact
on
teac
hing
qua
lity
over
tim
e
Lead
ers d
irect
ly im
pact
on
child
ren'
s ou
tcom
es0
20
40
60
80
100
Attitudes to Leadership
Percentage of leaders/teachers strongly agreePercentage of leaders/teachers agreePercentage of leaders/teachers undecidedPercentage of leaders/teachers disagreePercentage of leaders/teachers strongly disagree
Attitude
Perc
enta
ge o
f le
aders
/teach
ers
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
RESEARCH PROJECT IMPACTCLAIMS
Leadership Dialogues research project claims
Active engagement and collaboration will improve teaching quality over time: For professional learning to be effective, teachers need to be at a given
level of competency Teacher mindset determines if a teacher can transition from RI to good
teaching quality over time.
A 360º view of teaching quality over time provides an accurate measure of how a teacher is performing.
Leadership directly impacts on outcomes for all.
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London
Generalisability is evidenced in the leadership
for learning model which
promotes scalability and sustainability.
cognitive politicscollaborationdialogic schooldialogueepistemology
Successive phases of the
research project have added
robustness to the findings and
secured generalisability.
Implementation of the
leadership for learning model will lead to the creation of a
dialogic school and address the wicked problem.
generalisationheutagogy
inquirymethodological pluralism
mixed methods
This is evidenced by the continued
success of Primary School
A, the early scaling of
personalised CPD and the
transformation of Primary School B.
Further robustness
could be added to the
leadership for learning model, but this is not a barrier to using it as a blueprint
for change.
mode 2 professional learningontologyteacher mindsetteaching quality over time360° view
Scalability and sustainability
further evidenced by my changing ontological
perspective: I am now a more effective change
agent.
RESEARCH PROJECT IMPACTLEADING CHANGE
To get involved or for a project update click on icon:
GLOSSARY
Term Definition
Action Research Practitioner based research focused on change at the local level.
Case StudyA process or record of research into the development of a particular person, group or event which utilises the complexity of multiple variables and adopts a mixed methods approach in order to understand what is being investigated. Data collection and analysis is guided by the development of a theoretical position at the outset.
Complexity Theory The design of minimal interventions with the purpose of effecting major change.
Design Thinking Reframing problems (how the problem is defined) to find overlooked solutions.
Dialogic SchoolA school which promotes improved outcomes for all by employing precise, context-driven and collaborative leadership to create a professional learning environment characterised by inquiry, formal and informal dialogue and collaboration.
Epistemology How knowledge is acquired.
Ethnography The observation of society from the viewpoint of the research subject.
Heutagogy Self-determined or learner-centric learning.
Interpretivism An emphasis on the ability of the individual to construct meaning.
Joint Practice Research Collaborative practitioner based research focused on change at the local level.
GLOSSARY
Lead Practitioner A teacher who delivers outstanding teaching quality over time and subsequently leads colleagues to improve their practice.
Methodology The explanation for the methods used to conduct research.
Methods The methods used to conduct research.
Mindset The fixed mental attitude or disposition which predetermines a person’s responses to and interpretations of situations.
Mixed Methods Research The collecting, analysing and mixing of both quantitative and qualitative research methods to understand a research problem.
Mode 1 Research Academic, investigator-initiated and discipline-based knowledge production.
Mode 2 Professional Learning A professional learning environment characterised by inquiry, formal and informal dialogue and collaboration.
Mode 2 Research Context-driven, problem-focused and interdisciplinary knowledge production.
Ontology View of reality and being.
Paradigm An overall theoretical research framework.
Positivism To prove or disprove a hypothesis.
GLOSSARY
Qualitative Research Used to gain an understanding of underlying reasons, opinions and motivations providing insights into a problem.
Quantitative Research The quantification of a problem by generating numerical data or data that can be transformed into useable statistics.
360º view A measure of teaching quality over time which incorporates all of the key indicators of how a teacher is performing.
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