ASSESSING THE I LEADERSHIP PROGRAMME IN A TEACHING SCHOOLS … · 2020-02-13 · A three-day...
Transcript of ASSESSING THE I LEADERSHIP PROGRAMME IN A TEACHING SCHOOLS … · 2020-02-13 · A three-day...
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ASSESSINGTHEIMPACTOFATEACHERLEADERSHIPPROGRAMMEINATEACHINGSCHOOLSALLIANCEKatyGranville-Chapman
WellingtonLeadershipInstitute
AbstractAteacherleadershipprogrammewasdesignedanddeliveredforanewlyformedTeachingSchoolsAlliancebasedintheSouthEastofEngland;theimpactsofthiscoursewereresearched.Theprogrammeranoverthreedaysandwasdeliveredoverafivemonthperiodfortwentyteachers.Itfocusedonemotionally
intelligentleadershipandstrategicvision.Torbert’s(2004)‘ActionInquiry’and‘TeacherActionResearch’(Hendricks,2006)informedthedesignofthemethodology.Thekeylessonslearntincluded:animprovedappreciationoftheimportanceoftimeforreflectionanddiscussion;pitchingprogrammesatahighenough
leveltochallengeparticipants’thinking;andensuringthatcoursesarewhollyrelevanttoteachers’contextsandpractices.Thereisasignificantbodyofevidencetosuggestthatteacherleadershipisimportantforimprovingpupiloutcomes,butthisprojectraisesquestionsabouthowtomeasurethesuccessofateacherleadershipprogramme.Italsoconsiderswhatimpactsshouldbeexpectedfromashortcourse;andwhethercoursesarethebestwayofdevelopingteacherleadership.
Keywords:teacherleadership,leadership,emotionalintelligence,vision,strategy,teacheractionresearch
Introduction
Athree-dayteacherleadershipprogrammewasdesignedanddeliveredforanewlyformedTeachingSchoolsAlliancebasedintheSouthEastofEngland.Aninterventiontargetingteacherleadershipwaschosenbecausethereappearedtobeasignificantbodyofevidencetosuggestthatteacherleadershipisimportantforimprovingpupiloutcomes.
Sincethe1990s,teacherleadershiphasbeeninvestigatedasameansofimprovingschooleffectiveness,accompaniedbyacallformoreteacherstodevelopasleaders.Barth(2001),forexample,says‘allteachershavethecapacitytoleadtheirschoolsdownamorepositivepath,toenlisttheirabundantexperienceandcraftknowledgeintheserviceofschoolimprovement’(p.244).
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Thishasbeenreflectedinaproliferatingliteratureonteacherleadership:theEducationalResearchInformationClearinghouse(ERIC),forexample,listsover19,000publishedandun-publishedpapersonthesubject.YetMuijsandHarris(2006)arguethatresearchintothemethodsthatcanbeusedtoimplementteacherleadershipandwhatfactorscanenhanceitarerare.ThisassertionissupportedbySmylieandBennett(2005)whosuggestthattheeducationcommunity’sunderstandingofeffectivepracticeitselfisbetterdevelopedthanitsunderstandingoftheknowledge,skills,anddispositionsneededtoensuretheeffectivenessofschoolleaders.Furthermore,Barberatal(2010),inastudyofthetopperformingschoolsintheworld,arguethatthereismuchtolearnfrom‘examplesofgoodpractice,butwearestillalongwayfromcapturingtheleadershippremium,oneofthemostimportantdriversofimprovementinschools.’(p.1)
TheresearchquestionsThefollowingthreeresearchquestionsarosefromconsideringhowtodesignaprogrammeandwhatIneededtoknowforfutureleadershipcoursesanddevelopmentopportunities:
1. Whatshouldtheteacherleadershipcoursecompriseandwhy?2. Whataretheperceivedimpactsoftheleadershipcourseonparticipatingteachers?3. Whatarethelessonslearnedfromimplementingtheprogramme?
Literaturereview
Whatisteacherleadership?Acleardefinitionofteacherleadershipdoesnotemergefromtheliterature:York-BarrandDuke(2004),intheirreviewof20yearsofteacherleadershipresearch,statethatveryfewauthorsgiveadefinitionofteacherleadership.Theyexplainthatthismaybebecausethetermitselfissobroad,encompassingaplethoraofactivities,rolesandbehaviours.Atrendappearstobethatlaterresearchmorecommonlydefinesteacherleadershipasaformofdistributedleadershipwhereteachersatalllevels,holdapivotalpositioninboththewaysschoolsoperateandintheircorefunctionsofteachingandlearning;thisdiffersfromearlierresearch,particularlypre-1990,whichfocusesmoreonteacherswithformalleadershiproles.
MuijsandHarris’s(2006)‘fivedimensionsof‘teacherleadership’demonstratethetrendtowardsdistributedandcollaborativeleadership.Theirdimensionsare:
Shareddecision-makingacrossthewholeoftheteacherbody;collaborationwiththeaimofimprovingteachingandlearning;activeparticipationwhereteachersparticipateintheprocessofschoolimprovement;professionallearning;andactivismwhereteachersengagedwithissuesonbehalfoftheschool(p964).
ThisissupportedbyDayetal(2000)who,inalarge-scale,3-yearresearchprojectconductedinEngland,foundthatleadershipdistributionwascommoninsuccessfulschoolsand‘distributedsourcesofleadershipco-existedalongsideorinparallelwithmorefocusedorindividuallyenactedsourcesofleadership’(p.193).Dayetal(2000)alsoargue,however,thattheextenttowhichresponsibilityandpowerhadbeendistributeddependedonthehead’sassessmentoftheirschool’scontext.
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Mostpost-1990definitionstendtostatethatthekeyobjectiveforteacherleadershipistoimprovestudentoutcomes,asexemplifiedbyYork-BarrandDuke’s(2004)definition:
Teacherleadershipreflectsteacheragencythroughestablishingrelationships,breakingdownbarriers,andmarshallingresourcesthroughouttheorganizationinanefforttoimprovestudents’educationalexperiencesandoutcomes(p.263).
Mulford(2008)takesthisideafurtherandcontendsthatteacherstakeonschoolleadershiprolesinordertomakeadifferencetoyoungpeople’slearningandlives.Importantly,hearguesthatleadershipisnotanendinitself;ratheritisaprocessthatenablesthelearning,achievementanddevelopmentofyoungpeopleandchildren.Duringthecoursedesignphase,theeducationalexperiencesandoutcomeswehopedtoimprovethroughenhancedteacherleadershipwithinourTeachingSchoolsAlliancewereconsidered.
Howcanteacherleadershipbedeveloped?Adair(2011)says:‘anorganisationshouldnevergiveateamleadershiproleorpositiontosomeonewithouttraining’(p.4).Thisisaviewechoedbymanyauthors,yetthereissignificantdisagreementintheliteratureonhowtodevelopleaderseffectively.Thereis,however,consensusthattheteachingofleadershipinallprofessionsbringswithitresponsibility(Snooketal,2012).Withinschools,forexample,ithasbeenconsistentlyarguedthatthequalityofleadershipmattersindeterminingthemotivationofteachersandthequalityofteachingintheclassroom(Mulford,2008;DayandLeithwood,2007;MuijsandHarris,2006;York-BarrandDuke,2004;Crowtheretal,2002;Fullan,2001).
Thedisagreementoverhowbesttodevelopleadersisechoedintheliteratureoneducation.Rossetal(2011)reportthattherehasbeenlimitedguidanceoneffectivemethodsofdevelopingteacherleadershipwithingraduateprogramsforpracticingteachers,despitethegrowthofsuchprogrammes;theyalsofoundthattherewaslittleresearchontheseprogrammes’impacts.Rossetal(2011)onlyfoundoneexampleofresearchintoaleadershipprogrammeforteachers:thiswasconductedbyOvingtonetal(2002)andthecoursewasrunthroughauniversityintheUSasaprimarilydistancelearningprogramme.
Rosset.al.’s(2011)researchalsoconsideredtheimpactoftheirownuniversity-basedgraduateteacherleadershipprogrammeintheUS.Rosset.al.’s(2011)TLSIprogrammehadfourprinciples,whichwerereferredtointhedesignofthiscourse:
1.Itshouldbejobembedded;
2.Inquiryandreflectionshouldbefocusedon;
3.Collaborationshouldtakeplace;
4.Structuralsupportforexperimentationshouldbeprovided.
Methodology
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Rationalefortheresearchdesign.ThisresearchwasinformedbyTorbert’s(2004)workon‘actioninquiry’,whichhedescribesasa‘wayofsimultaneouslyconductingactionandinquiryasadisciplinedleadershippracticethatincreasesthewidereffectivenessofouractions’(p1);itwasalsoinspiredbythetraditionsofTeacherActionResearchandemployedaseriesofaseriesofstepsinwhichI,theresearcher,reflected,acted,andevaluated(Hendricks,2006).
Ethicalconsiderations.TheEthicalGuidelinesforEducationalResearch(BERA,2011)wereadheredtoandethicalapprovalwasobtainedfromaUniversity’sCentralResearchEthicsCommittee.
ResearchSample.The20participantsallcamefromourTeachingSchoolsAlliance;theywerebothmiddleleadersandaspiringleaderswithvaryinglevelsofexperience.Allhadvolunteeredfortheprogrammeandtheirmotivationsfordoingsowerediverse.
DataCollectionSchedule.Thetablebelowshowsthesetsofdatathatwerecollectedforeachresearchquestion,whenthesedatawerecollectedandthesample.
Table1:DataCollectionSchedule
Research
questionDatacollected Date
1
Questionnaire1
6May2013
FocusedGroupdiscussionsx57,13,18,23May;7;27Jun
2013
Emailcorrespondenceaboutcoursecontent MayandJun2013
MeetingwithUniversitylecturer 21May2013
EmailcorrespondencewithUniversity May-Oct2013
2
Questionnaire2
14Oct;29Nov2013;13Jan2014
Sessionevaluation14Oct;29Nov2013;13Jan
2014
Notestakenbyme14Oct;29Nov2013;13Jan
2014
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FocusGroupdiscussions20Nov2013;10Jan2014;
March2014
Interviewswith3xcourseparticipants March–April2014
Leadershipjourneys.
14Oct;29Nov;10Jan;23
Apr.
3. Notestakenbyme14Oct;29Nov2013;13Jan
2014
Sessionevaluation14Oct;29Nov2013;13Jan
2014
FocusGroupdiscussions20Nov2013;9Jan2014;20
March2014
Interviewswith3xcourseparticipants MarchandApril2014
Leadershipjourneys14Oct;29Nov;10Jan;23
Apr.
Leadershipjourneys.Trackingtheaimstheparticipantshopedtoachievethroughthecourseandtheimpacttheyperceivedthe
coursehad
14Oct;29Nov;10Jan;23Apr.
Ishallnowdescribehowandwhythesedataweregatheredforeachoftheresearchquestions.
Researchquestion1.Whatshouldtheteacherleadershipcoursecompriseandwhy?
Inordertoestablishavisionfortheprogrammeaninitialsurvey:‘Teachers’PerceptionsofourSchool’sLeadership’wassentoutviaemailinMay2013toallteachersintheschoolIworkat;41teachersresponded.Amorestrategicsamplingtechniquesuchasstratifiedsamplingwouldperhapshavegivenmorereliableresults;bysendingittoalloftheteachingstaff,however,Iwasabletogatherdatafromalloftheteacherswhowereparticularlyinterestedinleadershipandleadershipdevelopment.
Thequestionsintheinitialsurveyasked:
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1.Whatcharacteristicsandbehavioursofyourleader(s)motivateyou?
2.Whatcharacteristicsandbehavioursofyourleader(s)demotivateyou?
3.Whatdoyourleader(s)do,orcouldtheydo,toimproveyourteaching?
4.Doyourleader(s)doanythingthatreducesthequalityoreffectivenessofyourteaching?
5.Whatleadershiptrainingdoyouthinkthatyouand/oryourleaderswouldbenefitfrom?
6.Whattypeoftrainingwouldimproveyourleaders'abilitytoenhancethequalityandeffectivenessofyourteaching?
ThequestionnairewasdesignedanddistributedusingtheInternetprogramme:www.surveymonkey.com.Theinformationfromthisquestionnairewasusedtobeginthecoursedesignprocessandwascoded.Before,however,Idecidedonanycategoriesforthecoding,Icarriedoutatextanalysisontheinternetsite‘Surveymonkey’,whichgavemeanindicationofthewordsandphrasesthatwereoccurringmostfrequentlyintheresponsesforeachquestion.Iaskedacolleaguewhohadhelpedmeintheinitialstagesofformingthecategoriestocheckmycodingandthedefinitionsofthecategoriestoimprovetheirreliability.
Fourcategorieseventuallyemergedfromthisprocessasthemostusefulfordesigningthecourse:
1.Socialemotionalintelligence(EI-social)
2.Personalemotionalintelligence(EI-self)
3.Visionandstrategy
4.Values
Researchquestions2and3.Datawerecollectedforresearchquestions2and3together.Researchquestion2asked:‘whataretheperceivedimpactsoftheleadershipcourseonparticipatingteachersandontheresearcher?’and3:‘whatarethelessonslearnedfromimplementingtheprogramme?’
Questionnaire2:teachers’perceptionsoftheirownleadershipcapacity,wasdistributedtoallcourseparticipantstoassesstheirperceptionsoftheirownleadershipabilityatthestartofeachsession(OctoberandNovember2013,andJanuary2014).Itwasthenre-distributedthreemonthsafterthefinalsession(April2014).Thequestionsusedthecourseobjectivestofocusonaspectsoftheparticipants’leadershipcapacitythatwerebeingtargetedbytheprogramme.ParticipantswereaskedtoindicatetheirlevelofagreementwiththefollowingsetofstatementsusingaLikert-typescale:
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1.Imanagemyteamusingemotionallyintelligentleadership;
2.Ihavebuiltastrategicvision;
3.Ihavecommunicatedmystrategicvisionwithmyteam
4.Icaneffectivelyusecoachingapproachestochallengingconversations.
ParticipantswereaskedtoanswerthequestionsusinganumericalLikert-typeScale,givinganumberfrom1-5torepresenttheextenttowhichtheyagreedwitheachstatement(Wuensch,2004),with‘1’being:‘donotagreeatall’;and‘5’being:‘fullyagree’.Theresultswerecolourcodedtoprovideavisualrepresentationofthesedata.Thesewere,however,theleastusefuldatasetinansweringtheresearchquestionsduetothechallengesofmeasuringperceptionsandthepotentialdifferencebetweenateacher’sperceivedcapacityoftheirownleadershipandtheiractualcapacity.
Thesessionevaluationformgivenoutattheendofthefirstdayofthecourse(October2013)toassessexperiencesofthatdayaskedtwoquestions:‘Whatwentwellforyou?’and‘Evenbetterif…’.Thesequestionswerealsousedforthesecondandthirddays(November2013andJanuary2014),butafurtherquestionwasadded,whichwas:‘Whatimpacthastheprevioussessionhadonyourthinkingand/oryourpractice?’Datafromthesequestionnaireswereusedtoeditthenextday’scontentanddeliverystyle.Theywerealsousedtoprovidealoosestructureforthefocusgroupdiscussionsandinterviews.
Focusgroupdiscussionswereconductedafterdays1,2and3,closetothestartofthenextday/event,togathermoredatathatcouldbeusedtoimprovethecourse.Theywereconductedafteratleast3weekshadpassedfromtheprevioussession;thisgaveteacherstheopportunitytoimplementwhattheyhadlearntintheirpracticesbeforetheyparticipatedinthediscussions.
Afterthefinaldayoftheprogramme,threeteacherswereinterviewedtogathermoredetaileddataabouttheirexperiences.Theywereselectedfromthosewhohadnotparticipatedinadiscussiongroupandwerevolunteerswhowereinterestedinthisresearch.
ParticipantsalsoallcompletedawrittenrecordoftheirleadershipjourneysonasetofthreeA3templates,whichtheyfilledinbetweensessionsandthenpresentedateachofthethreesessions(October,NovemberandJanuary).Ialsophotocopiedtheirleadershipjourneysatthefinalsessionandtwomonthsafterthecourse.Theseleadershipjourneyscoveredasixandahalfmonthperiod,withthefirstreflectionsbeingrecordedinOctober2013andthefinalnotesbeingmadeinApril2014.
Codingforresearchquestiontwousedthreemaincategories,whichwere:
1.Emotionalintelligence(EI)
2.Strategy/vision(SV).
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3.Inspirationtoimproveorchangeleadershippractices(I)
Ialsousedtwosub-categories,whichwere:
a.Improvedknowledgeandunderstanding(KU)
b.Applicationofwhathasbeenlearnttotheirpractice(Ap)
ResearchQuestion3.Thedatacollectedforresearchquestion3:‘Whatarethelessonslearnedfromimplementingtheprogramme?’werecodedcollaborativelywithfourcolleagueswhohadalsobeeninvolvedwithcodingforresearchquestion2.Twomaincategoriesemerged:contentanddelivery.Contentwasfurthersplitintopracticaltools;casestudies;coaching;andacademiclevel.Deliverywasdividedinto:timefordiscussionandreflection;timeforgroupworkandactivities.
ResultsandDiscussion
Theanalysisofthedatafrequentlyhighlightedthecomplexityofteacherleadershipanditsdevelopment.Reflectingonthedataalsoreinforcedtheideathatleadership,andleadershipdevelopment,arenotonlycognitive,butalsoemotionalprocesses,whichneededtobeapproachedwithsensitivity.Theinterviewsandfocusedgroupdiscussionsdemonstratedthepassionmanyteachersfeelaboutleadership,andtheprofoundimpactthatbothgoodandpoorleadershipcanhaveonthosebeingled.
Inordertomakesenseofsuchacomplextopic,Ihaveusedthethreeresearchquestionstogiveastructuretowhatwasactuallyadynamicandcontinuousprocessofanalysis.
Discussionofresearchquestion1.Whatshouldtheteacherleadershipcoursecompriseandwhy?
Thestrategicvisionfortheprogramme.IbegancollectingdataforthisprojectinMay2013anditwastwomonthsbeforeIbegantoshapethestrategicvisionfortheprogramme.Inmid-July,havingconsultedteachersandmanagersfrommyschool;potentialparticipants;theUniversity;andtheliterature,Idecidedonthefollowingstrategicvision:
‘Todesignanddeliverateacherleadershipprogrammewhichimprovesteachers’perceptionsoftheirownleadershipcapacitythroughtwokeyconcepts:
1.Emotionallyintelligentleadership
2.Strategicvision.’
Programmeobjectives.Theobjectivesfortheprogramme’sdeliverywereinspiredbyRossetal’s(2011)‘TeacherLeadershipforSchoolImprovement’(TLSI)programmeprinciples:
1.Itshouldbejobembedded;
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2.Inquiryandreflectionshouldbeafocus;
3.Collaborationshouldtakeplace;
4.Structuralsupportforexperimentationshouldbeprovided.
Theobjectivesforthecoursecontentweredirectlyrelatedtothevisionandwereto:
1.Describeandexplainemotionallyintelligentleadership;
2.Analyzedifferentwaysofpracticingemotionallyintelligentleadership;
3.Encourageteacherstopracticeusingemotionallyintelligentleadershipintheirowncontexts;
4.Describeandexplainhowtocreateastrategicvision;
5.Encourageteacherstocreateavisionandstrategy,andcommunicatethiswiththeirteams;
6.Encourageteacherstomaketheirstrategicvisionareality.
Questionnaire1:Teachers’perceptionsonschoolleaders.Questionnaire1providedastartpointfromwhichtobegindesigningtheprogramme’scontent.Table2givesthecategorizedresponsestothisquestionnaire.
Table2:Categorizedresponsesfromquestionnaire1
Question EI-self EI-social Values StrategyandVision
Other
1. Whatcharacteristicsandbehavioursofyourleader(s)
motivateyou?
95% 87% 75% 46% 9%
2. Whatcharacteristicsandbehavioursofyourleader(s)
demotivateyou?
87% 80% 82% 46% 4%
3. Whatdoyourleader(s)do,orcouldtheydo,toimproveyour
teaching?
31% 34% 34% 53% 72%
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4. Doyourleader(s)doanythingthatreducesthequalityor
effectivenessofyourteaching?
21% 21% 19% 51% 73%
5. Whatleadershiptrainingdoyouthinkthatyouand/oryourleaderswouldbenefitfrom?
EI-
43%
0% 14% 54%
6. Whattypeoftrainingwouldimproveyourleaders'abilityto
enhancethequalityandeffectivenessofyourteaching?
EI-
34%
0% 12% 60%
Table2:Categorizedresponsesfromquestionnaire1
Discussionofresultsandtheirimpactonthecoursecontent
Emotionalintelligence.AscanbeseenfromTable2,Icategorized95%ofresponsesasrelatingtosocialemotionalintelligence(EI-social)and87%relatingtopersonalemotionalintelligence(EI-self)forthefirstquestionregardingthecharacteristicsandbehavioursofleadersthatmotivatedrespondents.Theresultsweresimilarforthesecondquestionaboutleaders’behavioursandcharacteristicsthatledtode-motivation,with87%categorizedasEI-selfand80%asEI-social.FewerresultswereconsideredtoberelatedtoEIforthethirdquestion,whichaskedaboutimprovementstoteaching.65%ofresponseswereclassifiedeitherasEI-selforEI-social,makingEIthecategorywiththejointhighestnumberofresponses(tyingwith‘agreaterfocusonlearningandteaching’).Whenaskedwhattrainingteachersbelievedtheirleaderswouldbenefitfrom(question5),thehighestpercentageofresponsesrelatedtotraininginEI(43%).Forthefinalquestion(question6),whichasked:‘whattypeoftrainingwouldimproveyourleaders'abilitytoenhancethequalityandeffectivenessofyourteaching?’,EIwasthesecondhighestscoringcategoryafter‘other’.
TheseresultssuggestthattheteachersfeltthatEIwasanareainneedofdevelopmentinourschool’sleaders.Itisdisappointingnottohaveresultsfromtheotherschoolsthatsentteachersontheprogramme,buttheemphasisontheimportanceofEIforleadersisalsosupportedintheliterature(Mills,2009;Kerretal,2006;LebanandZulaf,2004;andSrivastava&Bharamanaikar,2004;WongandLaw,2002;Goleman,1998).Someauthorshave,however,questionedthestatisticalsignificanceofthecorrelationbetweenEIandleadershipeffectiveness(Grunesetal,2014;Cavazotteetal,2012;Antonakis,2009;BarabutoandBurbach,2006;Brownetal,2006;andConte,2005).IchosetoincludeEIin
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theprogrammeandaspartofmystrategicvisionforthecourse,asIfeltthattheliteraturesupportingthelinksbetweenEIandleadership,combinedwiththeresultsfromthissmall-scalequestionnaire,justifieditsinclusion.
IdecidedwhichaspectsofEItocoverbyreviewingtheindividualcommentsinthequestionnaireandthroughinterviews,focusgroupdiscussionsandemailcorrespondencewithparticipants.AdiscussionwiththeUniversityaboutthesedataallowedthemtosendmealonglistoftopicstheycouldoffer,whichwererelevanttowhathadbeensuggestedbythedata.Allteacherswhohadsignedupatthispointweresentthelonglistoftopicsandwereaskedtochoosethosetheyfeltweremostrelevanttothem.Thefollowingtopics,relatedtoEI,appearedtobeofmostusetothoseontheprogramme:
1.Whatisemotionalintelligence?
2.Whatdoesemotionallyintelligentleadershiplooklike?
3.Motivating,developingandmanagingpeoplethroughemotionallyintelligentleadership.
OneothertopicconcernedwithEIwascovered:
4.Coachingapproachestochallengingconversationsandmanagingperformance.
Coachingdidn’tformacategoryinitsownrightinmyanalysis,asitwasonlyrelevanttotwoquestionsinthequestionnaire.10%ofresponses,however,mentionedcoachinginanswertoquestion5:‘whatleadershiptrainingdoyouthinkthatyouand/oryourleaderswouldbenefitfrom?’7%ofresponsesalsoincludedcoachinginanswertoquestion6:‘whattypeoftrainingwouldimproveyourleaders'abilitytoenhancethequalityandeffectivenessofyourteaching?’Thisledmetoinvestigatecoachingasameansofdevelopingleadershipfurther.
CoachinghasthecapacityenhanceEI,asitprovidesleaderswithtoolsthatenhancetheircapacityforlistening,thereforealsotheirabilitytounderstandothers;itisalsorecognizedasausefulmethodofdevelopingotherleaders(Barberetal,2010;Snooketal,2012).FurtherevidenceofthebenefitsofcoachingforleadersisprovidedbyBoyatzisetal(2013);Elyetal(2010);Kampa-KokeshandAnderson(2001);Oliveroetal.(1997).Theperceivedrelevanceofcoachinginmyteacherpopulationishighlightedbythefactthatallcoachingcoursesthathaverunatourschoolhavebeenoversubscribed.CoachingwasalsoapopulartopiconthelistofoptionsgiventomebytheUniversity,andwasthereforeincludedinthisprogramme.
Values.Table2givesthepercentageofresponsesthatwerecategorizedasrelatingtovaluesforeachquestion.Forquestions1and2:‘whatcharacteristicsofyourleadersmotivate/de-motivateyou?’,thecategoryreceivingthesecondhighestnumberofresponseswas‘values’(75%and82%respectively).WhencourseparticipantsandtheUniversityIwasworkingwithwereconsultedontheinclusionofvaluesintheprogramme,itwasfeltthatthiswouldbedifficulttodeliver,butcouldbeexploredaspartofawider
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considerationoftheroleofEIinleadershipandthroughthedevelopmentofavisionbasedonsharedvalues.Thiswassupportedbytheresultstoquestion5:‘whatleadershiptrainingdoyouthinkthatyouand/oryourleaderswouldbenefitfrom?’,asnoneoftheresponseswerecategorizedasanexpressionofvalues.Thisis,however,anareaIamkeentoexplorefurtherinthefuture,asvaluesareconsideredtobecriticaltoeffectiveleadershipbymanyauthors(forexample,ChatmanandKennedy,2010;Conger,2010;Podolnyetal,2010).Wealsoconsideredhowwecanre-invigorateourschool’scorevaluesthroughafullstaffCPDsessioninSeptember2015andtheleadershipcoursethathasemergedfromthisresearchspendsasignificantamountoftimeexploringthistopic.LeadershipvaluesalsonowformsacorethemeinthenewleadershipcourseswearedeliveringforourTeachingSchoolsAlliance.
Visionandstrategy.Asignificantnumberofresponsesrelatedtothecategoryvisionandstrategyinallofthequestions.Visionandstrategyhadthehighestnumberofrelatedresponsestoquestion4:‘doyourleadersdoanythingthatreducesthequalityoreffectivenessofyourteaching?’,with51%ofanswers.14%ofanswerstoquestion5:‘whattypeofleadershiptrainingdoyouthinkthatyouand/oryourleaderswouldbenefitfrom’;and12%forquestion6:‘whattypeoftrainingwouldimproveyourleaders’abilitytoenhancethequalityandeffectivenessofyourteaching?’,relatedtovisionandstrategy;Ihadperhapsexpectedthistobehigher.Visionandstrategywere,however,topicsthatwerespecificallyrequestedbyparticipantsinfocusgroupdiscussionsandinterviews;andtheywerealsorecommendedbytheUniversityasbeingparticularlybeneficialtoteacherleaders.Inadditiontothis,visionandstrategyareconsideredtobecentraltoeffectiveleadershipbyourHeadTeacher,andthereisasignificantbodyofresearchintotheimportanceofstrategicvisionforleaders(forexample,Kotter,2011;Wassermanetal,2010;Leithwoodetal,2008;HallingerandHeck,2002).Visionandstrategy,thereforebecametheothermajorthemeofourprogramme.
Othersignificantresponses.Therewereanumberofinterestingresponses,whichwerenotcategorizedsincetheydidnotinformthecontentoftheprogramme.Itisworth,however,mentioningafewofthesesincetheyarerelevanttoadiscussionwearehavingwithinourAllianceandschoolaboutthetypeofleaderswehopetodevelopandhowbesttotrainourleaders.Question3and4,inparticular,ledrespondentstowardsananswerthatwasrelatedtolearningandteaching.Forquestion3:‘whatdoyourteachersdo,orcouldtheydo,toimproveyourteaching?’,itwasperhapsunsurprisingthat65%oftheresponsesrelatedtoallowingteacherstofocusmoreonlearningandteaching.
Interestingly,17%ofresponsestothefinalquestion:‘whattypeoftrainingwouldimproveyourleaders’abilitytoenhancethequalityandeffectivenessofyourteaching?’relatedtotraininginteachingandlearning.Because,however,thepotentialparticipantsconsultedfeltthatwehadabroadandinterestingcontinuingprofessionaldevelopment(CPD)programmefocusingonlearningandteaching,theirpreferencewastoexamineleadershipspecifically
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onthiscourse.Thiswassupportedbymembersofmyschool’sseniorleadershipteamandtheuniversity.
Discussionofresearchquestion2:Whataretheperceivedimpactsoftheleadershipcourseonparticipatingteachers?
Themainpurposeofthisresearchquestionwastogatherdatathatwouldinformthedesignoffutureleadershipinterventions.Thequantitativedatacollectedfromquestionnaire2(teachers’perceptionsoftheirownleadershipcapacity)wasarguablytheleastusefulforlearninghowtoimproveourimpactonteacherleadersandtheirpractices.Thiswasbecauseitdidnotprovideexplanationsofwhyteachershad,orhadnotexperiencedanimpactfromtheprogramme.Itwas,however,usefulforestablishingmoregeneraltrends,whichcouldbeinvestigatedfurther.Incontrast,thefocusgroupsweretherichestsourcesofdataandtheywereparticularlyhelpfulforfollowinguponpointsthathadbeenmadeinthesessionevaluationsandquestionnaires.
Thecodingofdatahelpedtoidentifythemainareasinwhichanimpacthadbeenmade.Perhapsunsurprisingly,theseareasofimpactrelatedcloselytothecourseobjectives,withimprovementsinparticipants’knowledge,understandingandapplicationofEI,strategyandvisionbeingrecorded.Asmall,butsignificantnumberofteachersfelttheyhadbeeninspiredtomakeasignificantchangetotheirleadershippracticeandeven,inonecase,tomakeacareerchange.Anaspirationforfuturecourseswouldbetoinspiremoreteacherstoreflectand,ifnecessary,changetheirleadershippractice.Achievingthisisnoteasy,asbothmyexperiencefromthisprojectandpublishedliteratureattest(George,2012;Fairman,andMackenzie,2012;Ibarraetal,2010;DanaandYendol-Hoppey,2009;Getz,2009;DayandLeithwood,2007;Hirstetal,2004;FrostandDurrant,2003;HarrisandMuijs,2003;Crowtheretal,2002;Cranton,1994).
Discussionofresearchquestion3:Whatarethelessonslearnedfromimplementingtheprogramme?
Thefeedbackprovidedvaluablerecommendationsonhoweachsessioncouldhavebeenimproved.Becausethecoursewasdeliveredonthreedays,eachseparatedbyoveramonth,itwaspossibletoimplementmanyoftheparticipants’ideasintimeforthefollowingsession.Thekeyareasrelatingtotheprogrammecontentthatcouldhavebeenimprovedfurtherwereasfollows:
1. Theinclusionofmorepracticalleadershiptools;2. Morecasestudiesandexamples;3. Amorepracticalapproachtocoaching;4. Pitchingthecourseatahigheracademiclevel.
Themainareasidentifiedforimprovementofthedeliveryincluded:
1. Moretimefordiscussionandreflection;2. Moregroupworkandactivities;
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Thedatasuggeststhatthefeedbackrelatingtothecoursecontentwasmoreeffectivelyimplementedthanthatwhichreferredtothedelivery,sincetherewasmorepositivefeedbackreferringtothecontentinthelaterfocusgroups,interviewsandsessionevaluationsthanintheearlierones.Lesspositivefeedbackremainedindatathatwascollectedlaterregardingthedelivery.Thisisprobablybecauseitisfasterandeasiertochangetopicsthanstyleofdelivery;furthermore,wehadtwodifferentfacilitators,neitherofwhomhadtheadvantageofbeingpresentduringthefocusgroupsorinterviews.
Summaryoftheresultsanddiscussion
Thedataconfirmsthat,tosomeextentatleast,theobjectivesforthecontentoftheprogrammeweremetand,bytheendofthecourse,teachersperceivedthattheywereableto:
• DescribeandexplainEIleadership;• AnalyzedifferentwaysofpracticingEIleadership;• Describeandexplainhowtocreateastrategicvision;• Encourageteacherstocreateavisionandstrategy,andcommunicatethiswiththeir
teams;
Theprogrammehadalso:
• EncouragedteacherstopracticeusingEIleadershipintheirowncontexts;
and,
• Encouragedteacherstomaketheirstrategicvisionareality.
Thefeedbacksuggestedthatthetopicsselected(EI,strategyandvision),wereappropriateandofbenefittotheteachersattending.Thisprovidessomeevidencetosupporttheconsultationprocessthatwasusedbeforethecoursetodecidewhattocover.Thelimitation,however,ofaskingteacherswhohaveneverreceivedleadershiptrainingwhattheywanttostudyisthattheymaywellnotknow(asreflectedintwofocusgroupsandinterviews).Startingtheconsultationprocessbyaskingmoregeneralquestionsaboutleadership,whichcouldthenbecategorizedtoinformpotentialprogrammetopicswasthereforeuseful.Thefollowupdiscussions,whichwereinformedbytheseresultswerealsobeneficialforconfirminginitialideasandnarrowingtopicoptions.
Theexclusionofvaluesfromtheprogrammewasanerror;afterEI,theexpressionofaleader’svaluesappearedtobethemostsignificantdriverofmotivationfortheteacherswhoansweredtheinitialquestionnaire.Iam,therefore,workingwitharangeofexpertsonvaluesandleadershipandwehaveincorporatedvaluesasacentralthemeinournewleadershipprogrammes.AfullstafftrainingsessionalsotookplaceinourschoolatthebeginningofSeptembertodiscusstheroleofvaluesandcharacterineducation;wearealso
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workingonembeddingtheimportanceofthedevelopmentoftheseinourschoolcultureinarangeofwaysincludingthroughtraining,coaching,mentoringandworkinggroups.
Limitations
Programmedesign.Courseparticipantsandmembersofmyschoolsseniorleadershipteamwereconsultedbeforetheprogrammebegan,butotherkeystakeholderswithinourAlliancewhohaveastronginterestintheleadershipdevelopmentoftheirstaff,suchasheadteachers,werenot.Ideally,studentsshouldalsohavebeenconsultedtofindoutwhattheyvalueinateacherleader,sincetheyarecentraltothepurposeofanyteacherleadershipintervention.ItwouldalsohavebeenusefultospendmoretimeworkingwiththeUniversitytotailortheprogrammemorepreciselytotheparticipants’requirements.AsourTeachingSchoolsAllianceisnowmoremature,IaminabetterpositiontocarryoutwidercollaborationbeforeournextmajorcycleofinterventionsbeginsinSeptember.
InthecoursedesignphasesIdidnotfullyanswerthequestion:whatexactlyshouldtheparametersofsuccesslooklikeforthisleadershipprogramme?Ishouldalsohavereflectedmoredeeplyonthequestion:whatoutcomeswouldjustifyteachersbeingawayfromtheirclassroomsandhowcouldthesebemeasured?Ihavenotfullyansweredthesequestionsforfuturecourses,butIbelieveabroadercollaborativeprocessisnecessarytogetclosertosolvingthem.
Impactsoftheprogramme.Itischallengingtomeasuretheimpactofanycoursetargetingleadership.Evenonalongitudinalstudy,itisdifficulttodecidewhattouseasmeasuresofsuccess,andtofindameasurethatwillbebothreliableandvalid.Wewereaimingtoenhanceteacherleadershipinordertoimproveoutcomesforpupils,boththroughraisedattainmentandincreasedwellbeing.Theliteraturereviewsuggeststhatteacherleadershipcanbeanimportantdriverofpupils’outcomes;inastudyofthisscale,however,itwasnotpossibletomeasurewhethertheprogrammehadaffectedstudentoutcomeswithanydegreeofconfidence.Teachers’perceptionsoftheirownleadershipcapacitywerethereforechosenasameasureofimpact.
Thishasmanyweaknesses.Gallreinetal(2013)forexample,foundtherewasevidencefortheexistenceofidiosyncratic‘blindspots’inpeople’sperceptionsofthemselvesinastudyof65students;theirliteraturereviewpresentsfurtherevidenceforthisphenomenon.ThisresearchisechoedinArgyrisandSchon’s(1974)workontwotheoriesofaction:‘espousedtheory’and‘theory-in-use’.Themis-matchbetweenpeople’sperceptionofthemselvesandhowothersperceivethemisaninterestingtopicforfutureleadershipdevelopmentprogrammes.Theextenttowhichateacher’sperceptionoftheirleadershipcapacitycorrelateswiththeimpacttheyactuallyhaveonpupiloutcomesmayalsobeaninterestinglongitudinalstudy.
Lessonslearned.Thelessonsdiscussedinthepreviouschapterarereflectiveofthegroupofteacherswhoparticipatedontheprogramme.Alloftheseteachersweredrawnfromasmallgeographicalarea,coveringtwocountiesintheSouthEastofEngland.Theextentto
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whichtheselessonswouldberelevanttootherswishingtodesignateacherleadershipprogrammeis,thereforequestionable.Manyofthepointsraised,however,wereechoedintheliterature,perhapsindicatingtheirrelevancetoawideraudience.
ConcludingRemarks
Atthebeginningofthisproject,IcarriedoutasearchontheInternetsearchengine‘Google’,usingtheterm:‘leadershipdevelopment’(www.google.co.uk).Thisreturned7,930,000webpages:aresultofthatsizeimpliesthatasignificantlevelofuncertaintymustremainoverhowbesttodevelopleaders.Thechallenge,therefore,ofcreatingameaningfulleadershipdevelopmentprogrammethatwouldhaveapositiveimpactonteacherswasnotgoingtobeinsignificant.Thecomplexityofthetaskwascompoundedbythefactthatacleardefinitionofteacherleadershipdoesnotappeartoemergefromtheliterature.Indeed,York-BarrandDuke(2004),intheirreviewof20yearsofteacherleadershipresearch,statethatveryfewauthorsevenattemptadefinition.Furthermore,despitethenumberofwebpagesconcernedwithleadershipdevelopment,Rossetal(2011)onlyfoundoneexampleofresearchintoaleadershipprogrammeforteachers(conductedbyOvingtonetal.,2002).This,however,madetheprojectfascinatingandgavemetheopportunitytoreflectonresearchfromabroadrangeoffields.
OneofthekeyquestionsIhaveconsideredthroughoutthisprojectis:whatisthepurposeofteacherleadershiptraining?Nodoubt,itistoimprovepupils’outcomes(York-BarrandDuke,2004;Mulford,2008),buthowcanaprogrammeachievethisandhowcanyouknowwhetheryourcoursehasbeenthecatalystofbetterresultsforstudents?AtameetingwithheadteachersfromourAlliance,thispointwasdiscussedandthegroupconcludedthatanyleadershipcoursemust‘inspireandenergize’teacherstoimprovetheirpractices;programmesmust‘excite[teachers]andkeepthemintheprofession’.Theheadteachersalsosaidthatanyinterventionshouldalsohavea‘long-termimpact’.Onlythefirstofthesesuggestionswasspecificallyanalyzedbythisproject,butallcouldpotentiallybeinterestingtoresearchoveralongertimeperiod.
Aparticularlyinterestingquestioniswhatimpactscanbeexpectedfromshortteacherleadershipcourses.Thepreviousquestion,concernedwiththeparametersofsuccess,maygosomewaytowardsaddressingthis,butitissomethingthatisworthreflectingonfurtherbeforethenextprogrammeislaunched:strikinganappropriatebalancebetweentakingteachersawayfromtheirclassesandprovidinghighimpactleadershipdevelopmentopportunitiesiscrucial.TheadvantagesofteachersresearchingtheirownpracticesarewidelyreflectedintheliteratureandfacilitatingontheNationalProfessionalQualificationforMiddleLeaders(NPQML),hasgivenmetheopportunitytowitnessthebenefitsofaskingparticipantstocompletealeadershipprojectwheretheteacherleadsachangeintheirsettingandreflectsonthisprocess.Manyoftheteachersonthisprogramme,however,hadchosenourprogrammeastheydidn’tfeelreadytocommittotheNPQML,soweremorecomfortablewiththenon-assessedformatofthiscourse.
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Onreviewingtheliterature,however,Icameacrossworksuggestingthatstand-alonecoursesareunlikelytohaveatransformational,long-termimpact,andthatamoreblendedapproachispreferable(Boyatzisetal.,2013;Getz,2009);thismeantgoingbeyondthiscourse’srequirementforteacherstofocusonaspecificprojectwithintheirpractice,toamoreholistic,longer-termprogrammeofcoaching,mentoringandvisits.
Forournewprogramme,wehavegivenparticipantstheopportunitytocompletereflectiveassignmentsandasktheirteamandseniorleadersabouttheimpactsoftheirleadershipandtheleadershipstrategiestheyhavelearntontheprogramme,supportedbyamentororcoachwithintheirschool.Thesewrittenassessments,withattendanceonthemodules,leadtoacertificateordiploma.Itisalsopossible,however,toattendindividualmodulesthatareofparticularinteresttoteacherswithoutwritingassignments,givinggreaterflexibilitytobusyteachersandhopefullyintroducingthemtoleadershipideasthattheyfeelareworthlearningmoreaboutinthefuture.
Overall,thecomplexityofteacherleadershipanditsdevelopmenthasprovidedmewithathoroughlyengagingproject,whichhasprovidedmewithmanymorelessonsthanIhadanticipatedwhenIbegan.Ithasbeenparticularlyinterestingtoreviewliteraturefromarangeofdisciplinesandevaluatetheextenttowhichresearchfrombeyondeducationcanbeusedtoenhanceteacherleadershipdevelopment.ThisprojecthashadasignificantimpactonthewaythatIpersonallylead,aswellasthemannerinwhichIhaveapproachedleadershipdevelopmentopportunitiesforteachers,notonlythroughformalprogrammes,butalsoinformallythroughcoachingandleadershipsupportandresearchgroups.
AbouttheAuthor
KatyGranville-ChapmanisageographyteacherandtheDirectoroftheWellingtonLeadershipInstitute.BeforeWellington,KatyservedintheBritishArmyasaTroopCommanderandthentrainedsoldiersandyoungofficersinleadershipservinginIraq,Nepal,andtheUSAandacrossEurope.Katy’sresearchinterestsfocusondevelopingleaderswhocultivateflourishingandshehasadvisedtheGovernment,CabinetOfficeandCivilServiceonleadershipandcharacterdevelopment.KatydesignsanddeliversteacherandpupilleadershipprogrammesandinterventionsandhercoursesarequalityassuredbytheUniversityofOxford.Email:[email protected]
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