CHAPTER 5Learning-centred Leadership

Sisilia P Indahayu69080062

INTRODUCTION

4 main parts discussed in this presentation:

(1) Leadership beliefs and assumptions(2) How leaders make a difference to what happens in classrooms(3) School structures and systems(4) Implications for school leaders

LEADERSHIP BELIEFS AND ASSUMPTIONS

• Leadership becomes more potent when it focuses on developing students’ learning and strengthening teaching.

• Learning-centred leaders add their influence to that of teachers in order to create a combined effect on students’ learning.

LEADERSHIP BELIEFS AND ASSUMPTIONS

• Leadership is contextualized• Leadership is distributed• Leadership is about providing a

sense of direction

LEADERSHIP BELIEFS AND ASSUMPTIONS

Final Assumptions on school leadership: A shared function Contingent upon the context in which it is

exercised Involves setting a direction for the school A process of social influence Makes an individual and collective difference

to the quality of learning and teaching in schools

HOW LEADERS MAKE A DIFFERENCE TO WHAT HAPPENS IN CLASSROOMS

A leader’s influence takes 3 forms: direct effects indirect effectsReciprocal effects

HOW LEADERS MAKE A DIFFERENCE TO WHAT HAPPENS IN CLASSROOMS

School leaders influence through 3 related strategies: modelling

the power of example monitoring analysing and acting on students’ progress and

outcome data dialogue creating opportunities for teachers to talk with their

colleagues and leaders about learning and teaching

SCHOOL STRUCTURES AND SYSTEMS

• Create ground rules for all members of the school to work within.

• Used by all staff and create a sense of coherence and consistency

the key to making a difference to the quality of learning and teaching in classrooms

SCHOOL STRUCTURES AND SYSTEMS

6 critical points to supporting learning-centred leadership:

Planning processes Target setting Communication systems Monitoring systems Roles and responsibilities of leaders Policies for learning, teaching and assessment and

marking

IMPLICATIONS FOR SCHOOL LEADERSHIP

4 sets of implications considered:

Understanding learningLeading learningLeaders’ skills and qualitiesDistributed leadership

IMPLICATIONS FOR SCHOOL LEADERSHIPUnderstanding learning Focus on how students learn Learning is an active process of mind

Leading learning6 levels of learning: Pupil learning Teacher learning Staff learning Organizational learning Learning networks Leadership learning

IMPLICATIONS FOR SCHOOL LEADERSHIPLeaders’ skills and qualitiesA sense of purpose and ethicsFacilitation skillsAn understanding of constructivist learningA deep understanding of change and transitionsAn understanding of contexts An intention to redistribute power and authorityA personal identity that allows for courage and

risk

IMPLICATIONS FOR SCHOOL LEADERSHIPDistributed leadership3 main points:The idea of distributed leadership recognizes

that we need lots of leaders in school.It is about developing lots of learning-centred

leaders.It requires senior leaders to let go.

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