The Changing Learning Needs of Principals Christopher Day, University of Nottingham, UK

School principals will need to be "multilingual", working within multiple and competing discourses e.g. managerialism and care, accountability and professional autonomy, competition and collaboration, personal and social education, needs of students and the narrow instrumentalism of government required "standard". Multi-Lingual Leaders

Values led People centred Achievement oriented Inwards and outwards facing Able to manage a number of ongoing tensions and dilemmas Successful Headteachers

Headteacher’s Development Phases Phase 1 Initiation (entry and encounter) Phase 2 Developing (taking hold) Phase 3 Re-shaping (major change) Phase 4 Refinement Phase 5 Consolidation (agency, efficacy, tensions) Phase 6 Plateau (disenchantment, fatigue or continuing commitment)

The holistic where the emphasis is upon vision and culture building; The pedagogical (on and in action) in which they place emphasis upon staff acquiring, applying and monitoring teaching which achieves results allied to their vision (which includes but is greater than the demands made by policy-implementation imperatives); The interpersonal where the focus is upon knowing and nurturing staff, children, parents and governors; The strategic where the focus is upon entrepreneurship, intelligence-gathering and networking to secure some control of the future; The intrapersonal where the focus is upon self-knowledge and self-development and fulfilment. Five Kinds of Reflection

1Leading in an emotional practice 2Leading and learning involve emotional understanding 3Leading is a form of emotional labour 4Leader's emotions are inseparable from their moral purposes and their ability to achieve these purposes 5Leaders' emotions are rooted in and affect their selves, identities and relationships with others 6Leaders' emotions are shaped by experiences of power and powerfulness 7Leaders' emotions vary with culture and context (Hargreaves, 1993: p. 319) Successful Leadership and Emotion:

 A commitment to leadership dispersal which supports the spread of leadership practices and collaborative decision-making processes;  Supportive relationships with staff (teachers and others) and students;  "hot knowledge" about how educational theory translates into strategic action aligned with community concerns;  a focus on pedagogy which describes the extent to which leadership in a school is focussed on improving pedagogy and views pedagogical reform as a central concern;  support for the development of a culture of care which is supportive of teacher professional risk-taking;  a focus on structures and strategies which describes the extents to which leadership focuses on developing organisational processes that facilitate the smooth running of the school. (Hayes et al., 2000: 5) Activist Leaders