Learning for leadership AIS Executive Conference Tuesday 15 May 2007 Michelle Anderson

‘No-one ever taught you how to coach in those days, you had to find out for yourself.’ (Kevin Sheedy reflecting on his 27 years as the coach of Essendon Football Club)

Interest in leadership learning

OECD’s Improving School Leadership Activity (2006) Two strands: analytical and case study 20 countries participating (17 OECD and 3 non- OECD) Australia is participating in the analytical strand: Country Background Report Based on current evidence within each country

Structure of the Country Background Report Chapters: 1.The national context of schooling 2.Features of the school system 3.School governance and leadership 4.Enhancing learning and school leadership 5.The attractiveness of school leaders’ roles 6.Professional learning of school leaders 7.Conclusion

Learning for leadership in context: features of the Australian system Diverse forms of school governance A large number of small schools Overall, high degree of decentralisation of decision making within an increasingly strong accountability framework Increasing emphasis on educational leadership, not just management Concerns about lack of clarity of leaders’ roles and inadequate support

Pathways to becoming a school leader in Australia Generally, requires: 1.a four-year undergraduate qualification* 2.registration as a teacher with a regulatory authority 3.evidence of good teaching and school- wide leadership and management * In some sectors there are specific requirements for becoming a school leader.

Framing learning along some form of career phase continuum AspiringBeginning Consolidation and growth High achieving Transitions Challenges the assumption – ‘once a leader, especially a principal, always a leader’ (Mulford, 2005) (Career pathways, Queensland, government school leadership strategy)

International examples of school leader career pathways England: 1.Emergent 2.Established 3.Entry to headship 4.Advanced 5.Consultant Scotland: 1.Project leadership 2.Team leadership 3.School leadership 4.Strategic leadership

Staff in Australia’s Schools survey Australia-wide survey of school teachers and leaders in 2006 and 2007 about their: Background and qualifications Work Career intentions Factors that impact on the appeal of the profession (ACER & ACE)

Staff in Australia’s Schools survey: leader learning and preparation E.g. Question 20: Which of the following did you undertake to prepare or help you early in your career as a school leader, and how helpful was it? a.Leadership development program organised by your employer b.Structured mentoring by an experienced colleague c.Regional/District program with other new leaders d.Leadership orientation program with colleagues at your school e.Leadership program organised by a professional association f.Post-graduate study in education g.Other assistance (please specify)…… h.I have not undertaken any preparatory training

Critical features of professional learning for leadership Does it do what it says on the tin?

Critical features of professional learning for leadership content focus, recognising the importance of what is to be learned (Ingvarson et al, 2005) Developers of professional learning need first to have guiding conceptions of school leadership

Standards for school leadership Every state and territory in Australia now has some form of standards framework for school leadership Standards for school leadership are one way to identify what is ‘valued’ Questions for writers of standards: What’s in? What’s out? How come?

It's been very important throughout my career that I've met all the guys I've copied, because at each stage they've said, ''Don't play like me, play like you.'' (Eric Clapton, musician)

Critical features of professional learning for leadership In addition to content clarity and focus researchers have identified the critical features of: active learning engagement and reflection on learning; effective and timely feedback from a coach or supporting peers; and follow up support during the implementation phase of a professional learning program.

Example: Networked Learning Communities (NLCs) Launched in 2002 from National College for School Leadership (NCSL) 132 school-to-school networks = over 1500 schools 11 = average size of a network (smallest 6 schools – largest 37 schools) Of the 132 NLCs, most are a combination of primary and secondary schools (December 2005)

Three Portraits of NLC Learning Adult learning: Boston Schools Improvement Partnership School-to-school learning: East Manchester EAZ Leadership learning: Winsford

Shifts in leadership learning From: Episodic Over emphasis on training for a role Detached, off-site course- based programs Individual learning Face-to-face To: Long-term or continuous Greater emphasis on knowing and understanding self and others Job-embedded with increased practicum work-place learning, learning by doing and reflecting Collaborative problem-solving and mentoring / coaching / peer support learning A mixture of e-learning and face-to- face

Challenges 1.Research is small-scale and localised 2.Focus has mainly been on the principalship and formal leadership roles 3.Little attention to cost and impact of different leadership policies and strategies – especially in regard to student outcomes

…How incredibly stuck things get, in the worst modes of fluffball, individualistic, jargon- ridden babble that unfortunately marks the worst of certain staff development approaches in Australia and internationally (Deputy Vice Chancellor)