Understanding Effective Leadership Development John West-Burnham

Components of Effective Leadership Strategic direction and ethos Teaching and learning Developing and managing people Networking and collaboration Operational matters Accountability (PricewaterhouseCooper 2007)

Why leadership? As far as we are aware, there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. Total leadership accounted for a quite significant 27 per cent of the variation in student achievement across the school. This is a much higher proportion of explained (two to three times higher) than is typically reported in studies of individual headteacher effects. (Leithwood 2007)

Barriers to Effective Leadership 1.Operational dominates strategic 2.Problems with holding to account and developing 3.Difficulty in modifying/changing behaviours PricewaterhouseCooper (2007)

Developing Leadership Authority derived from: Status and position Knowledge and experience Relationships and qualities.

Outcomes of leadership development programmes Social interaction Access to information Motivation – inspiration Skills development Behavioural – attitudinal change Building confidence Personal growth

Impact of Learning Strategies Training components and combinations Impact on job performance KnowledgeSkillTransfer TheoryLowLow Nil Theory and demonstrationMediumMedium Nil Theory, demonstration and PracticeHighMedium Nil Theory, demonstration, practice and feedbackHighMedium Low Theory, demonstration, Practice, feedback and CoachingHighHighHigh Joyce and Showers

Development Methods and Impact on Pupil Performance Theory, demonstration and practice have negligible impact on performance. The addition of feedback moves the mean of pupil attainment to the 66 th percentile. (0.39 effect size) The addition of coaching moves the mean to the 95 th percentile. (1.7 effect size) (Joyce – Student Achievement Through Staff Development)

Experience Knowledge Creation AcademicTraining Practice Relating theory and Practice Theory West-Burnham 2005

Non-directive Directive GenericPersonal Training Teaching Facilitation Mentoring Action Learning Development Strategies West-Burnham

Leadership Learning (1) ShallowDeepProfound MeansMemorisationReflectionIntuition OutcomesInformationKnowledgeWisdom EvidenceReplicationUnderstandingMeaning MotivationExtrinsicIntrinsicMoral (West-Burnham 2005)

Leadership Learning (2) Challenge Cognitive development Social interaction Theory <> practice Context based Review and reflection

Effective Leadership Development Shared language Explicit criteria Non-chronological Personalized Cumulative Outcomes focused

Principles Leadership as collective capacity Process not event ‘Predict and Prevent’ not ‘Find and Fix’ Targeted