1. LDS/RTU SUMMER SCHOOL 2008 Leading Learning in Diverse Contexts Learning-centred Leadership Leadership which really makes a difference August 2008

2. Geoff Southworth Learning-centred Leadership Growing amount of research and evidence to support this thinking My work began in small schools and then large ones NCSL’s research took the ideas forward in primary and secondary schools International studies also provide support

3. Geoff Southworth How leaders influence what happens in classrooms Direct effects Indirect effects Reciprocal effects Indirect effects are the largest and most common Effective leaders work directly on their indirect influence

4. Geoff Southworth How leaders influence what happens in classrooms 3 strategies 1. Modelling 2. Monitoring 3. Dialogue

5. Geoff Southworth Modelling

6. Geoff Southworth 25 years of research School-based Interviewing and observing leaders at work Found 2 things: 1. Never found a teacher with nothing to say about her headteacher! 2. When they talk about school leaders they usually talk about what they do

7. Geoff Southworth Modelling Leading by example Walk the talk Actions speak louder than words The walk is the talk Behaviour really matters… it’s what we do Every action is a chance to lead You are closely observed – you are watched

8. Geoff Southworth Modelling Example is not the main thing in influencing others, it is the only thing. Albert Schweizer

9. Geoff Southworth Monitoring Knowing what is going on Using data Observing classrooms Using leaders’ classroom practice as an example for other teachers Action research

10. Geoff Southworth Monitoring – what it is not Not surveillance And it is important to establish what it is and isn’t to avoid mis-understanding, defensiveness or even threat.

11. Geoff Southworth Monitoring – Reflections [1] Monitoring is a challenge in your schools Q1 - What data do you or might you use? Q2 - Are there ways of observing teaching and learning? Q3 - What is the place and role of self- evaluation?

12. Geoff Southworth Modelling and monitoring pedagogy What we know about high performing school systems and those that close the achievement gap. 1.They get the right people to become teachers 2. They develop them into effective instructors 3. They ensure the system is able to deliver the best possible instruction for every child

13. Geoff Southworth The quality of a school system cannot exceed the quality of its teachers (Michael Barber & Mona Mourshed 2007)

14. Geoff Southworth The quality of a school cannot exceed the quality of its teachers Therefore the task of learning-centred leaders is to improve the quality of teaching in their schools.

15. Geoff Southworth Monitoring Monitoring should therefore include identifying teachers’ pedagogic strengths and development needs. –Who could mentor whom? –Who could coach whom? Subject knowledge Teaching strategies and tactics – open questions; group work; AfL; plenary sessions

16. Geoff Southworth Monitoring – Reflections [2] Q1. How is teachers’ craft knowledge shared and transferred in your schools? Q2. How might this be strengthened and improved? Q3. What are the obstacles to teachers sharing and developing their pedagogy? Q4. Which of these can you do something about and will you?

17. Geoff Southworth Dialogue Opportunities to talk about learning and teaching Sharing craft knowledge Transferring - reinvesting intellectual capital

18. Geoff Southworth Dialogue Describing Analysing Reflecting Articulating

19. Geoff Southworth Dialogue Conversation Co-construction of professional knowledge Constructivist professional learning

20. Geoff Southworth Reflections and questions [3] What do staff in your school talk about? How much professional conversation is there? Who provides stimulus to these conversations?

21. Geoff Southworth 3 strategies = one powerful effect

22. Geoff Southworth ModellingMonitoringDialogue

23. Geoff Southworth What do leaders in high performing schools with lots of disadvantaged pupils do? #1. They focus on what they can do, rather than what they can’t.

24. Geoff Southworth #2. They don’t leave anything about teaching and learning to chance An awful lot of our teachers – even brand new ones – are left to figure out on their own what to teach and what constitutes ‘good enough’ work. [US Study]

25. Geoff Southworth #3. They set their goals high. Expectations matter – behaviour, attendance, effort, attainment

26. Geoff Southworth #4. Higher performing secondary schools put all pupils – not just some – in a demanding, high core curriculum

27. Geoff Southworth #5. Principals are hugely important, ever present, but NOT the only leaders in the school

28. Geoff Southworth High performing schools… Teachers regularly observe other teachers; Teachers have time to plan and work collaboratively; New teachers get generous and careful support & acculturation; Teachers take on many other leadership tasks at the school

29. Geoff Southworth #6. In good schools, leaders know how much teachers matter and they act on that knowledge

30. Geoff Southworth Good teachers matter a lot But some don’t get their fair share of quality teachers Low-performing students of all races most likely to be assigned to least effective teachers. Leaders in high performing schools don’t let this happen

31. Geoff Southworth Nearly there…!! Good schools are nice places to be – both for students and for teachers.

32. Geoff Southworth Saying that they are nice doesn’t mean they are easy places to work. Principals and teachers work hard. But there is also a kind of shared sense of mission and camaraderie.