1. Workshop: CCEAM/CASEA Conference Leadership responses to the implications of demographic change in schools: Engaging with processes, tools and strategies for a school wide approach to pedagogy
Monday 9th June Session 11:15 – 12:30
Dr Dorothy Andrews
Associate Professor and Director LRI
Dr Joan Conway
Senior Lecturer and Associate Director LRI
Leadership Research International (LRI)
University of Southern Queensland, Toowoomba, Australia
LEADERSHIP RESEARCH INTERNATIONAL

2. What is Schoolwide Pedagogy(SWP)
Definition
A Schoolwide Pedagogy is a school’s expression of its priority Teaching, Learning and Assessment Principles.
An SWP....represents teachers’ agreement regarding pre-eminent teaching, learning and assessment processes for their school; reflects the school vision and extends it into the life of classrooms; and provides a vehicle to enable teachers to develop heightened connectivity in the learning experiences of students across year levels and subjects.
Source: Crowther, Andrews & Conway, 2013, p.4.

3. Parallel Leadership
. . .is a relational process whereby teacher leaders and their principals engage in collective action to build and sustain enhanced school capacity. It embodies 4 distinct qualities:
Mutual trust
Shared purpose
Allowance for individual expression
Appreciation for the importance of creating school successes in the context of systemic goals and priorities

4. Meta-strategic role of the principal
- Enabling an envisioning process
- Culture building and Identity-generation
- Alignment of key organisational elements
- Enabling teacher leadership
- Creating External alliances and networking

5. The role of the principal in enabling teacher leadership
Communicates a clear strategic intent.
Incorporates the aspirations and views of others.
Poses difficult-to-answer questions.
Makes space for individual innovation.
Knows when to step back.
Creates opportunities from perceived difficulties.
Builds upon achievements to create a culture of success.
Crowther, Kaagan, Hann & Ferguson (2002)

6. Linking Parallel Leadership and Successful Capacity Building
Overall explanation ….

7. Organisational Alignment
An institution is like a tune: it is not constituted by individual sounds but by the relations between them
(Peter Drucker, 1949)

8. STRATEGIC COHESIVE COMMUNITY
HOLISTIC
PROFESSIONAL LEARNING
STRATEGIC
FOUNDATIONS
Is the school vision clear?
Is leadership distributed
COHESIVE
COMMUNITY
Is the community supportive?
Do staff assume collective responsibility?
SCHOOL
OUTCOMES
What have students achieved?
What new knowledge has the staff created?
HOLISTIC
PROFESSIONAL LEARNING
HOLISTIC
PROFESSIONAL LEARNING
GENERATIVE
RESOURCE
DESIGN
Is the use of space, time and technology reflective of the school vision?
SCHOOLWIDE PEDAGOGICAL DEVELOPMENT AND DEEPENING
Do teachers have a shared understanding of successful pedagogy?
HOLISTIC
PROFESSIONAL LEARNING
A Research-based Framework for Organisational Alignment (LRI IDEAS Team, March 2010)

9. School Successes and Achievements
Student achievement
Student Well-Being
Teacher Professionalism
Community Perceptions and attitudes
School’s capacity for sustainable progress
School resourcing

10. Organisational Alignment
Occurs when distinct and interdependent organisational elements are mutually reinforcing, thereby enhancing the opportunities for heightened school outcomes.

11. Capacity Building for Improvement
. . .is the intentional process of mobilising a school’s resources in order to enhance priority outcomes – and sustain those improvements
(Andrews & USQ/LRI Research Team 2009)

12. Cosmic C-B Model – a process of:
Committing to a process
Organisational diagnosis & alignment
Seeking new heights
Micro-pedagogical deepening
Invoking reaction
Consolidating & sustaining successes
Leadership – Parallel Leadership

13. School Success in agreed priority areas,
is based on documented evidence, and
teacher’s confidence in their school’s capacity to sustain its achievements into the future.

14. Capacity Building Model
icro-
pedagogical
deepening
nvoking
reaction I
ommitting
to school
revitalization C
rganisational
diagnosis &
alignment O
eeking
new
heights S
onsolidating
success
The COSMIC
Capacity Building Model
Source: Crowther & Associates,

15. Capacity Building – a process that builds “…….capitals”
Organisational - combination of shared school planning, linkages (internal and external networks) use of time space and technology – structural
Social – professional relationships – trust & respect, dynamics within parallel leadership and student well-being
Intellectual – creation of vision, values and schoolwide pedagogy, school improvement processes and student academic achievement

16. Three-Dimensional Pedagogy (3-D.P) . . . an image of 21stC teaching

18. Three-dimensional Pedagogy (3-D.P)
3-D.P happens in a school when teachers engage in three forms of pedagogical inquiry and application:
Personal reflection on, and nurturing of, their gifts and talents in relation to their teaching
Conceptual development of the school’s pedagogical principles
Streamlining of individual and schoolwide strategies for teaching, learning and assessment to accommodate students’ needs as 21st century learners.
(Crowther & Associates, 2011)