Building Leadership Capacity Across the Community

Building Leadership Capacity Across the Community

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

Theory Theory and demonstration Impact on job performance Knowled Skill Transfer ge Low Low Nil

Medium Medium Nil High Medium Nil High

Medium Low High High Theory, demonstration and Practice Theory, demonstration, practice and feedback Theory, demonstration, Practice, feedback and Coaching

Joyce and Showers High 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 66th percentile. (0.39 effect size) The addition of coaching moves the mean to the 95th percentile. (1.7 effect

size) (Joyce Student Achievement Through Staff Development) Relating theory and Practice Experience Knowledge Creation Practic e Training Academic

Theory West-Burnham 2005 Development Strategies Non-directive Mentoring Action Learning Facilitation Teaching Directive

Training Generi c West-Burnham Personal Leadership Learning (1) Shallow Means Deep Profound Memorisation

Reflection Intuition Outcomes Information Knowledge Wisdom Evidence Replication Understanding Meaning Motivation Moral Extrinsic

(West-Burnham 2005) Intrinsic 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

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