Types of leadership

Question 1

Who identified different groups of staff?

What else did the case study highlight?

Answer 1

Bentley (2003) London Primary School
- Keep the balance between school needs and individual needs
- Coaching, open meeting agendas, mentors, working parties
- SLT observe every teacher
IMPACT OF CPD
AFFECT ON ATTAINMENT

Question 2

Who suggested working backwards?

Answer 2

Guskey (2002) Five critical levels of evaluation
5 - Analyse student learning outcomes
4 - What practices and policies are most effective?
3 - What organisational support is needed?
2 - What knowledge and skills are needed?
1 - What CPD is needed?

Question 3

F
S
N
P
T

Answer 3

FORMING - polite, avoid conflict
STORMING - status, power and organisation
NORMING - willing to share, open mindedness
PERFORMING - increase in task orientation
TRANSFORMING - learns from feedback, makes changes

Question 4

Mulford (2008) identifies that learning networks must allow for …

Answer 4

1. Courting - build trust, get people on board
2. Aligning - set paramaters for collaboration
3. Connecting - critical mass
4. Modelling - processes
5. Uniting - SLT around purpose
6. Encouraging - low risk, quick successes

Question 5

Instructional Leadership
Mulford (2008) (Leithwood et al.)
JENNIE

Answer 5

Defines the mission. Manages the program. Promotes the learning culture.

‘Learning-centered leadership’
Focuses on the student’s learning above all.
Idea is linked to a learning community.
Leaders emphasize: Monitoring and evaluating student learning, Content and delivery of curriculum, Quality of teaching and learning

• Influences the quality of outcomes through aligning structures and culture
• establishes goals and expectations
• strategic resourcing
• planning, coordinating and evaluating teaching and curriculum
• promotes teacher learning
• creates orderly, supportive environment

Lahui-Ako (2001): Teachers in PNG were promoted to principals not because of merit but because of connections. They were very instructional-minded, but had no training on the bureaucratic side of being a principal and found it difficult to balance the time spent on bureaucratic tasks and instructional tasks as the nature of the job focus their attention away from their innate ‘instructional’ tendencies. For it to work they would need more mentoring, better support.

Question 6

Transformational Leadership
Mulford (2008)
DEANE

Answer 6

Engages with others to intrinsically motivate

• driven with emotional intelligence in mind
• growth enhancing
• individualised consideration
• setting directions
• developing people
• building collaborative cultures
• staffing the program

BUILDING CAPACITY IN THE MEMBERS OF THE ORGANISATION through… Idealized influence- leader is a role model; Inspirational motivation-leader inspires others communicating the vision for the future; Intellectual Stimulation: leaders encourage innovation and creativity; Individualized consideration: Coaching and mentoring are the norm while considering the needs of each individual.

Question 7

Distributed Leadership

Mulford (2008)

Answer 7

Leadership is an outcome of interpersonal relationships

• trust and openness
• letting go
• creating a team culture
• growing leadership
• recognises expertise not position

Question 8

What is the difference between Leadership and Management?

Answer 8

Management as administrative role and

Leadership as a more visionary role