How can school leaders help each other to grow professionally?

‘It is the misfortune of contemporary leaders, across the whole spectrum of Australian life, that the community’s demand for strong leadership is growing in direct proportion to our lack of confidence in ourselves. The end of this century is an unusually difficult time to be a leader in Australia.’

Overview

If this is true across the whole Australian spectrum, I suspect it is very true for the Northern Territory, where trust between Indigenous people and State and Federal politicians has for the most part been fragile, especially in the last twelve months. Trust and respect are two crucial elements for building leadership and sustaining followship and participation. However, when the key institutions of Australian civil society are under enduring stress, the demands and expectations on schools by families, governments and employers become greater and more persistent:

‘… the perceived decline over the last 20 years of the Church, neighbourhood and family, has led to the expectation that schools take on more responsibilities and adopt a more holistic approach to education, embracing the social, spiritual, pastoral and moral dimensions’.
(Gipson, 2003, p. 1)

Schools have become the agency of choice for health, harm minimization, obesity and behaviour management programs, as an increasing number of families and communities struggle to take their share of responsibility for the formation of their children.

At the same time, other policy changes have also increased the workload and complexity of school leadership. One of the more significant of these was the introduction in the early 1990s of the policy of ‘self-managing’ schools with its devolution of major management responsibilities to schools and its requirement of greater accountability on teachers for improved student learning outcomes. Many leaders and teachers perceived that one of the consequences of this policy was that it threatened the collegial and professional relationships that existed between teachers and school administrators. At a time when globalisation was taking off and technology was taking over the world financial and communication transactions, this helped to reinforce the focus of education on the intellectual and human capital development of students with less time and priority being given to the education of the whole person. Consequently the humanities and the arts for all began to struggle for time and space in a crowded curriculum.

However, it is not just the curriculum that is crowded. The timetable for academic, social and cultural learning is a very contested space which often mitigates against consolidated and deep learning for students, staff and leaders:

‘We are just not learning from all the experiences we are having. I think a major act of leadership right now, call it a radical act, is to create the places and processes so people can actually learn together, using our experiences’.
(Wheatley, 2004, p. 2)

But in the same way that I am proposing ‘inner leadership’ is the foundation of a leader’s beliefs, decisions and practices, a school’s mission statement or charter should be the foundation of its statement of purpose and values that underpin its structures, educational programs, assessment procedures and code of behaviour. This will be the source of its integrity and credibility.

Such a diverse and fragile local context which is part of a very complex and challenging national and global context, will rely heavily on a large number of school leaders – teachers and formal leaders – to build strong bridges with family, tribal/community and other agency leaders to develop consistent, co-operative and comprehensive leadership base to strengthen trust and respect as a pre-requisite for achieving improved educational and social outcomes. This will take time, belief and commitment, but it seems to me to be the only way that schools and local citizens, working with the various government agencies, will be encouraged and enabled to shape their own preferred future. It will be a long-term project, but it can be effectively constructed by setting and achieving strategic building blocks. It will be important to ensure that each one is well consolidated before progressing to the next. It is not a race but rather a staged process for setting in place a secure foundation for a sustainable future.

A working leadership framework

To develop, induct and provide continuing support for leaders at all levels cope with such a complex and demanding role, many researchers and system authorities have developed leadership frameworks. The framework I have included here borrows and adapts from The Developmental Learning Framework for School Leaders, (Department of Education, Victoria, 2007), Australian Principal Association Professional Development Council (APAPDC, 2007), and Bolman and Deal (2003). The Developmental Learning Framework for School Leaders is comprehensive and is comprised of three key components: five leadership domains – technical, human, educational, symbolic and cultural; leadership capabilities; and leadership profiles (which cover five graduated levels of scope and depth). The APAPDC covers much of this ground, but places a particular emphasis on the development of the critical element of the ‘inner-leader’. Finally, Bolman and Deal continue to promote four key frames – structural, human resource, political and symbolic - to capture and portray the breadth and complexity of leadership of modern organizations.

To prepare aspiring leaders to have the skills and insight to lead in twenty-first century schools, Duignan (2006) who builds on the work of Stephenson (1992), argues that ‘competencies’ are inadequate to meet the challenges of schools today and that leaders at all levels need to develop and expand ‘capabilities’:

‘Capability depends on our ability to use our knowledge and skills in complex and changing situations, rather than on simply possessing these skills, and capable people have confidence in their ability to ‘take effective and appropriate action within unfamiliar and changing circumstances’.
(Stephenson, 1992, in Duignan, 2006, p. 120)

Such leadership capabilities underpin what Heifetz & Linsky (2004, p. 34) term ‘adaptive challenges’:

‘Adaptive challenges lie in the stomach and the heart. To solve them, we must change people’s values, beliefs, habits, ways of working, or ways of life’.

The working leadership framework I have borrowed and adapted from those listed above is described below. It will be followed by a brief outline.

Figure 1: An adapted leadership framework

In the next paragraph, I have provided a limited list of indicators for each frame. Please note, I recommend this be done as a collegial exercise in your school to encourage ownership.

Inner leadership

• commits to ongoing search for meaning and purpose
• develops and refines core values and lives by them
• invests in seminars, retreats and mentor groups to renew and expand core values and life purpose
• models and discusses her/his leadership decisions and actions to provide regular insights into the values shaping their decisions
• attends to the quality of ‘presence’, that is, to be available and attend to the presence and work of others to build deep professional relationships and enhance commitment.

Educational leadership

• actively encourages and supports the pedagogical skills, capacity and practice of all staff
• willingly employs consultants/researchers to enable staff to expand the educational achievements and zest for learning of all students, especially those for whom learning does not come easily
• within relevant policies, works with staff and the governing body to provide an educational experience that prepares young people to for higher learning, employment, citizenship, and respect for the entitlements of all citizens
• encourages staff to equip learners with knowledge and the beginnings of wisdom to question and critique policies and practices that disrespect or harm the entitlements and reputation of others.

Symbolic / cultural leadership

• ensures that the study the traditions and history of the school’s local region, and encourages participation in the sacred events and special occasions with members of the community
• ensures the school’s program includes site visits, arts festivals, and the inclusion of cultural elders and leading authorities to promote learning about and respect for those who have gone before and have helped to shape the identity and values of this place
• works with different groups/agencies in the community to build respectful partnerships so that each becomes an advocate and promoter of what is good and worthwhile, and so enhances the wellbeing and life chances of all its members.

Organisational leadership

• gives priority to working with the governing body to develop a 5-10 year Master Plan which will include regular environmental scans to identify opportunities and threats so as to enable the school to position itself in the development of a secure and preferred future
• implements structures and working conditions which are aligned with the Mission/Charter values and goals, and reviews and adjusts them on an annual basis
• in conjunction with the leadership team and staff, articulates and implements operational procedures which support the academic and social goals of the Mission/Charter, and reinforces the ethos set down in the Charter
• ensures that priority attention is given to occupational health and safety policies and practices to protect the wellbeing and safety of all who enter the school and participate in school activities.

Political leadership

• seeks to build effective partnerships with the community, local and state government to contribute to the effective implementation of educational, social and health policies of the school and wider community
• plans effectively to ensure that the school is an applicant for grants and special programs which will enhance the resources and learning opportunities that support the Mission/Charter of the school
• works closely with the Governing Body to develop strong partnerships with relevant agencies and business leaders to ensure that they are informed and supportive of what the school is attempting to do
• where appropriate, works with other schools and educational institutions to increase the impact of the school’s work and to expand its capacity to enhance the learning of staff and students through participation in specialist cluster programs.

Sample strategies for expanding and reinforcing leadership capabilities

INNER LEADERSHIP

• In addition to key performance indicator data, employ an independent consultant (if appropriate) to collect limited key data, perhaps a 360 degree methodology, to assess perceptions of major constituents of your performance.
• Work (perhaps with a mentor) to construct an annual personal leadership development plan, consisting perhaps of one major goal and two minor goals based on the analysis of the data from the review. It is recommended that one or two key performance indicators be developed for each goal.
• Identify selected courses/seminars that might be very relevant and appropriate in assisting you to achieve one or more of your goals
• Working with a mentor or coach, conduct a mid-year review of the implementation of the development plan so that selected adaptations/improvements can be made to ensure continuous improvement
• With the aid of a mentor or consultant, conduct an end of year review, and reflect on the findings and the learnings. Use the findings to develop a development plan for the next year.

EDUCATIONAL LEADERSHIP

• Employ school-based and external assessment data (AIM) to identify and confirm year level and cohort achievement for whole classes, boys and girls, and any other relevant sub-groupings. Analysis of this data against external and school-based targets should enable leaders and professional learning teams to identify levels of student achievement that are above, within and below expected range in literacy, numeracy, mathematical and scientific thinking.
• Such data enables school leaders to assess the effectiveness of special programs such as Reading Recovery in assisting targeted students to improve performance and become more successful learners in regular class settings.
• Such data also enables school leaders to identify teachers who are being more effective and those who may need further assistance to more effectively meet the needs of individual and/or groups of students.
• For students whose levels of engagement in learning are low and/or seem disconnected from peers and school, the school establish activities and extra-curricula programs or teacher advocates or teacher or parent aides who may assist them to re-engage in school and learning, and to begin to achieve improved learning outcomes.
• Appoint senior teachers to act as mentors/coaches to work with professional learning teams to assist them to use and interpret student learning and engagement data to reinforce successful strategies and adjust or replace strategies that are not working effectively for the target learners.

SYMBOLIC / CULTURAL LEADERSHIP

• Work with leaders, teachers, students and families to build a culture of excellence – academic, social, community, service – and celebrate it, display it.
• Work with leaders, teachers, students, families and community leaders to build a culture of respect and care. Identify good practices, commend them, and continually renew and value this culture – this is who we are.
• Assuming the school has a library or learning resource centre, set up corners or breakout rooms as centres of the cultural history of the region, and add to it the tradition and cultural artefacts and stories of recent arrivals. Make these mini-centres of learning, art (paintings/drawings/music), understanding and celebration – this is who we are
• Set up scheduled breakfasts or dinners with community and cultural leaders and school (student) leaders to outline what the school is doing and explore ways in which they can become partners in the school’s life. Another possible example might be festivals such as Harmony Day.
• Use cultural lessons to stress the benefits of co-operation, sharing and understanding of how each of the cultures enriches school life and harmony.

ORGANISATIONAL LEADERSHIP

• When working primarily in any one dimension of the leadership framework, or one ‘level’ of the school, remember to regularly connect it to, and name it in relation to the whole school’s mission/charter and Master Plan. How leaders name and frame programs or initiatives can reinforce the unity and cohesion of one integrated school and community.
• Perhaps twice a term, leaders set aside a two-hour time slot, based on prepared homework of successes, concerns, relationship issues, stress issues to engage in a process of reflective practice and solution creation. Inform staff what you are doing and why, and especially of the outcomes. Encourage staff, level groups, or others to nominate issues for the agenda. On some issues, it might be appropriate to invite a staff member(s) to do a brief presentation to the meeting.
• Undertake an analysis perhaps on an annual basis, or more often if required, to identify structural, resource and/or time issues that are impeding learning or engagement for some learners, especially those with below expectation learning outcomes and/or low self-esteem.
• Articulate and implement an appropriate ‘Performance and Development Culture’ (Victorian program) in the school, and support it strongly with in-house professional learning, perhaps with the aid of an external consultant, who will work with teacher leaders to embed it and consolidate it in every classroom.

POLITICAL LEADERSHIP

• Set up a breakfast/dinner of the governing body and school leaders with key local government staff, community leaders and business leaders with a prepared agenda to build strong, cooperative partnership, and to work for the wellbeing of the community, especially the school, in a coordinated way. The key is building positive and constructive relationships. It also maximises the extent that all groups are seen to be speaking with a cooperative ‘one voice’ and minimises the extent those who might be inclined from playing one off against the other.
• When and, if appropriate, invite state and/or federal political representatives into the school to be on a panel, be a VIP for a festival and or ‘Learning Extravaganza’, that is, to do more than just present awards. In the process, talk to them about what you are doing, especially with educational and social policy priorities. In other words, educate them and show them what you can do for them in the process of serving the community, the state and the nation.

Conclusion

This is more detailed than I intended it to be. Please treat this as a working template that might give you some guidelines to establish one that is right for you and your context. How you allocate your resources, especially time, makes a pivotal statement about what is important. Based on research and data analysis from your students, teachers and parents, how can you allocate and use time to enhance learning for all students, and all teachers? With the exception of real emergencies, educate others that the principal, leadership team, any other group, are usually not available from 8am to 9.30am on the first and third Wednesday of each month. Work strategically to build key partnerships and advocates as you can. For students, who are experiencing real difficulties, explore the possibility of setting up a teacher who is acceptable to the student, who will be his/her advocate when issues have to be resolved.

However, let us not overlook one thing. All our schools, sometimes in complex circumstances, are already achieving a number of outstanding outcomes and providing wonderful service to children, their families and the community. It is my hope that this framework and the way you and your leadership team articulate and adapt it, might assist you to develop and enhance the leadership capabilities of all your staff, and enable you to build constructive partnerships with all those who work with you to improve the outcomes for children, their families and the community.

Discuss presentation

References
Australian Principals’ Association Professional Development Council. (2007). Learn: Lead: Succeed. Canberra, November.
Bolman, LG & Deal, TE (2003). Reframing organizations: artistry, choice and leadership. (3rd edition), San Francisco, Jossey-Bass.
Duignan, P (2006). Educational leadership: key challenges and ethical tensions. Port Melbourne, Australia. Cambridge University Press.
Gipson, S. (2003). ‘Issues of ICT, School Reform and Learning-Centred School Design’. Research Associate Report, Nottingham, UK, National College for School Leadership.
Heifetz, RA & Linsky, M. (2004). ‘When Leadership Spells Danger’. In Educational Leadership. 61 (7), April
Mackay, H. (1999). Turning point: Australians choosing their future. Sydney, Australia, Pan MacMillan Australia.
Office of School Education. (2007). The developmental framework for school leaders. Melbourne, Department of Education, Victoria.
Stephenson, J (1992) in Duignan, P (2006). Educational leadership: key challenges and ethical tensions. Port Melbourne, Australia. Cambridge University Press.
Wheatley, M.J. (2004). ‘Is the Pace of Life Hindering our Ability to Lead?’ In Management Today. Australian Institute of Management, March.

ABOUT THE AUTHOR

In recent years, Mr Paul Carlin has been a senior education officer at the Catholic Education Office Melbourne. His work has involved secondary principal reviews and 10 years working with deputy principals in Catholic secondary schools. He worked as a consultant to the Curriculum Corporation in the last six months of 2005 on the review and final development of the professional development process for Success for Boys.

In 1997-98, he was a Project Director at the Australian Principals Centre Hawthorn, and for the last four years he has been a Research Officer with the Flagship for Educational Leadership at the Australian Catholic University.