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Reflections on the Practice of InstructionalReflections on the Practice of Instructional
and Transformational Leadershipand Transformational Leadership
Prof. Philip HallingerProf. Philip Hallinger
Executive DirectorExecutive Director
College of ManagementCollege of Management
Mahidol UniversityMahidol UniversityThailandThailand
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Does s/he have theDoes s/he have the Right StuffRight Stuff??
How is this penguinHow is this penguin
like a successfullike a successful
school leader?school leader?
VisionVision
DreamDream
StrategyStrategy
IntentionIntention RiskRisk--takingtaking
PlanningPlanning
PersistencePersistence
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Presentation OverviewPresentation Overview
1.1. What have we learned from empiricalWhat have we learned from empirical
research on instructional leadership?research on instructional leadership?2.2. What have we learned from empiricalWhat have we learned from empirical
research on transformational schoolresearch on transformational schoolleadership?leadership?
3.3. What models are emerging in theory andWhat models are emerging in theory andpractice of school leadership today?practice of school leadership today?
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Do Heads Impact School Outcomes?Do Heads Impact School Outcomes?
1.1. Little or noLittle or no directdirect
effectseffects of schoolof schoolheads on learningheads on learning
2.2. Indirect effectsIndirect effects areare
achieved through inachieved through in--
school variablesschool variables
3.3. Leadership is itselfLeadership is itselfinfluenced by theinfluenced by the
school contextschool context
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Leadership Models Since 1980Leadership Models Since 1980
Leadership models respond to changes inLeadership models respond to changes in
the education environmentthe education environment
19801980s Instructional Leaderships Instructional Leadership
19901990s Transformational Leaderships Transformational Leadership 20002000s Shared Instructional Leaderships Shared Instructional Leadership
The DNA of the Headship demands aThe DNA of the Headship demands abalance of management and leadershipbalance of management and leadership
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The Role of School Heads asThe Role of School Heads asInstructional LeadersInstructional Leaders
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Research on Instructional LeadersResearch on Instructional Leaders
Effective primaryEffective primary
schools in poor, urbanschools in poor, urbansettingssettings
Strong, goalStrong, goal
--directeddirected
leadershipleadership
Heads areHeads are hiphip--deepdeep inin
curriculum & instructioncurriculum & instruction
Tighter coupling ofTighter coupling of
goalsgoals--activitiesactivities--resultsresults
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Instructional Leadership RoleInstructional Leadership Role
Create a school visionCreate a school vision
and missionand mission Manage instructionalManage instructional
programprogram
Develop positive schoolDevelop positive school
learning climatelearning climate
Hallinger & Murphy (1985). Instructional management role ofHallinger & Murphy (1985). Instructional management role ofthe principal.the principal. Elementary School JournalElementary School Journal..
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Manage Instructional ProgramManage Instructional Program
Visible in classroomsVisible in classrooms
Supervises andSupervises and
evaluates teachingevaluates teaching
CoordinatesCoordinates
curriculumcurriculumMonitors studentMonitors student
progressprogress
Focused on first order changeFocused on first order change
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School Learning ClimateSchool Learning Climate
High expectationsHigh expectations
Instructional timeInstructional time
Student incentivesStudent incentives
Teacher incentivesTeacher incentives
Prof developmentProf development
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Limitations of IL ModelLimitations of IL Model
Suitability to schoolSuitability to school
contextcontext Staff dependencyStaff dependency
on the headon the head Demand on theDemand on the
leaderleader
s expertises expertise
Sustainability ofSustainability of
leaderleaders efforts effort
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The Role of School Heads asThe Role of School Heads asTransformational LeadersTransformational Leaders
iL di S h l I t
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Leading School ImprovementLeading School Improvement
Ron Edmonds said we know far moreRon Edmonds said we know far more
about the features of effective schoolsabout the features of effective schools
than we know about how a schoolthan we know about how a school
becomes effective. Why do we forcebecomes effective. Why do we force
schools we donschools we dont like to resemble schoolst like to resemble schools
that we do like by employing means thatthat we do like by employing means that
have little to do with the evolution ofhave little to do with the evolution of
schools we like.schools we like.
BarthBarth, R. (1990)., R. (1990). Improving Schools from WithinImproving Schools from Within
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Transformational School LeadershipTransformational School Leadership
In the 1990In the 1990s . . . a different image of thes . . . a different image of the
ideal school emergedideal school emerged ---- flatter, moreflatter, moreproblem than taskproblem than task-- focused, with highlyfocused, with highly
permeable boundaries . . .permeable boundaries . . . less in need ofless in need of
control, more in need of support andcontrol, more in need of support and
capacity development.capacity development.
LeithwoodLeithwood, K. (1996)., K. (1996). International Handbook ofInternational Handbook of
Ed. Leadership and Administration.Ed. Leadership and Administration.
MidMid S h l H BlS h l H Bl
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MidMid--career School House Bluescareer School House Blues
Staring blankly at the classroomStaring blankly at the classroom
floor,floor,
He shuffled slowly to close his door.He shuffled slowly to close his door.
No intrusion permitted in,No intrusion permitted in,
His job the same itHis job the same its always been,s always been,
Since given his throne, let wellSince given his throne, let well
enough alone.enough alone.Pad of paper in hand unfurled,Pad of paper in hand unfurled,
The principal darts through theThe principal darts through the
door with a whirl.door with a whirl.
Smiling kindly she paused on spot,Smiling kindly she paused on spot,
Mr. Green it would mean a lot,Mr. Green it would mean a lot,
What can I do? WhatWhat can I do? Whats the matters the matter
with you?with you?
And he said, IAnd he said, I
ve gotve gotthe blues . . .the blues . . .
I got the blues, I paid my dues.I got the blues, I paid my dues.
Got no desire, not looking for aGot no desire, not looking for a
fire,fire,
IIve got the blues, Ive got the blues, Im singing outm singing outof tune,of tune,
IIve got the midve got the mid--career, doncareer, dontt
care school house blues.care school house blues.
Last bell rings, parking lotLast bell rings, parking lot
chatter,chatter,
Here she comes theHere she comes the
exasperator.exasperator.Quiet ladies, donQuiet ladies, dont tip our hand.t tip our hand.
She believes we back her plan.She believes we back her plan.
WeWell string her along, for soonll string her along, for soon
sheshell be gone.ll be gone.
E i M t C tE i M t C t
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Emerging Management ConceptsEmerging Management Concepts
Change how itChange how it
thinks and actsthinks and acts
Do what it wasDo what it was
unable to do beforeunable to do before
People learn how toPeople learn how tolearn togetherlearn together
Senge, P. (1990).Senge, P. (1990). The fifth disciplineThe fifth discipline. New York Doubleday.. New York Doubleday.
A Learning OrganizationA Learning Organization
can. . .can. . .
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School Culture and Student LearningSchool Culture and Student Learning
StrongStrong
HealthyHealthy
CulturesCultures
Norms ofNorms of
BehaviorBehavior
Core ValuesCore Values
andand
CommitmentsCommitments
SchoolSchool
LearningLearningandand
ChangeChange
SatisfyingSatisfying
LearningLearning--
PlacePlacefor Allfor All
SchoolsSchools
ofof
ExcellenceExcellence
Better LearningBetter Learning
forfor
ChildrenChildren
Norms of theNorms of theSchool EnvironmentSchool Environment
T f ti l L d hi M d l
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Transformational Leadership ModelTransformational Leadership Model
Individualized SupportIndividualized Support
Vision Shared GoalsVision Shared Goals
Culture IntellectualCulture Intellectual
BuildingBuilding StimulationStimulation
High Expectations RewardsHigh Expectations RewardsModelingModeling
(From K.(From K. LeithwoodLeithwood, 1992), 1992)
KK J iJ i T U d t dT U d t d
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Start with individualStart with individual
values and goalsvalues and goals Motivate byMotivate by
meeting needsmeeting needs
Lead throughLead through
capacity building,capacity building,
support, modelingsupport, modeling
KowKowJaiJaiTo UnderstandTo Understand
Possibilit of M ltiple LeadersPossibility of Multiple Leaders
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Possibility of Multiple LeadersPossibility of Multiple Leaders
Geese fly 70%Geese fly 70%
farther as a teamfarther as a team
than any single birdthan any single bird
can fly alonecan fly alone
But the Principal is still a Key FigureBut the Principal is still a Key Figure
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But the Principal is still a Key FigureBut the Principal is still a Key Figure
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Emerging Leadership Role ofEmerging Leadership Role ofSchool HeadsSchool Heads
Empirical ResultsEmpirical Results
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Empirical ResultsEmpirical Results
Directive instructionalDirective instructional
leadershipleadership doesdoes
workwork but for howbut for how
long and to whatlong and to what
ends?ends?
TransformationalTransformational
leadership without aleadership without a
strong focus onstrong focus oninstruction achievesinstruction achieves
weak effects onweak effects on
learning.learning.
Resolution of the ModelsResolution of the Models
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Resolution of the ModelsResolution of the Models
In practice theIn practice the
leaderleaders style is alsos style is also
contingent on thecontingent on the
stage in the schoolstage in the schoolss
improvement lifeimprovement life--
cyclecycle
Contrasting the ModelsContrasting the Models
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Contrasting the ModelsContrasting the Models
LeadLead
CoordinateCoordinate SupportSupport
Direct and LeadDirect and Lead
Coordinate & MonitorCoordinate & Monitor Measure and ControlMeasure and Control
Emphasis ofEmphasis of
ManagerManager
Individual(sIndividual(s))
GroupGroup
IndividualIndividualSource ofSource of
LeadershipLeadership
SecondSecond--order Changeorder Change
Change CapacityChange Capacity
FirstFirst--order Changeorder Change
TaskTask--skill Competenceskill Competence
Focus ofFocus of
ChangeChange
Lead from rearLead from rear BottomBottom--up/Insideup/Inside--OutOut
Lead from frontLead from front TopTop--down, outsidedown, outside--inin
LocationLocationDirectionDirection
TransformationalTransformational
LeadershipLeadership
InstructionalInstructional
LeadershipLeadership
Model/Model/
ElementElement
Shared Instructional LeadershipShared Instructional Leadership
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Shared Instructional LeadershipShared Instructional Leadership
Even in collaborativeEven in collaborative
cultures where thecultures where theprincipal encouragesprincipal encourages
teachers toteachers to contricontri--
butebute leadership andleadership and
expertise, principalsexpertise, principals
have a central role inhave a central role ininstruction.instruction.
((Marks & Printy, 2003, p. 376)Marks & Printy, 2003, p. 376)
BarthBarth, 2002, 2002
Day et al., 2001Day et al., 2001
Jackson, 2000Jackson, 2000
KleineKleine--KrachtKracht, 1993, 1993
Lambert, 2002;Lambert, 2002; Marks &Marks & PrintyPrinty, 2003, 2003
SouthworthSouthworth, 2002, 2002
InstrInstrll Leadership can be TransformingLeadership can be Transforming
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InstrInstr ll Leadership can be TransformingLeadership can be Transforming
When teachersWhen teachers
perceive principalsperceive principalsinstructional behaviorsinstructional behaviors
to be appropriate,to be appropriate,
their commitment,their commitment,
professional involveprofessional involve--
mentment and willingnessand willingness
to innovate increase.to innovate increase.
(Marks & Printy, 2003, p. 376)(Marks & Printy, 2003, p. 376)
Shared IL FunctionsShared IL Functions
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Shared IL FunctionsShared IL Functions
1.1. Shared vision and missionShared vision and mission
2.2. Distributed leadership rolesDistributed leadership roles3.3. Less control, more modeling and supportLess control, more modeling and support
4.4. Collaborative inquiry into learningCollaborative inquiry into learning
5.5. Coordination and monitoring throughCoordination and monitoring through
revised work structures (crossrevised work structures (cross--gradegradeteams, school management council)teams, school management council)
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ConclusionsConclusions
ConclusionConclusion
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ConclusionConclusion
Leadership modelsLeadership models
must promote schoolmust promote school
improvement and beimprovement and be
sustainable for thesustainable for the
leaders themselvesleaders themselves(Donaldson, 2001).(Donaldson, 2001).
Shared instructionalShared instructionalleadership may holdleadership may hold
that potential.that potential.
From a Thai school leaderFrom a Thai school leader
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From a Thai school leaderFrom a Thai school leader
JingJingJaiJai Moral PurposeMoral Purpose
Sincerity of leadersSincerity of leaders
JingJingJungJung
TransparencyTransparency FairnessFairness
Clarity & consistencyClarity & consistency
NaeNae NornNorn Certainty of actionCertainty of action
Stability of goalsStability of goals
Thank you for your attentionThank you for your attention
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Thank you for your attentionThank you for your attention
Philip.h@cmmu.netPhilip.h@cmmu.net
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