Leadership Capacity for Lasting School Improvement

by Linda LambertASCD (2003)

Chapter 4Teachers as Leaders: The Heart of the High Leadership Capacity School

Presented by: Jan ThorburnEDUC 606

Teacher LeadershipIs fostered in an environment where teachers

are provided with opportunity for skillful participation, inquiry, dialogue, and reflection

Is based on the assumption that everyone has the right, responsibility, and capability to be a leader

Develops in an environment where adult learning is the focus

Teacher LeadersAre those for whom the dream of making a

difference has been kept alive

Or, are those whose dream of making a difference has been reawakened (by, for example, becoming part of a network or by working within an improving school)

Teacher LeadershipCan come from ROLES Can come from ACTIONDepartment headCommittee chairParent liaisonNew teacher mentorLiteracy coachProfessional

development coordinator

Participate in staff meetings

Initiate conversations about school issues

Plan professional development

Share materials and practices with colleagues

We may not always be able to take on new roles, but we can always take action.

Lambert says that one of the most important actions teachers can take to develop their leadership capacity is to initiate conversations (p. 34).

Teacher Talk (Educational Leadership, March 2002)

This is supported by Routman, who works with schools to facilitate professional conversations.

She states that making time to commit to regular professional conversations, focused on curriculum and student learning, is “one of the best ways to develop thoughtful practice school-wide and to improve teaching and learning” (Routman, 2002, p. 35).

She also states that “the impact on student learning and achievement would remain very limited without ongoing professional reading, reflection, sharing, thinking, collaboration… and continual discussion about all aspects of teaching, learning, and evaluating” (Routman, 2002, p. 33).

Types of conversationsCoaching – partnering with a teacher to

discuss and support practiceMentoring – senior teachers with junior

teachers, or principals with teachers Self-assessment – working with others to

assess your own skills, practice, etcNetworking – building a learning community

(Lambert, 2003)

Distributed LeadershipCoaching, mentoring, networking can all be

part of distributing leadership.As Hargreaves and Fink have shown us,

distributed leadership can lead to strong professional learning communities (p. 121-122)

Harris (2008) discusses how distributed leadership can happen formally or informally, and that it establishes a broad-based leadership practice that allows staff and others to work together to deal with pedagogical issues.

Enculturation: Creating a Leadership CultureEnculturation can mean a focus on the

traditional, hierarchical school leadership structure.

Or, it can mean creating a strong learning community by developing a culture of support, diversity, depth, breadth, justice, resourcefulness.

Enculturation: Creating a Leadership CultureThoughtful enculturation is critical to sustainabilityIt develops communityIt provides support for beginning teachersIt empowers veteran teachers as they assume the role

of mentorsIt encourages sharing of best practices, of resources, of

ideasIt gives encourages new teachers to share their voices

and emerge has leaders early in their careersIt encourages dialogue, communication, collaborationIt encourages healthy relationships between teachers

and principals

Barriers to Teacher LeadershipLack of timeMisconceptions of teacher equity (is a

teacher leader more powerful/important/valued than another?)

Traditional hierarchical authority structuresDesire for harmony and safety over possible

conflict and risk-takingTeachers who are resistant to change

BarriersHowever, Lambert says that the higher the

leadership capacity of a school, the less constraining these perceived barriers become (p. 40).

Results of building teacher leadership:

These concepts link to the principles of sustainable leadership outlined in Hargreaves and Fink:-Depth-Breadth-Diversity-Resourcefulness-Justice-Length

Reduction in isolation; increase in collegiality and collaboration

School improvement, and pride in that improvement

A sense of investment and involvement in community

New knowledge and awareness

Professional renewal, replenishment, invigoration

Distributed leadership

Leadership Capacity for Lasting School Improvement

by Linda LambertASCD (2003)

Chapter 5The Changing Role of the Principal

The Principal’s RolePrincipals’ interactions with teachers are

critical to the school’s ability to focus purposefully on student learning.

In a capacity-building environment, the principal believes that everyone has the right, responsibility, and capability to work as a leader, and acts accordingly.

Four Types of Principals1. Directive: top-down, command-and-control

style, does not support teacher leadership, imposes vision

2. Laissez-faire: lacks shared vision, disconnected, disjointed, reactive style of management

3. Collaborative: caring, concerned, but may encourage dependency; everything still centres around the principal

Four Types of Principals4. Capacity-building: opens communication,

embraces collaboration, develops shared vision, shares decision-making, builds trust, distributes leadership, breaks cycles of dependency, considers the views and values of the wider community, focuses on student learning.

This type of leadership is embodied in all of the principles outlined in Hargreaves and Fink.

Practical StrategiesLambert’s book has a practical focus. It offers

numerous strategies and guidelines for building leadership capacity

At the end of each chapter, it offers questions and activities than can be used for staff development, to open conversations, and to help assess your own and your school’s leadership building capacities.

Note: Figure 5.1 (p. 49) – Strategies to help principal’s break dependency relationships; Figure 5.2 (p. 51) – Principal behaviours for building leadership capacity; Figure 5.3 (p. 52) – 15 Leadership capacity action steps

Leadership Capacity for Lasting School Improvement

by Linda LambertASCD (2003)

Chapter 6Student Learning and Leading

Leadership: For What Purpose?Principal leadership is key to developing

leadership capacity among teachersLambert asserts that the main goal of

building teacher leadership capacity is to develop the learning and leadership of students.

A school with high leadership capacity develops students who both learn and lead.

(Lambert, 2003, p. 54)

Adult leaders who build leadership capacity in their schools create environments and experiences for students that result in:Stronger academic

achievement

Positive involvement in school (good attendance, low drop-outs, high grad rates, etc)

Resiliency behaviours

Equitable gains across socio-economic, gender, race groups

A closing of the achievement gap

Sustained improvement over time

“Student achievement can now be directly and unmistakably traced to the presence or lack of conditions that create high leadership capacity in schools, including teaching and instructional excellence.” (Lambert, 2003, p. 55)

It has to do with sustainable leadership practices, which “think beyond the present”, “build a culture of leadership”, renew people’s energy, do not focus on short-term, imposed targets and quick fixes, and place students first.

(Hargreaves and Fink, 2006, p. 259,

267)

Key Assumptions about Student LeadershipAll children have the right, responsibility, and

capability to be leadersLeadership is reciprocal, purposeful learning in

communityLearning and leading are deeply intertwinedLearning communities should be designed to

evoke leadership from all childrenLeading is a public expression of learningOur mission to develop educated citizens

capable of improving society is a function of early student learning and leadership

Practices that Generate Student LeadershipAllow more than token representation on

boards, committees, at meetings, etcAllow student voices to be heard in the

decision-making processBase student learning on the principles of

constructivism: making meaning through experiences, learning from the literature and history of their own cultures, engage in inquiry and discovery

Practices that Generate Student LeadershipEnable development of intrinsic motivationEncourage development of resiliency by

emphasizing problem-solving skills, social competence, and active participation in the world around them

Do so in an environment of support, caring, high expectations, meaningful contributions

Allow for self-reflection and self-assessment

ConclusionsLearning and leading cannot be separated:

leading is a form of learning, for both adults and children

Student leadership can be built by using instructional programs that evoke student voice, apply the principles of constructivism, attend to intrinsic motivation, build resiliency… all in a nurturing, close-knit environment

Questions for Consideration1. What leadership activities do your students

participate in?2. How is leadership fostered in your students?

In your classroom? In your school?3. What can your school do to build teacher

leadership capacity?4. What can your school do to build student

leadership capacity?

ReferencesHargreaves, A. & Fink, D. (2006) Sustainable

leadership. San Francisco, CA: Jossey-Bass.

Harris, A. (2008) Distributed school leadership: Developing tomorrow’s leaders. London: Routledge.

Lambert, L. (2003) Leadership capacity for lasting school improvement. Alexandria, VA: ASCD.

Routman, R. (2002) Teacher talk. Educational Leadership, March 2002, 32-35.