A module of the ÆSOP Series - An Exceptional Schooling Outcomes Program

The subject of countless definitions, leadership has increasingly been seen as a group function that occurs only when two or more people interact. Leaders thus 'intentionally seek to influence the behaviour of other people' rather than command them.

'Strong' and decisive, effective leadership is intensely interpersonal, involving working with individuals and teams to transform teaching and learning. Leadership, therefore, is not the monopoly of a school's Principal; it may emerge at all levels and all parts of a school. This is most evident from the author's insightful analysis of 38 ÆSOP school reports. Leadership is displayed by Principals, Head Teachers, other executive members and, significantly, by teachers themselves. There are remarkable similarities in the components of leadership displayed by these personnel. From his synthesis of these attributes and actions the author constructs a valuable model of leadership in schools.

The 'essence' of leadership is, first and foremost, an intense focus on students and their learning. Associated with this are several 'contributing categories': personal qualities and relationships; vision, expectations and a culture of success; school planning and organisation; teacher learning, responsibility and trust; external awareness and engagement; student support, common purpose and collaboration; and professional capacity and strategy.

These findings call into question the unhelpful dichotomy of 'welfare' and 'academic' schools. In the ÆSOP school reports, student welfare is central and underpins academic achievement, with high expectations for staff and students alike. Leaders strongly support student welfare measures to 'get students into learning'.

Table of Contents

Preface

• Why the ÆSOP study?
• Educational and social advancement
• Acknowledgements

An exceptional schooling outcomes project

• Chief Investigators/Project Team
• Dimensions of Achievement and Success
• Research Questions
• Background Literature
• Selection of Sites
• Visits to Sites
• Analysis of Data
• This Report

An introduction to leadership for exceptional educational outcomes

• Leadership For Effective and Successful Schools: A Brief Review
• The Importance of Defining Success
• Innovation in Schooling

Principal leadership for exceptional educational outcomes

1. External Awareness and Engagement

2. Bias Towards Innovation and Action

3. Personal Qualities and Relationships

4. Vision, Expectations and a Culture of Success

5. Teacher Learning, Responsibility and Trust

6. Student Support, Common Purpose and Collaboration

7. Core Category: Focus on Students and Their Learning

Head teacher leadership for exceptional educational outcomes

1. Promotion, Advocacy and External Relations

2. Professional Capacity and Strategy

3. Personal Qualities and Relationships

4. Vision, Expectations and a Culture of Success

5. Teacher Learning, Responsibility and Trust

6. Facilitates Faculty Planning and Organisation

7. Common Purpose, Collaboration, Team Building

8. Core Category: Focus on Students and Their Learning

Leadership by other executive for exceptional educational outcomes

1. Promotion, Advocacy and External Relations

2. Professional Capacity and Strategy

3. School Planning and Organisation

4. Personal Qualities and Relationships

5. Vision, Expectations and a Culture of Success

6. Teacher Learning, Responsibility and Trust

7. Student Support, Common Purpose and Collaboration

8. Core Category: Focus on Students and Their Learning

Teacher leadership for exceptional educational outcomes

Teacher Distributed Leadership

1. School Awareness and Engagement

2. Professional Capacity and Strategy

3. Personal Qualities and Relationships

4. Vision, Expectations and a Culture of Success

5. Teacher Learning, Responsibility and Trust

6. Student Support, Common Purpose and Collaboration

7. Core Category: Focus on Students and Their Learning

Similarities and differences in leadership attributes and actions

Leadership for exceptional educational outcomes: Conclusion and implications