Leadership for Outstanding
Educational Outcomes
Professor Stephen Dinham
Australian Centre for Education Leadership
(UoW)
Association of Independent Schools
Executive Conference
15th May 2007
What is Leadership?
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OVERVIEW
1. Changing Thinking on Leadership
2. School Effectiveness Studies
3. Increased focus on teaching and student
achievement in Education: The Teacher
4. Actions and attributes of highly effective
educational leaders: AESOP Case Study
5. Discussion
6. Implications
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Changing Thinking on
Leadership
 ‘Great’ leaders
 Formal Leadership
 Administration
 Management
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Leadership styles, typologies
Leader to Leadership
Leader to leaders
Educational Administration to Educational
Management to Educational Leadership
 Leading Learning Communities
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School Effectiveness Studies
Until the mid-1960’s, the common view was that schools
made no difference to children’s development.
1.
2.
3.
4.
Input-Output Studies (mid-1960s to early 1970s) - the
impact of human and physical resources on outcomes.
Effective Schools Studies (early to late 1970s) - addition
of process variables, wider range of school outcomes.
School Improvement Studies (late 1970s to mid-1980s) incorporating school effectiveness correlates into schools
through various programmes.
Context Variables introduced coupled with more
sophisticated methodologies (late 1980s to present).
(Reynolds, et al, 2000)
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Increased Focus on Teaching,
Learning
 In the last decade attention has increasingly been focused
on student (and school) outcomes/achievement
 The key role played by the individual teacher in student
achievement has been recognised and much greater
attention paid to quality teaching/pedagogy
 Recent research has confirmed the importance of
leadership in creating and supporting a culture of success
and a central focus on teaching and learning in the school
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The Individual Teacher
• Many empirical studies have confirmed that the
individual classroom teacher is the major inschool influence on student achievement. (see
Hattie, Rowe, Mulford)
• Accounting for Variance:
•
•
•
•
•
Student
Homes
School
Peers
Teacher
50%
5-10%
5-10%
5-10%
30%
• Major focus on Quality Teaching from late 1980s
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AESOP: An Exceptional Schooling
Outcomes Project (NSW DET, UNE, UWS)

Processes and practices producing outstanding
educational outcomes Years 7-10
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Adelaide Goals that schools should:
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Faculties (80%)
Cross-school programs (20%)
“develop fully the talents of all students”
attain “high standards of knowledge, skills and understanding
through a comprehensive and balanced curriculum”
be “socially just”
Semi-representative sample across NSW

50 sites in 38 schools 2002-2004.
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METHOD

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Teams of four researchers for four days in each ‘site’
 Academic Leader (UWS or UNE)
 Academic from the field (UWS or UNE)
 Head Teacher (Dep’t Head) from another school in
District
 Chief Education Officer (School Improvement) from
District
Protocols: Interviews, lesson observations, general
observations, focus groups, documents, artifacts, school
performance records
Triangulation, validation
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DATA ANALYSIS
 Report data from reports entered into NUD*IST
 Open, axial, selective coding (Grounded Theory)
 Theory building for subject areas, programs, leadership,
other themes
 Reports in 2005: English, Maths, Science, Cross-school
Programs, Student-welfare Special Ed, others
 Leadership
 Principal
 Head Teacher (Dep’t Head)/Program Head
 Other Executive
 Teachers (distributed leadership)
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FINDINGS
 Common attributes, approaches and actions of
principals where outstanding educational
outcomes are occurring
 See:
 Dinham, S. (2005). ‘Principal Leadership for Outstanding
Educational Outcomes’, Journal of Educational Administration,
43(4), pp. 338-356.
 Dinham, S. (2007). ‘Head of Department Leadership for
Exceptional Educational Outcomes’, Journal of Educational
Administration, 45(1), pp. 62-79.
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1. External Awareness and
Engagement

Openness to Change and Opportunity
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Outward rather than inward looking
Opportunities rather than threats
Action rather than inaction, reaction
Benefits in mandated change
Identify, seek out, obtain resources to assist with change
Develop Productive External Links

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Seek out, foster mutually beneficial external alliances
inside/outside the system
Entrepreneurial
Utilise community/external support
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2. A Bias Towards Innovation
and Action

Using Discretion, Bending Rules, Procedures
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Use discretion, push boundaries, constraints
Often ground breakers, “ahead of the game”
Gained credibility with system officials, “blind eye”
Move resources around creatively
“It is easier to gain forgiveness than permission”
Bias to Experimentation, Risk Taking
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Prepared to experiment, even when things appear to be going
well
Support for others proposing initiatives
Prepared to risk time, money, possible failure
Empower others: “Let’s give it a go”
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3. Personal Qualities and
Relationships
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Leaders have positive attitudes which are contagious
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Act to motivate others through example
Positive thinking keeps school moving, improving
Negativity can be self-handicapping
Intellectual Capacity
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The “X-factor”
High degree of intellectual capacity, imagination
Good judges of individuals, astute
Balance “big picture” with finer detail
Deal with many issues concurrently
Know when to consult, be decisive, courageous
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3. Personal Qualities and
Relationships

“Moral”, “Authentic” Leadership

Exhibit the characteristics expected of others
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“Social justice” agenda
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Honesty, commitment, reliability, hard work,
trustworthiness, professionalism, integrity - “good example”
Putting students, education first
Education for social change
Assist, Feedback, Listen to Staff
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Good communicators, listeners, available
Prompt feedback of “good” and “bad” news
“Roll sleeves up” when necessary
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3. Personal Qualities and
Relationships
 Provide professional, pleasant environment
 Treat staff, others professionally
 Expect high standard of professionalism in
return
 Model professionalism
 Others don’t want to “let the boss down”
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3. Personal Qualities and
Relationships
 Other Personal Qualities
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High level interpersonal skills
Generally liked, respected, trusted
Knows, use names, shows personal interest
Demonstrates empathy, humour, compassion
Available at short notice when needed
Epitomises the “servant leader”, yet unmistakeably in
control
 Works for school , students, staff, education, rather than
for themself.
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4. Vision, Expectations and a
Culture of Success
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“Expect a lot, give a lot”
Clear, agreed, high standards
Recognition of student, staff Achievement
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Take every opportunity to provide recognition of achievement,
“talk up school”
Find ways for all students to be successful
Recognition seen as authentic, warranted, well received
Creates a culture, expectation of success
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Continuous improvement
Culture of “doing best”, success
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4. Vision, Expectations and a
Culture of Success
 Maintain Clean, Pleasant Environment
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High priority on school cleanliness
Deal promptly with graffiti, mess
Gardens, seating, shade, offices
Displays of work, achievements
School identification, pride, reputation
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5. Teacher Learning,
Responsibility and Trust

Investment in Teacher Learning
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All Teachers are Leaders
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Place high value on teacher learning
Prepared to fund professional development inside and outside
the school
Find ways to release staff, bring others to school
Model teacher learning
Foster, acknowledge leadership of others
Identify talent, encourage, “coach” and support
Responsibility recognition, empowerment, staff
development
Trust an aspect of mutual respect
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6. Student Support, Common
Purpose and Collaboration
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Centrality of Student Welfare
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Student welfare policies, procedures central
Every teacher’s responsibility
“Getting students into learning”, not “warm fuzzies”,
“self-concept”
Support by leaders essential
Students understand and support student welfare as
something done for, not to them
Improvement in behaviour, discipline over time
Underpins academic success
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6. Student Support, Common
Purpose and Collaboration
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Leaders Find Common Purpose
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Identify and utilise a central focus
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e.g., ICT, assessment, literacy, pedagogy, student welfare
Resources diverted to priority area
Often, a “champion” or team
Serves to bring school, staff together
Pockets of like-minded staff, collaboration
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Pragmatic realists - can’t move all staff simultaneously
Concentrate on talented, committed (faculties, teams, individuals
) and provide them with encouragement, time, resources, PD
opportunities
“contagion” effects, but some danger of resentment, obstruction,
“playing favourites”, leaving some staff “behind”
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7. Focus on Students, Learning
and Teaching

Focus on students as people (personal,
academic, social)
Teaching and learning prime focus of school
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Cross-school approaches to pedagogy, assessment,
reporting, tracking
Data-driven decision making
Focus on Year 6-7 transition
Creative use of positions
Creates and environment where teaching and
learning can occur
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7. Focus on Students, Learning
and Teaching
 Leadership Takes Time
 Long term agenda, vision (6-7 years?)
 Turning the school around
 de facto selective status?
 Leaders Build on What is There
 Identify, nurture seeds for change, improvement
 Use what has been achieved, don’t “start from scratch”
 Release latent “organisational energy”
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7. Focus on Students, Learning
and Teaching
 Consistency, Yet Flexibility in Policy
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Simple, standard things done well
“Zero tolerance”?
Clear guidelines, good communication
Consistent application of policy, procedures
Everyone knows where he/she “stands”
Not rigidity - flexibility, compassion where needed
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A Model of Leadership for Outstanding
Educational Outcomes
TEACHER
LEARNING,
RESPONSIBILITY,
TRUST
EXTERNAL
AWARENESS,
ENGAGEMENT
PLANNING AND
ORGANISATION
FOCUS ON
STUDENTS AND
THEIR
LEARNING
VISION,
EXPECTATIONS,
CULTURE OF
SUCCESS
PERSONAL
QUALITIES,
RELATIONSHIPS
COMMON
PURPOSE,
COLLABORATION
PROFESSIONAL
CAPACITY,
STRATEGY
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Discussion
 Attributes, qualities, approaches neither idealistic
nor prescriptive.
 Leaders are learners and change over time.
 Not ‘quick fixes’ or recipes for success, but
framework for reflection and action.
 Context, history important.
 More direct influence of leadership on outstanding
outcomes confirmed.
 Principals and other leaders help create conditions,
climate, where success can occur.
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Discussion
 Characteristics both product (output) and process
(input) variables leading to upward cycle of
success.
 While the teacher makes the major difference, the
fact that these leaders had turned schools around
and taken these to a higher level confirms the
important role of leadership in developing the
learning community and promoting student
achievement.
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References
Aubusson, P.; Brady, L., & Dinham, S. (2005). Action Learning: What Works? A
research report prepared for the New South Wales Department of Education and
Training. Sydney: University of Technology Sydney.
Ayres, P.; Dinham, S. & Sawyer, W. (2004). ‘Effective Teaching in the Context of a
Grade 12 High Stakes External Examination in New South Wales, Australia’,
British Educational Research Journal, 30 (1), pp. 141-165.
Ayres, P.; Dinham, S. & Sawyer, W. (2000). ‘Successful Senior Secondary Teaching’,
Quality Teaching Series, No 1, Australian College of Education, September, pp. 120.
Ayres, P.; Dinham, S. & Sawyer, W. (1999). ‘What makes a good HSC teacher?’, The
Education Network, 16, pp. 8-15.
Ayres, P.; Dinham, S. & Sawyer, W. (1999). Successful Teaching in the NSW Higher
School Certificate. Sydney: NSW Department of Education and Training.
Dinham, S. (2007). ‘The Secondary Head of Department and the Achievement of
Exceptional Student Outcomes’, Journal of Educational Administration, 45(1), pp.
62-79.
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References Cont’d
Dinham, S.
(2007).
‘The Dynamics of Creating and Sustaining Learning
Communities’, keynote address, 6th International Conference on Educational
Leadership, Australian Centre for Educational Leadership, University of
Wollongong, 15-16 February.
Dinham, S. (2005). ‘Principal Leadership for Outstanding Educational Outcomes’, Journal of
Educational Administration, 43(4), pp. 338-356.
Dinham, S.; Brennan, K.; Collier, J.; Deece, A., & Mulford, D. (2000). ‘The Secondary Head of
Department: Key Link in the Quality Teaching and Learning Chain’, Quality Teaching Series,
No 2, Australian College of Education, September, pp. 1-35.
Dinham, S. & Scott, C. (2003). ‘Benefits To Teachers Of The Professional Learning Portfolio: A
Case Study’, Teacher Development, 7(3), pp. 187-202.
Dinham, S. & Scott, C. (2002). ‘Pressure points: School executive and educational change’,
Journal of Educational Enquiry, 3(2), pp. 35-52.
Dinham, S. & Scott, C. (2000). ‘Moving Into The Third, Outer Domain Of Teacher Satisfaction’,
Journal of Educational Administration, 38(4), pp. 379-396.
Dinham, S. & Scott, C. (2003). ‘Outcomes of Awards for Exemplary Teaching’, Unicorn Online
Refereed Article, No. 24, pp. 1-25, www.austcolled.com.au/resourcespage.html
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Contact Details
Professor Stephen Dinham
Australian Centre for Educational Leadership
Faculty of Education
University of Wollongong NSW 2522 Australia
Direct telephone:
+61 2 4221 5626
ACEL Office:
+61 2 4221 4967
Fax:
+61 2 4221 4657
Email:
sdinham@uow.edu.au
Note:
From July 2007
Research Director, Teaching and Leadership
Australian Council for Educational Research
Private Bag 55
Camberwell Victoria 3124
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