LEADERSHIP DIALOGUES
Executive
Summary
Research project impact
Data Collection and Analysis
The context or the Leadership
Dialogues
Odyssey
The
Methodological
Framework
The leadership for learning model

Outstanding teaching quality over time is facilitated by mode 2 professional learning.
generalisation heutagogy inquiry methodological pluralism mixed methods
This vision for school improvement recognises the centrality of cognitive politics to improving outcomes.
A model of leadership is needed which engages all in action focused on learning.
EXECUTIVE SUMMARY cognitive politics
JANUARY 2014 - JULY 2015 collaboration dialogic school dialogue epistemology
Positioned within the mixed methods research paradigm and comprised three phases.
Active engagement and collaboration will improve teaching quality over time.
A 360º view of teaching quality over time provides an accurate measure of how a teacher is performing.
For professional learning to be effective, teachers need to be at a given level of competency.
Teacher mindset determines if a teacher can transition from RI to good teaching quality over time.
Leadership directly impacts on outcomes for all.
The key impact indicator is teaching quality over time; the focus for data collection and analysis.
Engaging all in learning will improve outcomes for all leading to the advent of the dialogic school.
mode 2 professional learning ontology teacher mindset teaching quality over time
360° view
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for
Innovation/University of West London

What does
Primary School
A need to do to improve further?
Increase the proportion of outstanding teaching.
Phase 2
A change in context (move to Primary
School B) afforded the opportunity to employ the case study method.
Following completion of initial phase intended impact became the creation of a dialogic school.
The consideration of cultural and micro-political issues introduced further areas for research.
Phase 1
CONTEXT
Office for Standards in Education (2013)
School Inspection Report: Primary School
A. URN: 131183. London: Ofsted publications
Silcock, R. (2015) Leading Innovation:
Research Paper. [Unpublished paper]
Academy for Innovation/University of
West London
What are the barriers to change in teachers requiring improvement?
How is the role of leadership integral to improving outcomes for both children and teachers?
Phase 3

Primary pupils’ artwork unveiled at Kidbrooke by the Mayor of Greenwich ahead of construction beginning on expanded school site for Primary School B, December 2014.
For schools to ensure quality of teaching over time, they need to build capacity in designing learning around all learners’ needs. This shift from the school as deliverer of the curriculum for children to the school as designer of learning for all requires the engagement of all in action focused on learning.
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London

Research project positioned within the mixed methods research paradigm.
A 360° view of teaching quality over time used: a strategy for evaluating impact and leadership for change.
An adaptive methodological framework which facilitated the use of multiple methods to address different phenomena.
THE METHODOLOGICAL
An assessment model using a mix of qualitative and quantitative research methods built around the tool of observation.
FRAMEWORK
Limitations of the assessment model addressed during the second and final phases by utilising content analysis.
The use of an open code to interrogate data collected secured the robustness of the assessment model.
Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. Routledge
Horst, H., Hjorth, L. and Tacchi, J. (2012) Rethinking ethnography: An introduction. Media
International Australia, Incorporating Culture and Policy 145 (2012): 86
Silcock, R. (2014) The Case for Change: Research Paper. [Unpublished paper] Academy for
Innovation/University of West London

Silcock, R. (2014) Inquiry for Impact: Research Paper.
[Unpublished paper] Academy for Innovation/University of
West London
THE METHODOLOGICAL
FRAMEWORK

Silcock, R. (2014) Inquiry for Impact: Research Paper.
[Unpublished paper] Academy for Innovation/University of
West London
THE METHODOLOGICAL
FRAMEWORK
Learning journey evident in books
Pupil attainment and progress data over a term and over a year
Quality of the learning environment and how it supports learning
Quality of behaviour for learning
Observation
School performance data
Photographs
Observation/
School performance data
Will the expectation of a book scrutiny impact on the learning journey evident in books?
School performance data is based on teacher assessments and is not indicative of attitudes to learning.
Photographic evidence will only record the potential for the learning environment to support learning.
An observer in a classroom will impact on the environment.
Pupil perceptions of learning
Quality of observed teaching
Enrichment
Questionnaire
Observation
Questionnaire
Will pupils feel encouraged to be honest?
An observer in a classroom will impact on the environment.
Will stakeholders feel encouraged to be honest?

Hammersley, M. and Traianou, A. (2012) Ethics and
Educational Research. British Educational Research
Association on-line resource. Available at http://www.bera.ac.uk/ [accessed January 2014]
Silcock, R. (2014) Inquiry for Impact: Research Paper.
[Unpublished paper] Academy for
Innovation/University of West London
Silcock, R. (2015) Leading Innovation: Research
Paper. [Unpublished paper] Academy for
Innovation/University of West London
A mixed methods approach presents a risk of overlooking ethical issues given the use of qualitative and quantitative research design.
Anonymising data enables adherence to confidentiality and consent agreements and addresses broader issues of ownership and access.
Inherent subjectivity countered by multilayered understanding of the research subject provided by the researcher.
ETHICAL ISSUES

Leadership culture
• Tell less, ask more: the exposure of all stakeholders to inquiry, dialogue and collaboration will promote the desired culture of telling less and asking more and the corollary of relationship building
Leadership relationships
• For all stakeholders: the building of relationships underpins the success of every complex social organisation susceptible to an array of both external and internal influences, including schools
Leadership structure
• A transparent leadership structure: defines accountabilities that will fuel school improvement both internally and externally
Leadership systems
• Precise leadership systems: leadership systems present the tangible realisation of cognitive politics
Leadership learning
• Action focused on learning: all stakeholders need to be provided with the opportunity to learn which will promote critical thinking and a focus on change; a prerequisite for responding to the increased complexity of social life
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for
Innovation/University of West London

Leadership culture
• Informed by data from the final phase of the research project which is indicative of the impact of leaders on teacher mindset and on outcomes for all stakeholders
Leadership relationships
• Supported by the data and the subsequent finding from the initial and second phase of the research project which states that active engagement for teachers within a context of personalised professional learning will lead to an improvement in teaching quality over time; teachers being able to take a lead in their professional learning
Leadership structure/Leadership systems
• Designed following the data and the subsequent finding from all phases of the research project which advocates a 360º view of teaching quality over time; supports the management of meaning and maintains the shared reality
Leadership learning
• Supported by the data and the subsequent finding from the initial and second phase of the research project which states that active engagement for teachers within a context of personalised professional learning will lead to an improvement in teaching quality over time; promotes a shared moral purpose
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for
Innovation/University of West London

DATA COLLECTION AND ANALYSIS
Identify wicked problem
Develop research methodology
Conduct research
Analyse data and determine interim findings
Identify case study
Develop case study methodology
Conduct case study
Analyse data and revise findings
Silcock, R. (2015) Leading Innovation: Research Paper.
[Unpublished paper] Academy for Innovation/University of
West London
Develop leadership for learning model and identify further areas for research to secure robustness for it
Adapt research methodology
Conduct research
Analyse data, finalise leadership for learning model and determine claims
Publish claims

DATA COLLECTION AND ANALYSIS
Phase
3
Timescale
January 2015 to
July 2015
 Adapt research methodology
 Conduct research
 Analyse data and determine impact
Research Project Development Plan
Key tasks Interventions Data collection
 At the level of leader
 At the level of
RI teacher
 Assessment model Piecing together the evidence of teaching quality over time
 Questionnaire
Evaluation Reporting
Yes Yes
Leading with Precision senior leadership development programme
Intensive fixed term support plan for RI teacher
Silcock, R. (2015) Leading Innovation: Research Paper.
[Unpublished paper] Academy for Innovation/University of
West London

DATA COLLECTION AND ANALYSIS
Phase
3
Timescale
January 2015 to
July 2015
 Adapt research methodology
 Conduct research
 Analyse data and determine impact
Research Project Development Plan
Key tasks Interventions Data collection
 At the level of leader
 At the level of
RI teacher
 Assessment model Piecing together the evidence of teaching quality over time
 Questionnaire
Evaluation Reporting
Yes Yes
Questionnaire
Silcock, R. (2015) Leading Innovation: Research Paper.
[Unpublished paper] Academy for Innovation/University of
West London
Teaching quality over time
(baseline)
Teaching quality over time
(evaluative)

DATA COLLECTION AND ANALYSIS
Piecing together the evidence of teaching quality over time
80
70
60
50
40
30
20
10
0
Jan-15
Mar-15
Silcock, R. (2015) Leading Innovation: Research Paper.
[Unpublished paper] Academy for Innovation/University of
West London
Assessment foci

DATA COLLECTION AND ANALYSIS
Piecing together the evidence of teaching quality over time
80
70
60
50
40
30
20
10
0
Jan-15
Mar-15
Silcock, R. (2015) Leading Innovation: Research Paper.
[Unpublished paper] Academy for Innovation/University of
West London
Assessment foci

DATA COLLECTION AND ANALYSIS
100
90
80
70
60
50
40
30
20
10
0
Vision for leadership at SR and WF
Identifiable leadership style at SR and WF
Success of a school determined by its leaders
Teacher mindset determined by leaders
Teacher mindset can be changed by leaders
Successful leaders build relationships
Leaders directly impact on teaching quality over time
Leaders directly impact on children's outcomes
Attitude
Percentage of leaders/teachers strongly agree
Percentage of leaders/teachers agree
Percentage of leaders/teachers undecided
Percentage of leaders/teachers disagree
Percentage of leaders/teachers strongly disagree
Silcock, R. (2015) Leading Innovation: Research
Paper. [Unpublished paper] Academy for
Innovation/University of West London

RESEARCH PROJECT IMPACT


Silcock, R. (2015) Leading Innovation:
Research Paper. [Unpublished paper]
Academy for Innovation/University of West
London

Successive phases of the research project have added robustness to the findings and secured generalisability.
Generalisability is evidenced in the leadership for learning model which promotes scalability and sustainability.
RESEARCH PROJECT IMPACT
cognitive politics collaboration dialogic school dialogue epistemology generalisation heutagogy inquiry methodological pluralism mixed methods
Scalability and sustainability further evidenced by my changing ontological perspective: I am now a more effective change agent.
Implementation of the leadership for learning model will lead to the creation of a dialogic school and address the wicked problem.
Further robustness could be added to the leadership for learning model, but this is not a barrier to using it as a blueprint for change.
This is evidenced by the continued success of
Primary School A, the early scaling of personalised
CPD and the transformation of
Primary School B.
To get involved or for a project update click on icon: mode 2 professional learning ontology teacher mindset teaching quality over time
360° view
Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for
Innovation/University of West London

Term
Action Research
Case Study
Complexity Theory
Design Thinking
Dialogic School
Epistemology
Ethnography
Heutagogy
Interpretivism
Joint Practice Research
GLOSSARY
Definition
Practitioner based research focused on change at the local level.
A process or record of research into the development of a particular person, group or event which utilises the complexity of multiple variables and adopts a mixed methods approach in order to understand what is being investigated. Data collection and analysis is guided by the development of a theoretical position at the outset.
The design of minimal interventions with the purpose of effecting major change.
Reframing problems (how the problem is defined) to find overlooked solutions.
A school which promotes improved outcomes for all by employing precise, context-driven and collaborative leadership to create a professional learning environment characterised by inquiry, formal and informal dialogue and collaboration.
How knowledge is acquired.
The observation of society from the viewpoint of the research subject.
Self-determined or learner-centric learning.
An emphasis on the ability of the individual to construct meaning.
Collaborative practitioner based research focused on change at the local level.

Lead Practitioner
Methodology
Methods
Mindset
Mixed Methods Research
Mode 1 Research
Mode 2 Professional Learning
Mode 2 Research
Ontology
Paradigm
Positivism
GLOSSARY
A teacher who delivers outstanding teaching quality over time and subsequently leads colleagues to improve their practice.
The explanation for the methods used to conduct research.
The methods used to conduct research.
The fixed mental attitude or disposition which predetermines a person’s responses to and interpretations of situations.
The collecting, analysing and mixing of both quantitative and qualitative research methods to understand a research problem.
Academic, investigator-initiated and discipline-based knowledge production.
A professional learning environment characterised by inquiry, formal and informal dialogue and collaboration.
Context-driven, problem-focused and interdisciplinary knowledge production.
View of reality and being.
An overall theoretical research framework.
To prove or disprove a hypothesis.

Qualitative Research
Quantitative Research
360º view
GLOSSARY
Used to gain an understanding of underlying reasons, opinions and motivations providing insights into a problem.
The quantification of a problem by generating numerical data or data that can be transformed into useable statistics.
A measure of teaching quality over time which incorporates all of the key indicators of how a teacher is performing.

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