Leadership for Learning is a deceptively simple phrase that can prove elusive in terms of nailing down exactly what it means. Swaffield and MacBeath suggest that “How we construe ’leadership for learning’ depends on our beliefs and understanding about leadership and learning’ [Swaffield and MacBeath, 2009: 33].  Moreover, they go on to say, ‘…both learning and leadership are contested and complex notions’ [2009:38].

In this context, what do we mean by learning, what do we mean by leadership and, above all what happens when we join these two concepts together because this ‘entails more than an act of addition, or utilising one in the service of the other’ [Swaffield and MacBeath, 2009: 38]?  MacBeath and Townsend argue that this ‘…simple, but highly complex conjunction…merits some careful deconstruction’ [2011: 1].

The complexity associated with the term is something that we hope to unravel through this course.  And to add to the challenge there are a number of related concepts which are very similar, and make contributions to the term, but are not quite the same as Leadership for Learning. These ‘adjective-plus’ terms include:

  • Pedagogical or pedagogic Leadership
  • Educative leadership
  • Instructional Leadership
  • Learning-centred Leadership

Moreover, even the commonly used general term ‘educational leadership’ has come in for renewed analysis and debate in recent years [Gunter, 2005; Robinson, 2006] in a way that takes it into Leadership for Learning territory.

Timperley and Robertson [2011] deliberately avoid an adjective plus leadership term in their book ‘Leadership and Learning’ and suggest that its title ‘…is designed to answer the question raised by Starrat [2004] that asks, ‘Leadership of what, for what?’  Given the title of this book, it is leadership of and for learning.’ [2011:3]

Swaffield and MacBeath suggest that the use of ‘connecting’ words such as ‘…leadership and, of, as learning, or leadership by, with, from learning… may surprise us into new insights.’ [p.33]. Given the tile of this course the focus is on unpacking the meanings, challenges and opportunities associated with the concept and practice of Leadership for Learning and, crucially, the middle leader’s role in Leadership for Learning.

Finally, Lucas [2008: 14] suggests that Leadership for Learning is a radical and transformative concept. He says that:

‘In thinking about leadership for learning I am struck by two ideas currently doing the rounds in education. The first is the notion, described by David Perkins, of ‘troublesome knowledge’ – knowledge that is conceptually difficult, counter-intuitive or unfamiliar. And the second is a further refinement of this kind of thinking by Erik Meyer and Ray Land which introduces ‘threshold concepts’ as ‘akin to a portal, opening up a new and previously inaccessible way of thinking about something ... a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress’.

Lucas suggests that Leadership for Learning fits both the ‘troublesome knowledge’ and ‘threshold concept’ definitions and presents Meyer and Land’s five core components of a threshold concept [2008:14] as follows:

 ‘It should be transformative shifting perception of a subject.

 It should be irreversible. Once an individual has begun to perceive the world in terms of a threshold concept it should be inconceivable that they would return to viewing it in a more primitive way.

 It is integrative, shining light on the previously hidden interrelatedness of something.

 It is bounded. That is, it helps to define the boundaries of a subject area.

 It may be counter-intuitive, or lead to knowledge that is inherently counter-intuitive, moving an individual from common sense understanding to an understanding which may conflict with perceptions that have previously seemed self-evidently true.’

As the course programme progresses, it will be interesting to ascertain if indeed Leadership for Learning is as radical and significant a concept as Lucas suggests; or is instead something much less, useful or otherwise, a variation on traditional approaches to leadership in education; or indeed a term so elastic that it can be used in a variety of different and independent ways, meaning all things to all people.

 

Look at the following introductory Readings and Video clips

Use these to develop your ideas in the Reflective Journal Blog activity that follows at the end of the list below.  The first two readings were included in your pre-course reading.  

  • Swaffield, S. and MacBeath, J. (2009) ‘Leadership for learning’, in J. MacBeath and N. Dempster (eds) Connecting Leadership and Learning: principles for practice. London: Routledge.
  • Leadership for Learning Video 1 [5:33 minutes] This gives some insights into how Scottish leaders in the Early Years sector view Leadership for Learning.  It refers to the new Scottish curriculum entitled Curriculum for Excellence that is encouraging fundamental educational change. One interviewee is a Principal Teacher and this term refers to a middle leader in Scottish education.

Reflective Journal Blog

Complete your first Reflective Journal Blog 

 



Bibliography

  • Lucas, B. (2008) Leadership for learning; why educational leaders may need to be troublesome. Centre for Excellence in Leadership think piece, Centre for Excellence in Leadership. Available at http://www.lsis.org.uk/Services/Policy/Policy-Seminars/Documents/LeadershipforLearningJune2008Report.pdf [accessed 9 September 2012]
  • Robertson, J. & Timperley, H.  [2011] Establishing Platforms for Leadership and Learning in Robertson, J. & Timperley, H. [eds] Leadership and Learning. Los Angeles: Sage.  

  • Robinson, V.M.J. [2006] Putting Education Back into Educational Leadership.  Leading and Managing 12, No.1, 2006, pp. 62-75. At Putting%20Education%20Back%20into%20Educational%20Leadership.pdf  [accessed 14 August 2012]

  • Swaffield, S. and MacBeath, J. (2009) ‘Leadership for learning’, in J. MacBeath and N. Dempster (eds) Connecting Leadership and Learning: principles for practice. London: Routledge.

  • Townsend, T. & J. Macbeath, J. (2011). Leadership and Learning: Paradox Paradigms and Principles.  In T. Townsend & J. Macbeath (Eds.), The international handbook of leadership for learning (pp. 1-25). Netherlands: Springer.

Last modified: Wednesday, 13 February 2013, 5:25 PM