A key question in this course is 'What does leadership do that impacts on pupil learning?'  In trying to answer this, Leithwood [2011] asks two key questions of educational leadership:

  • How does leadership improve student learning?
  • Which leadership practices account for improvement?

 As regards the first question, Leithwood [2011] states, ‘First, such leadership is about the exercise of influence and, second, the effects of such influence on student learning are mostly indirect.’ [p.42].   Southworth [2011] explains this indirect process when he says that  ‘Leaders are reliant on others, because their ideas are mediated by teachers and other members of staff.’ [p.74].  Hallinger [2011], widens the focus, in the context of principal leadership, by stating that leadership  ‘is mediated by the culture, work processes and people’ [p. 137].

This mediated effects process can be illustrated with reference to middle leaders’ actions.  Middle leaders cannot impact significantly on pupil learning on their own.  Their impact is through, that is mediated by, the teachers for whom they have responsibility.  For instance, one key area for achieving their goals for pupils is through effective Learning and Teaching and this is primarily about what happens in the classroom.  This mediated process involves, among other things, enabling the contexts and conditions for the teachers for whom they are responsible to change and improve what they do.

But this can be challenging.  Elmore [2000] suggests that the further away you are from the classroom the harder it is to effect improvements in classroom teaching and learning. Here the leader is trying to get change in classrooms for which they are not directly involved.  It is hard enough for a middle leader to change teaching practice in his or her own classroom.  However, it is even harder trying to get change in the practice of others!

Moreover, Hallinger and Heck [2011:60] point out that this mediated process is two way, a reciprocal process where leaders both influence the contexts in which they work and are influenced in turn.  In this regards Hallinger states that ‘Effective leadership is both shaped by and responds to the constraints and opportunities extant in the school organization and its environment (Bossert et al., 1982; Bridges, 1970, 1977)’ [2011:127]. A diagram outlining Hallinger and Heck’s full model of Leadership for Learning can be found on page 65 of the core Robertson and Timperley text.

In a similar vein, Leithwood, Harris and Hopkins [2008: 27] argue that ‘The ways in which leaders apply these basic leadership practices -/ not the practices themselves - demonstrate responsiveness to, rather than dictation by, the contexts in which they work.’

In this regard, each context is unique and the needs of individual colleagues, their character and attitude to change, as well as such things as the makeup of the pupil population and so on will all affect how each leaders applies key leadership skills to a given situation.  For instance, a leader might challenge a particular pupil to do better, but soften this approach when he or she hears that the pupil’s mother has been rushed into hospital.  The key finding here is for leaders to know when and how to apply their leadership skills in response to the particular contexts in which they find themselves.

However, even where leaders are successful in stimulating and support change in teaching, as Leithwood and Jantzi [2006:223] point out, ’…there is a significant gulf between classroom practices that are ‘‘changed’’ and practices that actually lead to greater pupil learning; the potency of leadership for increasing student learning hinges on the specific classroom practices which leaders stimulate, encourage, and promote.’

Hallinger and Heck [2011: 56] suggest that leadership achieves measurable but indirect effects on student learning ‘through strategic actions that focus on changing a constellation of sociocultural, structural and academic processes that directly impact student learning outcomes.’

Similarly, Leithwood, Sammons, Harris and Hopkins argue that ‘School leaders improve teaching and learning indirectly and most powerfully through their influence on staff motivation, commitment and working conditions’ [2008: 27].  In terms of where this influence is directed Leithwood [2011] specifically outlines four distinctive paths that include ‘the rationale, emotional, organizational, and family paths’ [2011:42].  By contrast Hallinger and Heck see leadership influence interacting through 3 general paths of ‘School Culture’, ‘Academic Structures and Processes’ and ‘People’ [2011:59].

Common to All the points above is that this is leadership focused on student learning as its end point.  For  Robinson, Lloyd and Rowe [2008:668] ‘… a school’s leadership is likely to have more positive impacts on student achievement and well-being when it is able to focus on the quality of learning, teaching, and teacher learning.’

However, it is worth concluding on a note of caution. Hallinger [20011:138] quotes Hargreaves and Fullan who assert:

‘There is no ready answer to the “how” question. Singular recipes oversimplify what it will take to bring about change in your own situation. Even when you know what research and

published advice tell you, no one can prescribe exactly how to apply to your particular school and all the unique problems, opportunities and peculiarities it contains.’

 

Recommended Readings

The following chapters from the core Robertson and Timperley text are recommended:

  • Bishop, R. [2011] How Effective Leaders Reduce Educational Disparities in J. Robertson and H. Timperley [eds] Leadership and Learning. Los Angeles: Sage
  • Hallinger, P. and Heck, R. [2011] Leadership and Student Outcomes in J. Robertson and H. Timperley [eds] Leadership and Learning. Los Angeles: Sage.  Here Hallinger and Heck explore a number of ways that leadership impacts on learning
  • Leithwood, K. [2011] leadership and Student Learning: What Works and How Outcomes in J. Robertson and H. [eds] Leadership and Learning. Los Angeles: Sage


The following articles are also very useful

Fitzgerald, T. & Gunter, H. (2006) Leading learning: Middle leadership in schools in England and New Zealand. Management in Education, 20(3), 6-8.   This very brief article gives a very good overview of the key factors that are integral to the Leadership for Learning role of middle leaders

Hallinger, P.  (2011) Leadership for learning: lessons from 40 years of empirical research.  Journal of Educational Administration, Vol. 49 Iss: 2 pp. 125 – 142

Robinson, V.M.J. [2006] Putting Education Back into Educational Leadership.  Leading and Managing 12, No.1, 2006, pp. 62-75. 

Southworth, G. [2011]  Connecting Leadership and Learning in J. Robertson and H. Timperley [eds] Leadership and Learning, Los Angeles: Sage

 

Additional sources used in this article

Leithwood, K., Day, C., Sammons, P., Harris, A and Hopkins, D. (2006) Seven Strong Claims about  Successful School Leadership.School Leadership and Management, Volume 28, Issue 1 February 2008, pages 27 – 42.

Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201-227.

Robinson, V.,  Lloyd, C. and Rowe,K.J. [2008] The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44: 635–674.

Last modified: Sunday, 16 September 2012, 2:47 PM