MASTER OF ARTS IN EDUCATION

Major in Education Management

DEVELOPMENT ADMINISTRATION AND EDUCATION

Subject

SONNY D. RODES, Ph.D.

Special Lecturer

DIANA G. ADALLA
Student
Activity 3

1. What is learning leadership?

Answer:

Learning leadership creates a learner-centered environment within an organization. The

learning leader will lead a learning community that may be a skills, knowledge and attitude cluster or a
particular organizational grouping. Training is evolving to learning facilitation both on and off the job.

Leadership is a very fluid concept, as is the role of being a leader. The meanings vary with the
multitude of conditions which shape the interrelationships between the diverse dynamic forces that
define leadership in different contexts. Such forces could be factors like the persons, their beliefs,
values, skills, resources, circumstances, power, organizational structure etc. This very fluidity, therefore,
calls for a paradigmatic shift, one that extends beyond a mode of thought restricted in a mentality of
‘either/or’ to one that embraces the possibilities embedded in the multiplicities of connections
permitted even by seemingly oppositional forces (a both/and mentality). If one, therefore, were to
rethink leadership as a process in search of questions rather than answers, then it would be possible to
equally argue that leaders are defined by the questions they ask rather than the answers they seek to
provide. It is possible to adopt a similar definition in relation to learning, consistent with recent
definitions which propose learning as “the liberation of knowledge through self-reflection and
questioning”. Learning, therefore, could be an avenue for rethinking leadership from a task, person or
situation-specific process, to one that is defined by the lessons one creates as one discovers the inner
meanings of leadership, in the way leadership provides and requires personal insight and acts as a
window to inner learning (leadership from within). Moreover, learning could be another lens for
exploring leadership as a relational and not simply transactional process.

Leadership as a window to inner learning – leadership from within

Lieutenant-General, J.F. Deverell (1999: 120) argues that: “Leading is more than just doing; it is also
about being. It's about who you are and what values you represent”. This assertion suggests that
leadership is integral to the leader as a person, leadership is the leader in the way it allows that person
to demonstrate insight not only about the issues at hand, but also about oneself and one's values.
Leadership is, therefore, as much external in the actions one takes as it is internal in the way one is (in
one’s being and becoming). From this it follows that leadership has both explicit and tacit dimensions,
which sensitizes us to the fact that leadership research and development have predominantly been
focusing on the external, observable, explicit dimensions of leadership, captured in categories such as
tasks and behaviors, at the expense of also exploring the tacit aspects of leadership, in such categories
as one’s identity, character and temperament. Pozner (2002: 1) supports this view and argues that the
challenge of finding the leader within is about “the exploration of the inner territory and the search to
know more about the meaning of life and one’s purpose in some grander scheme as the basis for
developing leadership”. He emphasizes the importance for leaders to know what they believe in, what
their principles are and to have unwavering commitment towards them. He also explains that taking a
journey into one’s inner territory is about finding one’s voice as deep down as one’s soul.
Leadership as a relational process in a community of practice

The love of others is what drives leaders, according to Wakhlu (1999). By being compassionate and
loving, leaders act as conduits for growth. This resonates with Ashkanasy’s and Tse’s (2000) assertion
that the power of transformational leaders lies in their ability to exercise control over their emotions, as
well as the emotions of their followers. Effective leaders, therefore, care about others. Caring always
involves personal risk. Jones (1999: 107) explains that: “When you show that you really care, you reveal
a little bit of your self-identity and you may be rejected…it means putting a bit of yourself on the line”.

In other words, learning leadership is what community of practice (Lave and Wenger, 1991) is; a way of
exploring collectively the meanings of activities from which knowledge and learning derive and
contribute to individual and collective development. Along the same principles, Raelin (2002:6) advances
the idea of “leaderful practice” in the way leaders who allow a team to thrive leaderless is in fact
leaderful in the way it maximises leadership across team members ‘concurrently’, ‘collectively’,
‘collaboratively’ and with ‘compassion’. The latter characteristic of leaderful practice emphasises in
particular the “unadulterated commitment to preserving the dignity of others”.

Learning leadership: Revisited

Fundamentally, from the main principles of inner self and collective individuality, one can appreciate
that learning leadership is not simply about facilitating other’s learning, or indeed being a skillful learner,
as previously argued by proponents of the notion of learning leadership (Garratt, 1990; Schein, 1992).
Learning leadership, as revisited in this analysis, is about acknowledging that leading is learning. This is
not to suggest that the two terms are synonymous, but instead to encourage a stance which suggests
that learning leadership begins with an appreciation that because leadership is ambiguous, as is
learning, one has to start by exploring as much the external dimensions (explicit) which constitute
leadership, as the internal (tacit) dimensions. This would imply that critically reviewing how one thinks
about leadership and learning is a fundamental principle of learning leadership (Alvesson and Deetz,
2000). Equally fundamental is an appreciation of how one participates as a learner in collective
leadership, as well as the way one participates as a leader in collective learning. In other words, by
encouraging reflection and reconsideration of what one knows, one develops and is developed by
others, one becomes a learning facilitator. In doing so, a leader is also learning about the process of
leading; i.e. developing other leaders. Being a great leader, according to Hodgson (1999: 132), is about
allowing yourself to be also vulnerable and to have the humility to be willing to learn things that you
often don’t want to learn. In other words, confronting the dilemmas and challenges (of exploration and
exploitation as per March, 1991) that learning presents is central to also addressing the paradoxical
nature of what being a leader is about. This means that learning and leadership both require focus, as
well as flexibility. They require structure, as well as agency. The flexibility and ability to move freely
between apparently contradictory polarities requires an open mind. This is the art of “wholesomeness”
according to Wakhlu (1999: 208): “Being wholesome as a leader is vital so that leaders can move freely
as they discover and adapt their leadership instead of being fixed on any single idea of what a ‘good’
leader should be”.
 2. How do school leaders cultivate a learning-focused community in schools?

Answer:

We are at a crossroads in education. The role of the school leaders in cultivating a learning-
focused community in school has been changing dramatically during the past few decades, reflecting a
more student-centric school. We have shifted from a viewpoint that emphasized “how we teach” to one
that now focuses on “how they learn.”

Building the student-centered classroom

In every school, the most successful learning occurs when leaders are facilitators or activators of
learning. Instead of giving formulaic sets of worksheets, tasks, or practice problems, leaders today are
designing active, engaging learning experiences that build on student strengths and interests. During
these learning experiences, students are empowered to think more complexly while creating and
engaging with content through real-life problem solving and perseverance.

Below are four contributions leader make to ensure that they create a structure in which
learning-focused community in school thrive:

 Creating a safe environment

 Communicate learning goals
 Provide a structure for feedback
 Emphasize responsibility

Creating a safe environment

The foundation for any learning must be built in the context of a safe, nurturing the school with
positive, open communication. Learning is most meaningful and engaging when the school climate is
one of welcoming errors and disconfirmation as a natural and positive part of developing and exercising
new skills. As leader, we care deeply about our learners, our work, and our goals. Our actions and efforts
reflect the values of the school community, the classroom, and the education profession. By creating a
mutually respectful classroom that embraces a diversity of thoughts and ideas, students can articulate
their thinking judgment-free even if those thoughts may differ from others’ thoughts and ideas.

Communicating learning goals

Because of this instructional and professional shift, it’s important that school leaders
communicate the teacher-student relationship clearly. Establishing and sharing clear procedures with
students early will set the structure for positive interactions and aspirations later.

From the start of the school year or when students first enroll in a class, clarify what the student
expects from being in that class. This challenges conventional methods. Instead of the teacher telling the
students what to expect, this approach begins the process of co-creating learning goals and proactively
addresses any anxieties or misconceptions that students may have about the teacher, class, or content
in general. The most successful teacher-student relationships are ones built on safety, trust, and respect.
Those foundations are established only when students fully understand and share their teacher’s vision
for learning success.

Providing a structure for feedback

Another important aspect in establishing operating principles is for leaders to provide a

structure and establish a frequency for communication and feedback with teachers, students and
parents. In the past, leaders would communicate through the evaluation of grades, report cards, phone
calls, or parent meetings at specific points throughout the year Providing continuous feedback to
students on a daily basis instead provides more specific, meaningful and productive feedback that leads
to higher growth over time.

Fisher and Frey (2011) explain that feedback must be timely, understandable, and actionable.
It’s crucial that teachers give timely feedback throughout the problem-solving process, both in small
groups and in individual conversations, and not just on a concluding assessment. This communication
ensures students have time to react to and implement the feedback through revisions. The specific or
understandable nature of feedback ensures that students know exactly what parts of their reasoning
need revision or what parts of their solution path contain inaccuracies. Actionable feedback ensures
students can take an objective view of teacher or student feedback and immediately make changes. It’s
important language isn’t vague or praising a student for the right answer. This is the appropriate time
for clear, direct input, not praise or vague statements. Affirmation is important, but a separate part
aspect of feedback.

Emphasizing responsibility

Responsibility is a very important principle in the school. Responsible behaviors include showing
how they arrived at the solution, showing work, recording their reflections, and being open about their
creative processes. Teachers must communicate to students that expectations of responsibility are non-
negotiable by setting expectations early, making requirements clear, telling students how they will be
evaluated and given feedback, sharing rubrics at the beginning of projects, and asking students to set
goals. This clarity encourages students to take an ownership stake in their learning, while teachers
create the best conditions for learning. If a student produces work that doesn’t meet expectations as
measured by a rubric, it’s the responsibility of the teacher and the student to determine why it doesn’t
meet expectations and develop a plan for the student to revise work in order meet or exceed
expectations. Part of ensuring responsibility is making sure that students feel valued in the class.
Responsibility isn’t compliance or a rule, but a mutually agreed upon operating principle based on the
ultimate goal of having students succeed to learn at the highest levels.

Creating a student-centric classroom doesn’t mean we advocate chaos or de-emphasize high

expectations. It does mean we provide a fun, positive, and safe learning environment to help students
think, learn, collaborate, and create in a new and previously unimagined way.
 3. What skills are needed for effective school leadership?

Answer:

During my time in education, I have been fortunate enough to witness great school leaders
(many of whom I have worked with) transform the fortunes of the young people who are in their care.
They have worked tirelessly to bring to fruition their dreams, hopes and aspirations. So that every child,
no matter their background or circumstance, could fulfil their potential.

I don’t believe this happens by chance, but rather because over time (and with a lot of hard
work and patience) these leaders have developed key skills (and qualities) that have enabled them to
develop school cultures in which all individuals can thrive.

From my reflections on my work with these individuals and the outcomes that they have
achieved for their schools, I have identified ten key skills/attributes (there may well be more!) that I
believe help school leaders to be successful in their roles.

 Ability to embrace their own vulnerability

When the emotional needs of school leaders are not met, it is the vulnerable self that
suffers. Locked away behind a wall of self-preservation and sometimes fear, individuals end up
neglecting that part of themselves that needs to be truly listened to, nurtured and encouraged.
Successful school leaders recognise this. They do not see vulnerability as a sign of weakness.
They know it is something that defines their own humanity and must be taken care of. As they
understand that sadly, in an increasingly inhumane education system, protecting their own
vulnerability, means that they can keep hold of humane ways for leading themselves and others.
 Ability to dig deep
Successful school leaders are not afraid to engage with the big questions around self
and meaning. They are on a road towards Self-Actualisation and they know that the path cannot
be travelled solely by providing answers to questions around school data and performance. They
know that if they and every single child in their school is to fulfil their potential, then they are
going to have to dig deep. They are going to have to be prepared to engage in challenging
conversations that ‘probe their sense of meaning and purpose about what matters most in good
leadership.
 Ability to admit when they have made a mistake
Successful school leaders are not afraid to hold their hands up and admit when they
have made a mistake. They know that in life risks have to be taken and the learning that follows
thereafter, are simply opportunities for growth. They are skilled at conveying this message to
those they lead. As a result, creativity and innovation become hallmarks of their schools. Trust
becomes the glue for all relationships. As staff and pupils alike know that they will not be judged
when things don’t go quite to plan, but instead will be supported to discover new learning
opportunities and avenues for growth.
 An aptitude for Reflective Thinking
Successful school leaders recognise that reflection is a key tool for personal
transformation. They know that by building in reflection as a part of the way in which they lead
and manage they can accelerate their own personal growth as well as that of other members of
their school community
 Ability to Communicate a Compelling Vision
The school leader’s vision is often the catalyst for bringing people together and starting
the process for change. The best visions are those which are compelling, aspirational and
challenge every individual to give of their best.
This is why the most successful school leaders are often confident communicators and
storytellers. They are adept at engaging the hearts and minds of those they lead. In addition,
they walk the talk. Their actions consistently align with their moral purpose. Even in the face of
great challenge, they remain steadfast in their ability to weave into the fabric of school life their
vision’s narrative of hope, success and achievement for all.
 Demonstrate Self-Understanding and Self-Management
Successful school leaders work hard to develop a good understanding of themselves and
their related self-management skills. They know it is an on-going work that when invested in
reaps dividends for themselves and their schools. These school leaders are at ease reflecting on
‘who’ they are as leaders and who or what circumstances have influenced them. They are willing
to let go of ways of being that no longer serve them or others, in pursuit of becoming the leader
that they really want to be.
 Ability to Lead Authentically
Successful school leaders never try to be or lead like someone one else. Every day they
seek to be the very best version of themselves and not a “second rate version of someone else”.
They stay true to their values, in all contexts and in all situations. As a result, they learn to trust
themselves. They are rarely dogged by self-doubt and lack of confidence. When negative
thoughts or emotions do arise, they have developed enough inner strength to handle them
effectively. As a result, when challenges arise, they are far less prone to adopting inauthentic
coping strategies that have the potential to destabilise themselves and others. Instead, they
maintain within themselves a deep core of peace and self-assurance. They remain consistent in
their behaviours and continue to be seen as authentic.
 Use Deep Listening Skills
Successful school leaders have learnt that listening goes beyond hearing. They have learnt that
successful relationships are built when others are listened to deeply. As a result, they have come
to see listening as the art of ‘Humble Inquiry’. When in dialogue with another they use their
listening skills as tools to draw someone out and to ask questions of which they may not
necessarily know the answer. They do so in service of the relationship and the deeper
understanding that they know will be generated when deeper listening skills are employed.
 4. What do principals think and do?

Answer:

Principals ensure that their schools allow both adults and children to put learning at the center
of their daily activities. Such "a healthy school environment," as Vanderbilt researchers call it, is
characterized by basics like safety and orderliness, as well as less tangible qualities such as a
"supportive, responsive" attitude toward the children and a sense by teachers that they are part of a
community of professionals focused on good instruction. Many principals work to engage parents and
others outside the immediate school community, such as local business people. But what does it take to
make sure these efforts are worth the time and toil required? While there is considerable interest in this
question, the evidence on how to answer it is relatively weak.

A broad and longstanding consensus in leadership theory holds that leaders in all walks of life
and all kinds of organizations, public and private, need to depend on others to accomplish the group's
purpose and need to encourage the development of leadership across the organization. Schools are no
different. Principals who get high marks from teachers for creating a strong climate for instruction in
their schools also receive higher marks than other principals for spurring leadership in the faculty.

Effective principals work relentlessly to improve achievement by focusing on the quality of

instruction. They help define and promote high expectations; they attack teacher isolation and
fragmented effort; and they connect directly with teachers and the classroom, University of Washington
researchers found.

Effective principals also encourage continual professional learning. They emphasize research-
based strategies to improve teaching and learning and initiate discussions about instructional
approaches, both in teams and with individual teachers. They pursue these strategies despite the
preference of many teachers to be left alone.

In practice this all means that leaders must become intimately familiar with the "technical core"
of schooling - what is required to improve the quality of teaching and learning.

Principals - and the people who hire and replace them - need to be aware that school
improvement does not happen overnight. A rule of thumb is that a principal should be in place about
five to seven years in order to have a beneficial impact on a school.

Effective school principals care deeply about student success and recognize that test scores are
not the only measure of a quality education. By immersing themselves in all aspects of the school
system, principals monitor daily activities, as well as emerging issues. No day is the same because of the
varied responsibilities of the job. If you are a visionary leader with effective communication skills and a
desire to provide diverse students with an exceptional education, you may have what it takes to
confidently serve in the role of a school principal.
 Functions of a principal at an elementary, middle or high school are similar, whether the setting
is public or private. The role of a principal is to provide strategic direction in the school system.
Principals develop standardized curricula, assess teaching methods, monitor student achievement,
encourage parent involvement, revise policies and procedures, administer the budget, hire and evaluate
staff and oversee facilities. Other important duties entail developing safety protocols and emergency
response procedures.

Work often includes attending school functions after hours, such as basketball games, concerts,
plays, parent conferences and school board meetings. Having a visible presence shows interest and
dedication to students. Often problems arise which need immediate attention, such as a student
disciplinary issue or a call from a worried parent whose child is struggling in the classroom.

Legislative emphasis on measurable student outcomes requires principals to collaborate with

teachers to set and achieve high-performance goals. Principals must always be ready to answer
questions from the public about how the school is rectifying any achievement gaps between diverse
groups of students and performance overall.

School principals are the key leaders in our educational system. They are responsible of carrying
out the school vision and mission. School Principals play integral roles in making schools function
smoothly. They are involved in all aspects of the school’s operation. They are the leaders responsible in
providing leadership in the development and implementation of all educational programs and projects
in the school. They play a vital role in achieving the government’s aim to provide quality basic education.

It is evident that the quest for quality education has resulted in a number of initiatives which
have made significant demands on principals in public schools to transform leadership towards
improved school performance, among which is the practice of School-Based Management (SBM).

The roles and responsibilities of the school principals in School – Based Management has
changed significantly. It is believed that SBM captures the whole thing in the school as an institution of
learning.

School principals have to face new challenges brought forth by advances in technology and
higher expectations on education from the community, these include the use of information technology
to support teaching and learning; adaptation of the school curriculum to suit the ability and disposition
of the young children as to maximize their potential and not to give up on each individual pupil;
increasing community expectations for improvements to the educational system and the quality of
learning processes and outcomes; a growing awareness of teacher professionalism; globalization of the
world economy and the emergence of a knowledge-based economy which demands workers with
multiple intelligence and creativity; life-long learning and the notion of school as a learning organization.

The lives of the school principals are packed with challenges. What matters most is the manner
how these are dealt with. Hence, school leadership in the context of SBM is very challenging. It requires
a paradigm shift, from the traditional way of management. It also requires change, collegiality,
teamwork, and even efficiency and effectiveness.
 These new challenges require school principals to take on new leadership skills in quality
development and quality assurance. They also highlight the need for more focused and systematic
school leadership training and development programs to enhance the quality of school leadership they
already possess.

5. What questions do we have about the realities of school leadership?

Answer:

The makeup of school leadership teams are often dependent on the size of the school
population. Larger school populations will typically have more administrators on their leadership team
because principals, assistant principals, and deans participate, still leaving room for some teachers to
join. Other times, in schools with smaller populations, there will be more of a balance among
administrators, teachers, and other professionals.

Regardless of the size of the school population or the sheer number of members participating
on school leadership teams, there is a conversation all teams must have at their meetings. That
conversation revolves around the instructional core (Elmore. 2006) of the school.

From Management to Instruction

If school leadership team meetings focus too much on management, which is always a risk, and
not enough on student learning, then the members sitting around the table may lose sight of why they
are on the school leadership team in the first place. Teaching and learning need to be a part of our
leadership-team conversations. More than that, however, is actually having an impact on teaching and
learning, not just talking about it in a meeting.

Principals, assistants, deans, teachers, and everyone else around the table need to engage in
student-learning conversations so they can take time to develop a common language and common
understanding around words like “student engagement” and define what academically challenging
actually means.

These conversations will also help prepare assistant principals and deans for a future building
role where they can feel confident as instructional leaders. Kaplan and Owings suggested (1999. p.82)
“that as entry-level administrators, assistant principals typically maintain the norms and rules of the
school culture, accepting major responsibilities such as student safety, chief disciplinarians, student
conflict mediators, and hall patrollers.” Sadly, we know this has not changed too much since 1999.

Instructional leadership is when those in a leadership position focus their efforts on the
implementation of practices that will positively impact student learning (DeWitt. 2019). Everyone
around the school leadership team table has potential to become better at instructional leadership. If
our goal, as Elmore says, is about strengthening the instructional core of the school, then at the same
time we strengthen the efficacy of those around the leadership table.

The Role of Efficacy

 We often hear a lot about self-efficacy, which is the confidence we have in our actions (Bandura.
1977), and collective teacher efficacy, which focuses on the collective self-perception that teachers can
make an educational difference in the lives of their students (Tschannen-Moran, M., & Barr, M. (2004).
However, we do not talk enough about collective leader efficacy, and that is exactly what a school
leadership team is capable of building every time they meet.

Collective leader efficacy (CLE) happens when a school leadership team collectively works
together, understands the complexities of working as a group, has confidence in each other’s ability to
improve learning conditions for students, and develops the competence to do so. (DeWitt. 2020).

Self-efficacy is important because it impacts students in a classroom. Collective teacher efficacy

is important because it can impact students in a grade level or department, and given the right
conditions, may have a positive impact on a school. However, collective leader efficacy has the potential
to positively impact students and teachers in a whole school community.

What About Collective Leader Efficacy?

In order to build collective leader efficacy, we need to consider preconditions like well-being
(DeWitt), orientation to the job (Leithwood), locus of control (Leithwood), skills to work in collectives
(Hattie), and the confidence to work in collectives (Hattie).

However, there is one more important element to building collective leader efficacy, and
focusing on learning during school leadership team meetings, and those are the questions we ask while
we are together. Too often, in leadership-team meetings, members do not feel comfortable talking or
they wait for the school leader to talk first before they do. If trust isn’t present during these leadership-
team meetings, then the real important work will not be focused on.

In an effort to help leadership teams focus on learning, which will help build collective leader
efficacy, there are four questions that school leadership teams should use as the basis for their
discussions.

Those questions are:

 How are teachers and students working together to create authentic learning experiences?
Authentic meaning, content-driven learning from in school and the learning students are doing
on their own outside of school. For further clarification, this also means social-emotional
learning as well as academic learning.
 How are we supporting teachers in that process? This means the social-emotional and academic
support teachers need.
 How do we engage families in the process?
 What unbiased evidence do we collect to understand our impact? This is evidence that we are
open to learning from regardless of whether it supports our opinions or not (confirmation bias).

In the End
School leadership teams have the potential to have an enormous impact on student learning, which will
ultimately strengthen the instructional core of the school community. Before COVID took place, during
our time of COVID now, and long after it is over, the social-emotional learning needs of students and
teachers should be at the center of what we do. However, during this time we have the opportunity to
define our instructional core in school, which may mean looking at our most vital of standards and
getting rid of some of what we used to teach because it does not have a place in our curriculum
anymore.