SAMEN WIJS NEW INSTRUCTIONAL LEADERSHIP Prof. Dr. E. Verbiest Effective professional learning of teachers and the role of the school leader

SAMEN WIJS OUTLINE SEPTEMBER 2010ENIRDELM2  Three concepts of effective school leadership  Integration  New instructional leadership  Effective professional learning  Functions of instructional leadership

SAMEN WIJS SEPTEMBER 2010ENIRDELM3 INSTRUCTIONAL LEADERSHIP TRANSFORMATIONAL LEADERSHIP DISTRIBUTED LEADERSHIP THREE CONCEPTS OF EFFECTIVE SCHOOL LEADERSHIP

SAMEN WIJS INSTRUCTIONAL LEADERSHIP SEPTEMBER 2010ENIRDELM4 FOCUS: TEACHING AND LEARNING PROCESS; THE BEHAVIOR OF TEACHERS IN WORKING WITH STUDENTS TOP DOWN, HIERARCHICAL, CONTROLLING CRITICS: CONCEPTUAL VAGUENESS LESS SUITED FOR SCHOOLS, STRESSING THE PROFESSIONALISM AND INVOLVEMENT OF THE TEACHERS

SAMEN WIJS SEPTEMBER 2010ENIRDELM5 SEPTEMBER 2010ENIRDELM5 FOCUS: INSPIRING TEACHERS TO BE ENGAGED IN THEIR WORK CRITICS: CONCEPTUAL VAGUENESS NEGLECTING PROCESSES OF MUTUAL INFLUENCE AND DISTRIBUTED LEADERSHIP. ABSENCE OF AN EXPLICIT FOCUS ON THE PROCESS OF INSTRUCTION TRANSFORMATIONAL LEADERSHIP

SAMEN WIJS SEPTEMBER 2010ENIRDELM6 SEPTEMBER 2010ENIRDELM6 FOCUS: PRODUCTION AND DISTRIBUTION OF LEADERSHIP ACTIVITIES IN AN INTERACTIVE WEB OF LEADERS, FOLLOWERS AND SITUATIONAL ASPECTS LIKE INSTRUMENTS, PROCEDURES AND ROUTINES. CRITICS: CONCEPTUAL VAGUENESS NEGLECTING FORMAL AND INDIVIDUAL LEADERSHIP. DISTRIBUTED LEADERSHIP

SAMEN WIJS SEPTEMBER 2010ENIRDELM7

SAMEN WIJS NEW INSTRUCTIONAL LEADERSHIP SEPTEMBER 2010ENIRDELM8 COLLABORATION OF PRINCIPAL AND TEACHERS ON CURRICULUM, INSTRUCTION AND ASSESSMENT. THE SCHOOL LEADER STIMULATES THE INVOLVEMENT AND DEVELOPMENT OF TEACHERS AND WORK TOGETHER WITH THEM TO IMPROVE THE INSTRUCTIONAL PROCESS. THE PRINCIPAL: THE LEADER OF INSTRUCTIONAL LEADERS.

SAMEN WIJS SEPTEMBER TRANSFORMATIONAL LEADERSHIP X X X X X XX X XX X X X X X X X X X Marks & Printy,2003 INSTRUCTIONAL LEADERSHIP TRANSFORMATIONAL AND INSTRUCTIONAL LEADERSHIP ENIRDELM

SAMEN WIJS SEPTEMBER 2010ENIRDELM10 INSTRUCTIONAL LEADERSHIP? TRANSFOR- MATONAL LEADERSHIP? DISTRIBUTED LEADERSHIP? ???

SAMEN WIJS NEW INSTRUCTIONAL LEADERSHIP DISTRIBUTED LEADERHIP TRANSFOR- MATIONAL LEADERSHIP INSTRUCTIONAL LEADERSHIP SEPTEMBER ENIRDELM

SAMEN WIJS NEW INSTRUCTIONAL LEADERSHIP SEPTEMBER 2010ENIRDELM12 HOW SCHOOL LEADERS FOSTER STUDENT LEARNING BY IMPROVING DIRECTLY THE PROFESSIONAL LEARNING OF TEACHERS RELATED TO THE LEARNING AND THE LEARNING RESULTS OF STUDENTS?

SAMEN WIJS SEPTEMBER 2010ENIRDELM13 ? EFFECTIVE PROFESSIONAL LEARNING ? FUNCTIONS OF INSTRUCTIONAL LEADERSHIP

SAMEN WIJS 14 social organization The professional learning context: people, practicalities, professional learning goals Content of the professional learning / development opportunities Activitities constructed to promote the learning Learning processes Responses of diverse teacher learners / communities Impact on diverse student learners Wider social context Policies, discourses, SEPTEMBER 2010ENIRDELM

SAMEN WIJS SEPTEMBER 2010ENIRDELM15 PROFESSIONAL LEARNING TEACHER ARE NOT EMPTY VESSELS PROFESSIONAL LEARNING: SENSE MAKING PROCESS TEACHERS POSTION (KNOWLEDGE, BELIEFS, ATTITUDES) PROFESSIONAL DEVEOPMENT MESSAGES SITUATION

SAMEN WIJS PROFESSIONAL LEARNING FOUR LEARNING PROCESSES 1. Cueing and retrieving prior knowledge 2. Becoming aware of new information and skills 3. Creating dissonance with a teacher’s current position. 4. Co and self regulation 16SEPTEMBER 2010ENIRDELM

SAMEN WIJS SEPTEMBER 2010ENIRDELM17 EFFECTIVE PROFESSIONAL LEARNING ASK FOR Clear goals, aligned with wider curriculum trendsA specific and strong theoretical (pedagogical) contentUsing assessment in various waysEngaging teacher’s prior position Helping teachers to integrate new information into the current position Creating dissonance and helping teachers to dissolve this dissonance Developing co and self-regulated leaning competenciesApplying a range of learning activities

SAMEN WIJS SEPTEMBER 2010ENIRDELM18 Learning teachers to see the differences between existing knowledge, beliefs and values and those incorporated into new information. Challenging teachers’ beliefs about (pedagogical) content knowledge of a subject. Challenging teachers’ beliefs about what their students were capable of. Presenting reachable alternative practices. Creating dissonance and helping teachers to dissolve this dissonance

SAMEN WIJS SEPTEMBER 2010ENIRDELM19 SEPTEMBER 2010ENIRDELM19 Learning teachers to develop inquiry skills. Learning teachers to test the impact of their practice on students learning and results. Learning teachers to understand what is going on in a student’s mind in response to the teaching process. Directing the attention of teachers to the specific pedagogical content knowledge of the subject. Developing co and self-regulated leaning competencies

SAMEN WIJS SEPTEMBER 2010ENIRDELM20 Prof. dr. E. Verbiest Azaleastraat ZK Dongen (0)