Dr Susan Lovett University of Canterbury Workshop presentation to Canterbury-Westland Kidsfirst Kindergarten Professional Development 30 April 2014 Exploring leadership knowledge needs using an heuristic tool

Leadership in EC settings Leadership is a key factor in raising the quality of early childhood programmes (Ebbeck & Waniganayake, 2003; Rodd, 2006) The emphasis on leadership for learning and the leadership of professional development is relatively new in EC (Buysse, Winton & Rous, 2009) There is a re-focus on leadership away from its traditional emphasis on managing service provision to leadership for learning in Australia (Thomas & Nuttall, 2013). Does this apply to NZ?

Professional Development Strategies (Huber,2011)

Taking responsibility for your own leadership learning needs A lack of research attention to individual agency exposed by Timperley’s (2011): concern to differentiate between professional learning and professional development; and her worry that individuals expect others to make provision for their leadership learning and Clarke and Wildy (2011) who developed an heuristic tool highlighting individual agency

Why a personal leadership learning needs assessment - Widespread acknowledgement that quality leadership makes a substantial difference to student learning (Leithwood et al 2006); - Growing concern that the preparation and in-service education of leaders continues to be inadequate (Darling- Hammond et al. 2007, Brundrett & Crawford, 2008); - Internationally there have been shifts towards enhanced autonomy for leaders (Caldwell & Spinks, 1988, 2013); - Limited role individuals take in shaping own professional learning, seemingly preferring to rely on what others determine what, why and how of learning (Dempster, Lovett & Fluckiger, 2011)

What is an heuristic tool? A device to help individuals observe, investigate, experiment and discover new knowledge. It applies especially to methods of teaching and learning. In this case we apply the tool to leaders’ learning.

An heuristic tool for leaders’ learning Pedagogy - understanding teaching & learning People - understanding those with whom I work Place – understanding the context System – understanding my employer and education at large Self – understanding ‘me’

Card activity Find the focal point headings and sort the statements under each focal point. There will be 4 statements to match each focal point. Decide what else could be added to each focal point and write one suggestion per focal point on the blank cards. :

Pedagogy This focal point should include pedagogical knowledge, skills and dispositions leaders need to foster student learning and achievement. It involves understanding child development and how to plan, coordinate, monitor and evaluate teaching and learning, so that each individual child’s needs are met. This can only be achieved through high quality teaching. Therefore, leaders’ learning should also be focused on how best to cater for teacher professional development known to make a difference. In short, learning about the very core of professional existence is the goal, namely, the improvement of futures through learning

To understand pedagogy (teaching and learning) leaders need: knowledge of their moral purpose; knowledge about how students learn and how to design, implement and assess educational activities that meet the learning needs of individuals; knowledge of how to establish and sustain improvement-focused environments; and knowledge of the strategies, skills and dispositions which lead to improved outcomes.

Leaders also need theory and insight about: administrative decision-making informed by knowledge of effective pedagogy; analysis of and solutions to complex learning problems; how to build relational trust; The use of open-to-learning conversations Robinson, Hohepa & Lloyd, 200 9

Place This focal point should include the knowledge, skills and dispositions necessary to ‘read’ a context for improvement decisions and then understand how to ensure enhancement is possible. Understanding the macro and micro contexts is equally important. In short, ‘contextual literacy’ is the goal.

To understand context (place) leaders need: macro knowledge (policies and legislation); micro knowledge (tools to identify local needs and set vision); strategies to build an intentional culture with connection & commitment from others (Elbot & Fulton, 2008); and data about the context to ensure judgments are based on sound evidence (Earl & Katz, 2006).

People This focal point should include the knowledge, skills and dispositions necessary to maximise people’s motivation, commitment, and strength to pursue common purposes. Understanding human agency therefore, is at the heart of learning about leadership. Agency offers a bridge between the concepts of leadership and learning, highlighting the influence of self and others (Frost, 2006). In short, mobilising and harnessing the capacities of others is the goal.

To understand people leaders need knowledge and skills to enable them to: define organisational strategy and values and ask where are we going and what type of people do we want to help us get there; identify talent in terms of performance and potential for challenge; develop talent through powerful professional learning and structures to support it; create a talent culture; and plan a way forward so others develop Davies & Davies (2011).

Self This focal point should include the knowledge, skills and dispositions school leaders need to make transitions from aspirant, to novice to experienced leader (AITSL, 2011). It includes understanding what and how individual leaders can respond to their local circumstances and contribute to system development. Learning why this is essential is just as important as knowing what and how. At the heart of this form of learning lies knowledge of oneself, ‘warts and all’. Learning to see one’s strengths and limitations, and to know what to do about them, is critical to self knowledge (Huber et al 2011, 2012). Important here also, is learning about the links between personal and professional ethics (Starrat et al 2010). In short, a robust self-assessment of personal capabilities highlighting what to learn and what to do about it at particular points in time, is the goal.

To understand myself as a leader I need to know: The philosophical positions and values I hold; That my needs may differ from others; The learning support the system offers and how to access it; How I learn best and how to identify and address my own learning needs; When I need new knowledge and skills; and How my learning needs can be linked to the improvement of learners in my work context.

System This focal point should include the knowledge, skills and dispositions school leaders need to be able to work productively within national and local policy environments. Learning how to implement mandated policies while responding to local needs is fundamental. Understanding how system change can be influenced is included as essential knowledge. In short, system aligned learning is the goal.

To understand their employer and the system, leaders need knowledge of: The roles and responsibilities set down by employers at different career points; The particular educational matters for which leaders are accountable (to the system, parents, students and the community at large); Specific legislation, regulations, system reforms, policies and industrial relations agendas impacting on workplaces; and Risks in running a centre and how to manage them.

Conclusion Leaders need to strike a fine balance between system and self in their development – the shift in that balance should be towards self-reliance; Leadership learning is career long yet context specific; There is an understandable need for mandated development programs provided by employers at different career stages; Personal professional learning should be fuelled by need, choice and options in systematic ways – hence the call for an heuristic tool.