1. Knowledge and Instructional Leadership Viviane Robinson The University of Auckland Panel Contribution to ICSEI Conference Vancouver, January 5, 2009

2. How important is it that there is strong instructional leadership in a school? ?

3. 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40 0.45 Mean Effect Size estimate Transformational Leadership Instructional Leadership Other Leadership Leadership Types

4. FIVE DIMENSIONS OF EFFECTIVE LEADERSHIP Derived from Quantitative Studies Linking Leadership with Student Outcomes

5. How much do leadership teams need to know about teaching and learning to get the job done well? Are good relationships enough? ?

6. The Knowledge Base for Instructional Leadership Leaders make a difference by creating and sustaining the conditions required for high quality learning and teaching They need to know what those conditions are and how to produce them

7. The Knowledge Base for Instructional Leadership Initiative to reform math teaching Goal is computational fluency and mathematical understanding 5 primary principals learning about implications for their instructional leadership Refs: Stein, M. K., & Nelson, B. S. (2003). Leadership content knowledge. Educational Evaluation and Policy Analysis, 25, 423-448. Nelson, B. S., & Sassi, A. (2005). The effective principal: Instructional leadership for high quality learning. Columbia, NY: Teachers College Press.

8. Leader’s understanding of math teaching reflects a behaviorist pedagogy Focuses on observable features of the lesson E.g. notes that teacher begins with a short lesson review E.g. notes that teacher gives clear instructions The Consequences of Leader A’s Knowledge about Mathematical Reasoning

9. Leader understands surface features of constructivist pedagogy Focuses on observable features of constructivist teaching E.g. notes frequency of open-ended questions and checking for a variety of answers E.g. provides no feedback about how teacher is responding to students’ mathematical thinking The Consequences of Leader B’s Knowledge about Mathematical Reasoning

10. Leader understands deeper features of constructivist pedagogy Focuses on teacher-student interaction around mathematical ideas E.g. judges the match of teacher response to students’ mathematical reasoning E.g. discusses how to teach relevant mathematical ideas The Consequences of Leader C’s Knowledge about Mathematical Reasoning

11. Ensure leadership decisions are informed by knowledge about effective pedagogy E.g. Homework policies E.g. Grouping practices E.g. Evaluation of teachers and teaching Leadership Content Knowledge

12. Another Version of Heroic Leadership? Consider collective rather than individual expertise and its availability Make relevant expertise available through smart tools Know enough to know what you don’t know Meeting more ambitious standards requires more expertise

13. Additional Reading Robinson, V. M. J. (2007). School leadership and student outcomes: Identifying what works and why. Winmalee, NSW: Australian Council for Educational Leaders: (Monograph 41, ACEL Monograph Series Editor David Gurr, 28 pages). Robinson, V. M. J., Lloyd, C. & Rowe, K. (2008). The impact of leadership on student outcomes. An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44 (5), 635-674. Robinson, V. M. J. & Timperley, H. S. (2007). The leadership of the improvement of teaching and learning: Lessons from initiatives with positive outcomes for students. Australian Journal of Education, 51 (3), 247-26. Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. In G. Kelly, A. Luke & J. Green (Eds.), Review of Research in Education (Vol. 32). Washington, D.C.: Sage.