BES - School Leadership and Student Outcomes: Identifying what works and why. (MINDLAB Reading)

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LEADERSHIP 

Chapters:

1: purpose and overview
2: overview of needs for leadership, some statistics and challenges to progress
3: introduces the methods used to gather info; validity of testing etc
4 & 5: an analysis of the from the research of how leadership in schools directly relates to achievemen
6:analysis of the indirect results of school leadership on student achievement and community success
7: how does school leadership impact of home-school partnerships and lift achievement for educational underserved.
8: what knowledge, skills, dispositions do leaders need to engage in practices that have been proven to enhance achievement
9: how are NZ schools enabling this to happen?
Professional learning resrouces aligning with each of the leadership dimensions to assist in the development of leadership in group or individual. 


Chapter 8: 
'How' leaders should go about gaining/doing these dimensions.
-explain why and how to set goals (these goals come from the curricula and the community- they will be different for all situations)


"It is crucial, therefore, that this chapter is not read as a statement of the competencies required by any one person. Rather, it is a statement of the total leadership capacity that needs to be available to every New Zealand school."
page 173

Leadership is a group effort. One person cannot and should not be expected to lead a team. If skills are needed to lead a team across curriculum areas- pedagogoical knowldge should be shared in order to do this. A hierarchical model is unrealistic and surely not the best use of expertise in most cases. 

Making good admin decisions based on pedagogoical knowldeg and needs as well. Making good decisions means having evidence based ideas. Leaders must do their research and not just make decisons on a whim.  Leaders with good pedagogical knowledge are seen as good sources of advice- not just people who make good decisions.

Making decisions based around resources (text books- materials etc) using pedagogical knowdge help to ensure we are aiming for student achievement etc.   Observations that are based around how a teacher is extending thinking in a particular area are more useful for the observee than a list of what the teacher does.  This is easier if the person observing has stron gpedagogical knowledge in that area.

Principals should have an indepth knowldge base in one area- they will then understand and appreciate that broad ranging knowldge and 'will indicate the kinds of expertise to look for and the kinds of evidence that will help them recognise it. ' page 178

Problem solving as a leader:


"Relational trust involves a willingness to be vulnerable because one has confidence that others will play their part. It should not be mistaken for feelings of warmth or affection450. " 

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