John Hattie - Instructional Leadership

John Hattie – Instructional Leadership



a lot of the work that I care less woods been doing here Viviane Robinson's been doing kin rowers doing is is making and though it's a simplistic contrast to say there are two kinds of leaders it's not there's many more but it kind of works and they looked at the transformational leader that came out of the business work in the 1960s and 70s from the big commercial companies about having principals lead schools around a common vision getting every teacher onto the same page the kids on the same page about what this vision is obviously aspirational making sure you create time and space for teachers to realize that vision contrasted with what is called the instructional leader when your job is to worry about the impact that the adults are having on the kids in that school that often means looking at the test scores it means going beyond that and creating discussions and having professional development sessions about how do we know we're having an impact as the impact good enough and when you look at Vivian's Robinson's meta-analysis on this it's chalk and cheese difference in terms of the impact on kids years transformational learning principalship has about 0.15 effect is positive but it's almost chronal relative to the point six effect the destruction leaders have and then I go the next step and in Australia and I've done now it's been done in New South Wales there's what percentage of principals and leaders are of those two kinds the instructional one about five to ten percent now I have a hunch in Ontario you have been through sufficient change that you have a lot higher percentage of instructional leaders now I know the difference between two is not the answer but it's not a bad polarity like distributed leadership it's not in there compared to the power of instruction and again it comes back to you the mainframes notion the mindsets what mindset do want the principal to have is it about what is the impact that the people on the school are having it like in a high school you'd want to devolve that and distribute it but you want constantly to ask that question are we having an impact is it worthwhile is it sufficient that's a lot harder than having a discussion how we're having the same vision have you got the right resources so I think that instructional leadership is a very powerful notion and that's certainly one that I'm a care about the most I like it the parallel with the mainframes with teachers is very very close it's principals who think their fundamental role is to be the chief evaluators of what's happening in this school but I have to do it but their role is to understand their impact the role of the the principal is to be the lead change agent it is the case that the principals the leadership leadership smaller than principals of course but the principal's job which I'm talking about that often their job is more with the teachers than others with the students but it's about the same agenda the impact the teachers are having on the students collectively how to create that dialogue on the school it is about them understanding that fundamentally is about interpretation of that effect it is about how we can have multiple ways of teaching kids knowing which kids we have to be aware of to find different ways of teaching them and giving teachers different strategies it's about creating dialogues and discussion across the staff that is about our teaching and not about the resources are about the curriculum or about the incidentals that are happening in the school those those are huge responsibilities and tasks and I think that those things really come – it's about also this is the hard work that's about identifying indefensible ways when high impact is happening and being prepared to back it wherever it is now that's not necessary I'm deliberately not saying a teacher I'm saying where you see it because it is the case that as a teacher sometimes I have high impact sometimes I don't now it is the case technique a take take tennis for example Roger Federer has good days and bad days but overall I'd back him as a potential – winner same with teachers like there are Roger Federer's out there and some days they have bad days but I still don't want to go away from the notion that we have some teachers who systematically regularly have high impact I want to drive a school a success I want to be known as the leader of the school of identifying and dependable ways which means I have to expose that to colleagues that it's not because they're the senior teachers not because I the teacher that follows the same kind of philosophy I have but I have evidence that I'm prepared to show and dependable was another thing I want to identify as teachers so I prepared two that language of impact and drive schools by that like I went for once for a vice-chancellor came out of at the business community he was a CEO of a very large company he came into the university had never been an academic he turned out in my experience one of the best advice to provide presidents of university I've ever worked with and I was talking to one day about the kind of things I was doing he sterilizing business if you get twenty percent of the market you have a monopoly that was very sobering for me because I used to go into schools and think my job was to change the school now I think my job now is to get twenty percent and if I get twenty percent I've got the school now of course I want to go on up I work with the school at the moment we're over took three years to go from 20 percent to 40 percent and I work with the school and say they were going to get there what I'm saying you actually they're a critical mass is what you need it you're going to ever get 100 percent that's a rare school the light for school when you do so and it does take sometimes two or three years to get teachers to work along the kind of visible learning way as we're talking and so I think what when's good enough when but is it good enough I think it's a thing we need to ask I think that of course in a profession unlike the business community we reinvent the problem every year new cohort comes in the fact that you and Ontario can take a new court go on every year and get them up to that standard every year is stunning how do we as leaders identify esteem value and work from that success

One thought on “John Hattie – Instructional Leadership

Leave a Reply

Your email address will not be published. Required fields are marked *