Viviane+Robinson+reading

=**Viviane Robinson reading: **= =//School leadership and learning outcomes// =

Introduction
Welcome to the first week of the **Leading Learning** module! Before you get started working through the material below, there are three initial steps for you to take: > > [|http://www.educationcounts.govt.nz/publications/series/2515/1372> >]
 * 1) Read 'Introduction to the module' which gives an overview of how each section is structured.
 * 1) Make sure that you have downloaded the reading, which can be found at:

Leaders will understand what Viviane Robinson’s current research says about how leadership behaviours can impact positively on student learning outcomes.


 * Outcome**: Participants will have reflected on their own practice in relation to the Robinson research and have greater awareness of how their actions can support the EPDP programme.

Structure
This reading has a number of sections. For each section, there are the following activities:

**Reading for meaning questions** - questions that can act as a study guide as you move through the text and will help to clarify your thinking.

**Reflection questions** - questions for you to reflect on within your own context.

**Contribution to the group** - sharing some of your thinking around the concepts from that section.

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**Scenario 1:** School X is a medium sized school in a large city with a low decile rating. Most staff are unsure of the school vision let alone a clear set of goals and expectations for learning. The school culture needs nurturing as professional conversations are limited to, 'how the children behave'. ======

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ERO has made several recommendations for many schooling improvements, and the newly appointed principal knows the pupils are at risk and is under pressure to make a difference in this school. She is feeling somewhat overwhelmed by what needs to be addressed immediately as a priority. ======

**A. Reading for meaning**

 * 1) What is the effect size?
 * 2) Why is this dimension important?
 * 3) What are the conditions required and processes involved in how goal setting impacts on learning outcomes?
 * 4) What are the consequences?

**B. Personal reflection**
Reflect now on your own practice. The three conditions of **capacity**, **commitment**, and **specificity** are mentioned in order for goal setting to be a motivating factor in schools or classrooms. How difficult is it to align all three of these conditions in your work place?
 * Do you utilise this dimension of leadership to good effect in your school or cluster?
 * How could you improve practice?

Make comment in response to the question prompt in the '[|Discussion forum - Scenario 1: What do you consider is a priority for the principal of school X and why]?'

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**Scenario 2:** Principal A has worked hard over the past three years to clarify the student learning goals and expectations of standards throughout the school. The staff have worked collaboratively to clarify these goals, but things are moving slowly in the school. All teacher professional development has been aligned to addressing these goals. There is no shortage of resources and funding addresses resourcing needs as they arise, but the principal is perplexed as to why this does not equate to improved outcomes and achieved goals. ======

**A. Reading for meaning**

 * 1) What is the effect size?
 * 2) What does the word strategic mean in this context?
 * 3) What does the word resources refer to?
 * 4) Why can too many resources have detrimental effect?

Reflect on your own situation.
 * How strategically do you align resources in your school/cluster?
 * Are there too many initiatives running to be successful?

Make comment in response to the question prompt in the '[|Discussion forum - Scenario 2: What do you think Principal A does to rectify the situation?']

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**Scenario 3:** Principal B is the leader of large secondary school and prides himself on his style of flat-level management. Both deputy principals lead curriculum development and each department is headed by an experienced teacher. Staff are encouraged to regularly discuss and evaluate the effectiveness of learning goals and student outcomes within their own teams. Heads of department carry out staff appraisals. Very few opportunities are created to reflect on this data as a whole staff. Curriculum delivery continues to remain fragmented and achievement data does not indicate significant improvement over time. ======

**A. Reading for meaning**

 * 1) What is the effect size?
 * 2) How is this leadership dimension described?
 * 3) What are the contexts for such learning?
 * 4) What 4 factors are thought to account for the power of this leadership dimension


 * Do you promote teacher learning and development?
 * Do you participate in learning alongside your teachers?
 * What role do you take in this learning?
 * Given the effect size of this dimension, what can you do to improve your practice in this area?

Make comment in response to the question prompt in the ' [|Discussion forum - Scenario 3: How would you implement a coordinated approach to improve learning outcomes in Principal B's school?']

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**Scenario 4:** School Z is a large intermediate school lead by the same principal for the last 14 years. Principal D is autocratic in his management style, but believes whole-heartedly that their school is 'all about the students'. Standards and expectations for quality teaching and learning are high and this is implicitly clear both within the school and the wider parent community. Resourcing is not an issue in this decile 9 school. Appraisal is linked closely to strategic planning and student outcomes. Staff discussions about quality teaching and learning are encouraged, but a there is a growing group of quietly dissatisfied and frustrated teachers. ======

**A. Reading for meaning**

 * 1) What is the effect size?
 * 2) What elements are involved in this dimension?
 * 3) What is relational trust?
 * 4) What are the four interpersonal qualities required to establish trust and why is each important?


 * How do you rate your performance as a leader in these areas?
 * Are there things you can do to improve this ?
 * What are they?



Make comment in response to the question prompt in the [|'Discussion forum - Scenario 4: How can Principal D recognise and deal with the situation outlined in the scenario to ensure a positive outcome?]