January 2009
Final copy
Educational Enquiry 2
How can leadership qualities improve my
practice as a teacher?
My narrative below is the beginning of an exploration of what I believe about leadership through my response to what I have read, observed, and experienced in my own practice. As part of my account I will draw on the concept of Living Educational Theory (Whitehead, 2007) to explain what I understand so far of my educational influence in my own learning and leadership roles and in the learning of others. In making my embodied knowledge as a teacher public (Whitehead, 2007 & 2008) I hope to engage in a discussion of leadership that can be explored by teachers at all levels of the education strata.
There is a significant contrast between what I shall write below and what can be read in accounts with titles such as: Strategic Leadership (Preedy M, Glatter, R. Wise C,2003) and School leadership for the 21st Century (Davies, B. Ellison, L). However I would argue that in order for the practitioner to move forward there is value in encountering a diverse range of perspectives and style presentations (Whitehead, 2008). In the same way that a symbol, parable or metaphor draws an audience into unfamiliar territory through the familiar so I believe the power of the epistemological transformation of what counts as educational knowledge (Whitehead, 2008) enables such material to be inclusive (Rayner, A. 2004 cited in Whitehead, Nov. 2008). Thus as a classroom practitioner I therefore feel empowered to enter into such discussion and exploration. I feel included not excluded. Within this approach there is room for the 'I' of the teacher. Therefore I feel there is room for me having been middle manager in both the pastoral and curriculum system of a school to explore the concept of leadership within my own experience and not to be overwhelmed by the term often being attached to senior positions in a school.
Nevertheless the most explicit and immediate form of leadership that one experiences within a school setting is that given by the headteacher. I have now worked under seven very different headteachers, each of whom has had an impact on the school within which they worked. Anecdotally, as an observer it seems that each has had to make decisions as to how to jointly manage the particular needs of the school with the expectation to meet the demands of government educational policy. The combination of their own values and their personality appeared to be instrumental in the path they have forged. However often within a school there have been individuals who emerge as leaders whether through a particular role within the school or through no official status or title but simply by who they are. Their ideas and values are respected and they can influence the direction of a school whether as union leaders, highly respected classroom practitioners, or as excellent public communicators.
Currently the concept of leadership appears to have a high profile. Three national training programmes for headteachers were set up as part of the central government's drive to iimprove schools (Ofsted: Leadership and Management 2003 p31); National Professional Qualification for Headship (NPQH); the leadership and management programme for new headteachers (HEADLAMP) and the Leadership programme for serving headteachers (LPSH). Lacey (2008) has warned that more than half of England's headteachers could retire over the next four years in part due to the 1950s baby boomer population reaching retirement age. The NPQH has recently been reformed with greater emphasis being placed on accepting applicants who show evidence and aptitude and who will be applying for headteacher posts in the next 12-18 months. However it is not only headteachers who have been given the mantle of leadership. The 2003 Ofsted report on leadership and management states 'high quality leadership and management must now be developed throughout a school's organisation. The document: Key Stage 3. National Strategy. Securing improvement: the role of subject leaders clearly outlines the leadership and management roles in the Key Stage 3 Strategy. In my own school Heads of Faculty are now Curriculum Team Leaders and Heads of Year are now Year Team Leaders.
My exploration of literature to seek what guidance has been given began with two government documents:
The
Ofsted document is a summary of evidence, acquired through Ofsted and HMI
inspections, which presents information about good and poor leadership. (p1) I
was particularly hoping to learn what according to this document was the
definition and what were the characteristics of good leadership.
The
document's main findings on p3 explain that there has been a rise in good
leadership and management since 1996/7, and explains that aspects of leadership
in school are generally better than aspects of management. It continues by
stating that there is a strong link between the quality of leadership and
management and key staff in a school and the quality of teaching. The
background information given, reports that the role of headteacher is
challenging and that since the 1988 Education Reform Act the responsibilities
of the head teachers for running schools have increased as those of the local
authority have decreased.
The
lack of reference that headteachers were leaders of communities of people with
the need for values, respect and responsibilities not only to each other, but
also to the world at large was
significant by its omission. The document appears to be dominated by the
statement that good school leaders are those who raise school standards and
improve teaching and learning. To have the latter without the former seems to
imply a significant weakness in an understanding of how to lead a group of
adults and young people. To become a confident young person understanding
respect and responsibility (Statement of values by the National Forum for
Values in Education and the Community 1999) within themselves and as a member
of a social group is surely a quality that however difficult and complex to
develop is one that will influence their future as much as examination results
and therefore should be given equal importance in the leadership qualities
allocated to that of a headteacher?
The Ofsted (2003) report argues:
'The implications for schools are clear. They should focus their
energies and
resources on what really matters: raising standards and improving
teaching and learning. (p5)
'Over time HMI and OFSTED inspectors have observed and described a
number of characteristics of high quality leadership in schools. The
latest
thinking is represented in the 2003 framework for inspection( p7-8):
As a
Year Team Leader until recently albeit within 16-19 age range, I was further
interested in the advice given in the Key Stage 3 National Strategy
document: Securing improvement: the role of subject leader that
identifies three core roles for year team leaders:
The document continues to state
that as a Year Team Leader one should have an overview of pupil and group
progress, develop an overview of the impact of teaching and learning on
attainment and personal development, ensure parents are aware of expectations
and finally use pupil performance data to link targets for individual pupils
with whole school targets. (p.3)
I am
not opposed to raising standards, making improvements in myself or in the
institution within which I work. In fact I have always taken an evaluative and
reflective approach, which I believe can be creative and insightful because it
enables changes to be made. For example
I have always used the summer term of Year 13 to review with both
students and sixth form tutors the previous two years to identify strengths and
weaknesses of the Sixth Form provision in order to make improvements. However the list above from the Ofsted
2003 report concerns me in the following ways;
The
guidelines given in the Key Stage 3 document make no reference to leadership in
the pastoral system having a
holistic concern for the well being of the pupil as an individual and as part
of a community and again, focuses on the measurable.
It
seems to me that unless a leader has identified the values that not only drive
them but also drive what they are leading then the qualities listed above are
of limited use. To what extent can a leader in the current English Educational
System have a vision and aspirations that go beyond a relentless focus on
pupil's achievement? . To what extent is there space to strive for the ideal
even if it cannot be ultimately achieved? To what extent is there a place for
the learning journey of student not to be converted into a measurable
statistic?
It
seems that both documents are promoting the leadership of what can be measured
and echoes the advice of Davies and Ellison (1999) who argued that the
effectiveness of the implementation of the national curriculum, national
testing and examination frameworks, school based financial management, parental
choice and new inspection and reporting systems was partly dependant on the
ability of the leaders and managers to be innovative and entrepreneurial. They
urge school leaders to follow a business model, from the reengineering movement
along with the reform and restructuring movement in education. They argue for
the application of Total Quality Management ideas which includes concepts of focusing on the customer, setting benchmarks and
defining fitness of purpose and aiming for continuous improvement.
However
I have seen both the practical and emotional consequences on students of this
relentless focus on pupils' achievement and continuous improvement. On the practical front I have seen the
same student being expected by two different staff to attend their revision
sessions at the same time in a lunchtime. I have seen a teacher return a piece
of course work to a student who had not reached their target grade, but who
already was dealing with five other pieces of coursework from five other
subjects but was not behind on deadlines.
Students
are also paying an emotional price for a school making continuous improvement
and having a relentless focus on pupils achievement: At a recent Sixth Form
parents' evening a parent was in
some state of anxiety because her conscientious daughter did not meet her GCSE
target grades of As but got Bs and Cs now believes she is a failure and is
depressed. It reminds me of the four different sets of parents at a Year 11
parents evening whom recently said there was no fun in learning. I am reminded
of some of the most able students commenting that the school put more effort
into the CD borderline students than the A/A* students because that would
improve the school's statistics. I
am reminded of the very able student who was de - motivated, because she always
met her A/A*targets, and yet the hard work she put in was not in her eyes
recognised to the same extent as the less able student who exceeded their
target.
Is this
what is meant by a relentless focus on a pupils' achievement? Is this what
Davies and Ellison meant by continuous improvements? It seems that the price
being paid by this approach to education is not the leaders but the students
and to some extent the teaching staff who in such system must face the
possibility of being labelled failures.
As a
leader at what ever level it seems imperative that one has a critical and
analytical voice and that one responds using the opportunity to put one's
responses in the public domain. It
seems key that one has to balance taking on new initiatives to cope with
constant changes and at the same time ensure one is grounded in what it is to
be a human being amidst these changes regardless of political pressures and
expectations. As a teacher we are capable of responding to these documents at
whatever level we are at in our professional development. We are able take the
initiative to respond if it challenges our values as a teacher and our response
need not be dependant on our status in a school. If leadership is giving
guidance and being in front then there is an argument that each one of us is
entitled to develop that role. I myself, and the way in which I am writing, is
an example of what I generally understand by Rayner's (2004) inclusionality. I
would much prefer to argue for a higher profile being given to the pleasure of learning, the
development of intellectual curiosity and a sense of awakening a natural
enquiry. I believe there is space
for a leader to have a critical and analytical voice in the state system of
education and the issue is finding that opportunity for expression. In my
response to the documents above I have taken encouragement from the voices of
the two speakers below.
Mick
Brookes, General Secretary of the National Association of Headteachers
previously a headteacher for 27 years made this comment:
'The
whole culture of assessment and accountability has to be looked at. We
have to change from a punitive culture to a collaborative culture. We
need
to
move away from league tables, which humiliate people in nationally
challenging areas. In New Zealand the assessment process is called
assess
and
assist – it is assumed that people are coming to school to make
children's lives better not worse.'
Once
such headteacher of an Oxfordshire school has publicly articulated her values
and concerns of what is required of schools and leaders. In her introduction to
her Farmington Institutes' report Bartlett (2008) uses the following:
'Of concern are the results
of the UNICEF survey of 21 OECD countries (2007)
in which the UK appears at the
bottom of the table on Child Well-Being.
The Convention on the Rights
of the Child indicates that children's circumstances
should allow 'the development
of the child's personality, talents and mental and
physical abilities to their
fullest potential'.
This
is measured in six dimensions –
In
the latter three the UK is ranked last.'
Bartlett
continues:
'One of
the causes of some of the greatest difficulties schools have faced in
recent years has been a decision to place education within a 'market'
driven
system. Governments and politicians have seen parents, not pupils, as
the
consumers of education and have increasingly expected institutions to be
run
on a business model.(Whitty et al 1998; Merrett 2006).The 'market' model
has
led to increased accountability and bureaucracy, treating schools as
businesses and regarding students as products, the quality of which can
be
numerically assessed. Thus gains or achievements that are immeasurable
are seen
as unimportant or irrelevant. Teachers have become 'deliverers' of
a given
body of knowledge that, according to government agencies, if only
they were
to deliver it in the correct way, would lead to massively
improved product outcomes i.e. improved test and
examination results.'
Bartlett later in her report very
clearly identifies the values by which she believes she should be leading:
'One of the main aims of education must be to
draw out potential from an individual to
prepare
him or her for a full life in a community. Not all young people are able to
achieve
equally in academic examinations; not all are talented in one specific area;
not all
perform equally across a range of basic life skills. Yet all are citizens,
most will
have paid employment and many will be parents and carers. A
sense of
community is therefore crucial for learning.' ( p58)
What
Bartlett has shown to me as a headteacher and leader is the benefit of
combining her experience of working within a school with her values of
compassion for young people. She has used her capacity of independent thinking
and critical analysis within her leadership role to argue with force that the
current approach to measuring schools and pupils should be changed.
The
Ofsted report fails to give equal importance to the values that are promoted in
a school. The report states that it is hard to define precisely what are the
characteristics of a good leader but uses this quote to help its explanation:
'Successful leaders use a variety of strategies and styles depending on
what
it
takes to create an environment for learning, and actively search out the
many good practices that are out there, but they also adopt them to
their
particular context.' (Fink 2003)
Yet
it seems to me that as a leader at whatever level in education in which one is placed, one has to understand
the values for which one stands before one starts working with others. This
is surely a quotation about the
how and the what and not the why? Bartlett (2000) has shared her own
educational thinking which has been powerful and as Laidlaw, M. Mellett P. Whitehead, J. (1995) stated:
'That's the whole power of it. As we go around and talk about what we're
actually doing and saying, it
is actually captivating the imagination of
people because they actually
recognise themselves in it - and they want to share it.'
It is this quotation that perhaps
encapsulates what I do, it is as a result of reflection and questions that I
seek out others' opinions. I use their criticism to refine my ideas and move on
looking for ways or opportunities in which these ideas could have practical
benefit. I tend to feel my way forward. I don't mind putting myself above 'the
parapet' to be criticised but I am more wary of putting others in the situation
of where they will be criticised because of what I have done.
Riding (2008. p68) identifies the
benefit of action research as expounded by Lomax, McNiff, and Whitehead (1996).
'We believe that
well-conducted action research can lead to your own
personal
development, to better professional practice, to improvements in the
institution
in which you work, and to
your making a contribution to the good
order of society.'
Action research has been a further
development of my cycle of reflection, evaluation and change but I hope
accompanied by a sense of value. This seems to be part of being a good leader:
the sense of developing the self as:
a way of improving your own practice so that you can promote
improvements within other people's practice and hence improving the quality of
learning that takes place within your own school and beyond. As a teacher I
firmly believe in giving students as much as possible ownership of their own learning. For me it gives
them the opportunity to answer their own questions and not those of others
(Philosophy for Children 2008). If students can be given the structure with
which to understand the process of thinking through a problem (Wallace et al.
2004.) and if their learning journey can be recognised (Level 3 Extended
Project Qualification. 2007) then I believe there are the
ingredients to excite young people to enquire and want to find out more. On the
other hand I do concur with Boud (1988) that there is also a place for the
delivery of knowledge and understanding by the senior learner or teacher as
well and I would hope I strike a
balance between the work of Carl Rogers (1902-1987), the American Psychologist who advocated
pupil-centered learning and the argument by Boud that the teacher is the senior
learner.
I also believe that schools are
not in the business of making a product that can be measured and weighed. Each
young person is too complex and too unknown to be labelled. What I do believe
is that where both staff and students feel valued for who they are and not what
they produce there is then the possibility of providing an opportunity for
staff in schools to experience respect and responsibility in the day to day running of the school
and therefore to model it to students upon whom those expectations can be
placed. Davies and Ellison (1999) describe how it is important for leaders to
be able to lead a school into the 21st century however it seems that what
should underpin any leadership strategy is the ability to value the other and
to know what values are being promoted.
In 2005 I was given the opportunity through a Masters Unit to explore the question: How can I help my students understand and develop the skills of independent learning? (Cartwright 2007). From this Understanding of Learners and Learning unit I was able to apply my findings to work with other colleagues in ways I did not expect. From a visit to a Bristol primary school I learnt the importance of children having the language of learning. From my own learning I worked with the Head of English and other subject leaders to develop the language of learning that could be used by each department to support students describing what they had studied at A S Level and A 2 Level on their UCAS (University and Colleges Application Service) personal statement.
Further visits to our local feeder schools introduced me to Guy Claxton's Building Learning Power (2002), Philosophy for Children and the use of the traffic light colour coding system of assessment. The Senior Educational Psychologist for Bath and North East Somerset, Marie Huxtable, introduced me to the problem solving framework: Thinking Actively in a Social Context (Belle Wallace. 2003). The consequence has been that the Social Studies Faculty within which I work, uses all approaches and is at the heart of the school's Learning to Learn agenda. At the end of this term the faculty will lead the whole school in workshops on Philosophy for Children and the use of Guy Claxton's four (now 5) Rs. Each faculty teaching room has a display of the 4 Rs and the TASC framework. For two years running a group of staff from a range of faculties including English, ICT and Social Studies have met to plan and deliver a cross curricular set of lessons in a project using the TASC framework. In Year 12 it became the vehicle through which students of Psychology planned and developed a presentation on Classical Conditioning. The Key Stage 5 Coordinators Group has included problem solving from the TASC framework as part of its model of skills that students should develop.
I have enclosed some of the staff comments involved in the
pilot project recorded in the Educational Enquiry (Cartwright 2007) because I
firmly believe that the teaching staff of a school are an outstanding resource
and have a huge insight into how a school can develop, as they are dealing with
the issues on the ground, in the classroom and have first hand experience of
the implication and consequences of how changes and developments are working
for themselves and for the students. In the same way I believe it is important
to empower students so I believe it is important to empower teaching staff. Macbeath
(1998) cited in Strategic Leadership and Educational Improvement (p207) argues
the case for the school leader to maximise the leadership qualities of others.
The honest comments from staff in Appendix 1 I believe are powerful and have
been used to take the project forward into a second year. This development is
now out of my hands and is being delivered by three faculty heads. In some
small way within a part of the school I have as Manz and Sims (1994) cited in
Davies & Ellison p147: 'lead others to lead themselves'. There are times
when it can be appropriate to stop being a leader when it is clear that others
can apply their experience to continue, shape and develop what has been started.
Finally through the Master's unit entitled: How can I enable the gifts and talents of my students to be in the driving seat of their learning? (Cartwright, 2008) I was able to introduce some our Sixth Form students to a qualification that gave them the responsibility to ask and answer their own question through a 5000 word essay which was then summarised by each student in a 15 minute lecture given to an invited audience. In this situation my influence has been with a wider audience as the students have spoken of their work publicly on two occasions, one to an invited audience of student families and friends, staff and governors, and also to an audience of adults engaged in their own MA research. It was at this meeting that I started to see some of my own educational values about empowering students coming to fruition in the students' reflective comments:
�
'It's a lack of communication which stifles progress.'
�
'You can explore without fear.'
�
'The atmosphere Mrs Cartwright has created gives a degree of freedom
with
�
boundaries. You need just enough freedom that's the best way to learn.'
�
'We set our own curriculum – it was a journey from the title to
the conclusion
�
which we thought would be a straight line.'
�
'You have to challenge yourself to keep to the task'
�
'The question is how can this be applied to everyday life. Its not fun
but its enjoyable. It's the sheer joy of finding out more about something that
you are interested in.'
� 'Its our own interests in something we felt really passionate about.'
In each of these units my motivation has been to answer a
question that will be of practical benefit to students. The process has been
one of evolution and through a response to the other there has come
development. Through conversations with colleagues and through seeking their
advice and criticism and expertise each process has had its own learning
journey and taken both staff and students with it because in part I believe
they have had the opportunity of ownership. I also believe by allowing the
discussion of how to manage and implement each of these projects we were able to
overcome some of the barriers to the implementation. In this situation both
management and leadership were intertwined. As I reflect on these developments I wonder how many of the
skills of leadership have been present in this process and whether this challenges
the traditional view of leadership and reflects more the concept of
Distributive Leadership (Bennett et al. 2003)
The document Head for the Future developing
Leadership styles defines leadership styles Styles gives definitions of leadership which defines leadership
styles as the patterns of behaviour adopted by a leader. The six styles
outlined are echoes of those identified by Goleman, D et al (2002), the first
four of which carry the same name: coaching, affiliative, democratic, and pacesetting. The latter two are
coercive and authoritative replacing Goleman's terms of commanding and
visionary leadership. The Head for the Future document was helpful in that has
provided the language of leadership. In the same way that we often cope with
large amounts of information by putting it into categories or chunks so this
document does the same. However
unlike Goleman et al (2002) it did not discuss the importance of the emotional
role of leadership as summarised below:
'the primordial emotional
task though by now largely invisible – remains foremost
among the many jobs of
leadership driving the collective emotions in a
positive direction and
clearing the smog created by toxic emotions.' (p5)
While I do not believe I fall into any one category,
what I can now do is to reflect on my practice and identify where I have had
the opportunity to respond and done so and also where I have not done so.
The democratic style is described as one that is
used when team members are competent, they possess critical information, have
clear ideas about the best approach and when the authoritative style has
already been used to create and champion a vision. The style is described as
being more effective when information sharing meetings are held and everyone is
kept informed and involved, when meetings are managed well, agendas are set,
time is managed, reticent people are drawn out, decisions are shared with staff
and students and consensus has been built by listening to the views of others.
I would argue that the opportunity
to run the TASC pilot project was
done very much along these lines.
I would also say as Year Head working with a team of
seven tutors and a learning coordinator there were elements of the coaching
style. I supported team members in their professional development and created
development opportunities wherever possible, in particular for the learning
coordinator who was encouraged to develop links with local employers to provide
opportunities for those not going onto university. As Assistant Director of Sixth Form I have drawn on
elements of the Affiliative style to give personal help to others as a new team
of six staff have settled into their new roles.
Through this essay I have come to recognise the
importance I place on values that underpin all forms of leadership and also
believe in the importance of having the courage to make a critical stand. I
take from this essay the real challenge of working to standards where I can
allow myself to be seen as a role model.
Bloom,
A. The Times Educational Supplement:
'Teaching learners to be explorers' & 'Leaders should leave room for
innovation.' August 10th 2007
Cartwright,
S (2006).
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(accessed
13/01/08))
Staff responses to the Pilot
Project
A colleague designed the
staff questionnaire which included the following questions and received the
enclosed replies from a
representative of
each of the subject areas involved in the pilot project.
|
Review questions |
1.What
were the positive aspects for your students? |
2.
How could the TASC process have been improved for your students? |
3.
What if anything will you use from the TASC experience in your future
classroom practice? |
4.
What
general comments could you make about the TASC process and using the approach
at Wellsway? |
Teacher 1
|
Nice group work Making links with other subjects Allowed use of imagination |
All teachers fully participating. ICT issues(!) May be lessons too spread out |
I
will be able to use TASC in an informal way during Year 7. |
Fab!
But needs all teachers on board Possibly
collapse timetable and do over 1/2/ days. |
|
Teacher
2 |
Extended group work and independence – reliance on each other
for work to progress. All groups produced something by the end. |
At
times handovers between lessons were problematic – may be 1 or2 days
rather than 2 weeks of non- stop TASC would have run more smoothly? |
Increased
self and peer evaluation during and after tasks and group work. Trust them
more to work in groups for longer periods of time. |
Good
to do special
� event�. Good to work a
bit with other curriculum areas. |
|
Teacher
3 |
They
enjoyed the group work task and were very excited by the prospect of doing
power points. |
I
found the powerpoint detracted from the process of the TASC work. |
I
really liked the group work and independent learning aspects. |
I
enjoyed it and I think that it was a really valuable
experience. |
|
Teacher
4 |
Special � project� was appreciated. Team work More active learning. |
Not
sure. I should have known more about the whole process rather than 'my'
lessons with in it. |
TASC
fits some things in Business Studies and ICT which I will use. |
I
would like to see further developments so this is not a 'one – off' and
forgotten. |
|
Teacher
5 |
Working with Year 7 classes Reviewing their own TASC work from Year 12 Being independently responsible for others. |
More
definition from the class teachers as to how Year 13 students would be used
in lesson 2. Being
able to show more of their own work. |
Thinking
(and discussing) more about each stage of the TASC framework. |
Needs
a TASC team to coordinate all the TASC timetabled lessons. Had
some great social interaction between Sixth Form and Year 7 students. |