THE IMPACT OF HEADMASTER’S LEADERSHIP PRACTICE ON THE FORMATION OF A PROFESSIONAL LEARNING COMMUNITY AT SCHOOL

Andrejs Geske, Normunds Rečs

Abstract


In the context of general education content reform initiated in Latvia, which also provides change of teaching approach, the issue of the role of headmaster has raised. The introduction and implementation of competence approach requires strengthening and development of cooperation between teachers in professional learning communities (PLCs) at school, in order to address didactic issues, regularly analyze pupils` learning outcomes and find best ways to increase the learning outcomes of each pupil, and give an opportunity for teachers to improve their teaching by sharing good pedagogical practice. The change of teaching approach prompts a revision of school management practices as well. In order for the school to grow, there is a need for a headmaster-leader, not just a headmaster-manager and he should focus on the leadership of the teaching process by improving teaching and learning and ensuring conditions for effective learning at school. The main goal of the research is to find out to what extent the headmaster`s pedagogical leadership practice has an impact on the PLCs formation at school. The article discusses theories of the concept of headmaster as pedagogical leader and PLCs, and analyzes the results of 489 teacher survey.

 


Keywords


general education; pedagogical leadership; professional learning communities; school leadership; Teaching and Learning International Study (TALIS)

Full Text:

PDF

References


Alava, J., Halttunen, L., & Risku, M. (2012). Changing School Management. Status review – May 2012. Helsinki: Finnish National Board of Education.

Bluma, D., & Daiktere, I. (2016). Latvia: School Principals and Leadership Research in Latvia. In: Ärlestig, H., Day, C., & Johansson, O. (Eds.) A Decade of Research on School Principals. Cases from 24 Countries. Springer, pp. 137 - 160.

Bolam, R., McMahon, A., Stoll, L., Thomas, S., & Wallace, M. (2005). Creating and Sustaining Effective Professional Learning Communities. Research Report RR637. Nottingham: National College for School Leadership.

Bruggencate, G., Luyten, H., Scheerens, J., & Sleegers, P. (2012). Modeling the Influence of School Leaders on Student Achievement: How Can School Leaders Make a Difference? Educational Administration Quarterly, Vol. 48, No. 4, pp. 699 - 732.

Choi, A., & Gil, M. (2017). Does school leadership affect student academic achievement? Barcelona: Fundació Jaume Bofill, Ivàlua.

Daiktere, I. (2012). Vispārizglītojošās skolas direktora loma skolas kultūras pilnveidē. Promocijas darbs. Rīga: Latvijas Universitāte, 228 lpp.

Darling-Hammond, L. (1996). The quiet revolution: Rethinking teacher development. Educational Leadership, 53(6), 4-10.

Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr. M. T., & Cohen, C. (2007). Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute.

Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Brown, E., Ahtaridou, E., & Kington, A. (2009). The impact of school leadership on pupil outcomes: final report. London: DCSF.

Day, C., & Sammons, P. (2013). Successful School Leadership. Reading, Berkshire: Education Development Trust.

Du Four, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for Professional Learning Communities at work. Solution Tree USA.

Elmore, R. (2008). Leadership as the Practice of Improvement. In: Pont, B., D. Nusche & D. Hopkins (Eds.). Improving School Leadership, Volume 2: Case Studies on System Leadership. Paris: OECD Publishing.

Eurydice (2007). School Autonomy in Europe. Policies and Measures. Brussels: Eurydice.

Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, Vol. 33, No. 3, pp. 329 - 351.

Hallinger, P. (2009). Leadership for 21st Century Schools: From Instructional Leadership to Leadership for Learning. Hong Kong: The Hong Kong Institute of Education.

Hendriks, M. A., & Scheerens, J. (2013). School leadership effects revisited: a review of empirical studies guided by indirect-effect models. School Leadership & Management, 33 (4), 373–394.

Hord, S. (1997). Professional learning communities: communities of continuous inquiry and improvement. Austin: Southwest Educational Development Laboratory.

Kools, M., & Stoll L. (2016). What Makes a School a Learning Organisation? OECD Education Working Papers, No. 137. Paris: OECD Publishing.

Leithwood, K., Day, C., Sammons, P., Harris, A., & D. Hopkins, D. (2006a). Seven strong claims about successful school leadership. Nottingham: National College for School Leadership.

Leithwood, K., Jantzi, D., & McElheron-Hopkins, Ch. (2006b). The Development and Testing of a School Improvement Model. School Effectiveness and School Improvement, Vol.17, No.4, pp. 441 - 464.

Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a Conception of How School Leadership Influences Student Learning. Educational Administration Quarterly, Vol. 46, No. 5, pp. 671 - 706.

Louis, K. S., Marks, H., & Kruse, S. (1996). Teachers’ Professional Community in Restructuring Schools. American Journal of Education, Vol. 104 (2), pp. 103 – 147.

Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement – a metaanalysis. School Effectiveness and School Improvement, Vol. 22/2, Taylor & Francis, Abingdon, pp. 121-148.

Marks, H. M., & Printy S. M. (2003). Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership. Educational Administration Quarterly, 39 (3), 370–397.

Marzano, R. J., Carbaugh, B., Grego, M, & Toth, M. (2012). Marzano School Leadership Evaluation Model. Palm Beach: Learning Sciences Marzano Center for Teacher and Leadership Evaluation.

MetLife (2013). The MetLife Survey of the American Teacher: Challenges for School Leadership. A Survey of Teachers and Principals. New York: Metropolitan Life Insurance Company.

Mitchell, C., & Sackney, L. (2011). Profound improvement: Building learning-community capacity on living-system principles. New York: Routledge.

Mulford, B. (2003). School leaders: challenging roles and impact on teacher and school effectiveness. OECD commissioned paper.

Namsone, D., Čakāne, L., & Sarceviča - Kalviške, D. (2016). Teacher teams and schools become leaders to disseminate innovative practice. In: SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference. Volume II, May 27th - 28th, 2016., 208-222.

Namsone, D., Čakāne, L., Volkinšteine, J., Butkēviča, A. (2018). Kā novērtēt skolotāju sniegumu un mērķtiecīgi pilnveidot skolotāju prasmes. No: Namsone, D. (Red.). Mācīšanās lietpratībai (146.-157.lpp). Rīga: LU Akadēmiskais apgāds.

OECD (2009). Creating Effective Teaching and Learning Environments. First Results from TALIS. Paris: OECD.

OECD (2013). Leadership for 21st Century Learning. Educational Research and Innovation. Paris: OECD Publishing.

OECD (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning. Paris: OECD Publishing.

OECD (2016a). School Leadership for Learning: Insights from TALIS 2013. Paris: OECD Publishing.

OECD (2016b). Education in Latvia. Reviews of National Policies for Education. Paris: OECD Publishing.

Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership, Volume 1: Policy and practice. Paris: OECD Publishing.

Rečs, N. (2015). Skolotāju darba oficiālais novērtējums un atsauksmes par skolotāju darbu. No: Geske, A. (Red.). Skolotāji Latvijā un pasaulē. Monogrāfiju sērija Izglītības pētniecība Latvijā Nr.6 (149.-178.lpp.). Rīga: LU PPMF Izglītības pētniecības institūts.

Robinson, V. M. J., Hohepa, M., & Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying What Works and Why. Wellington: New Zealand Ministry of Education.

Robinson, V. M. J., Lloyd, C. A, & Rowe, K. J. (2008). The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types. Educational Administration Quarterly, Vol. 44, No. 5, pp. 635 - 674.

Schleicher, A. (2015). Schools for 21st-Century Learners: Strong Leaders, Confident Teachers, Innovative Approaches. International Summit on the Teaching Profession. Paris: OECD Publishing.

Sleegers, P., den Brok, P., Verbiest, E., Moolenaar, N. M., & Daly, A. J. (2013). Towards conceptual clarity: A multidimensional, multilevel model of professional learning communities in Dutch elementary schools. The Elementary School Journal, 114 (1), pp. 118-137.

Stoll, L., Bolam, R., McMahon, A., Thomas, S., Wallace, M., Greenwood, A., et al. (2006). Professional learning communities: Source materials for school leaders and other leaders of professional learning. London: DfES.

Valsts izglītības satura centrs (2017). Skola 2030. Izglītība mūsdienīgai lietpratībai: mācību satura un pieejas apraksts. Projekta Nr.8.3.1.1./16/I/002 “Kompetenču pieeja mācību saturā” materiāls sabiedriskajai apspriešanai. Rīga: VISC.

Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26-38.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24, 80–91.




DOI: http://dx.doi.org/10.17770/sie2019vol2.3816

Refbacks

  • There are currently no refbacks.