2013 the role of current and future deputy principals background of the research what –mxied...
TRANSCRIPT
The role of current and future deputy principals as leaders of
learning.
Wanda Snitch NSWSDPA 30 Aug 2013
Engage your brain – 2 minutes Reflect on your last week or so at work
Consider what activity or type of activity dominated this time
Think of a metaphor for this type of work
Write it on the card
Discuss with someone near you
Wanda Snitch NSWSDPA 30 Aug 2013
The promise:Report on research into the role and
preparation of secondary DPs
Reflect on implications of research into what leadership activities impact on student learning outcomes
Learn how other systems identify, prepare and recruit school leaders, and consider implications for NSW secondary schools as well as for DPs as leaders
Wanda Snitch NSWSDPA 30 Aug 2013
Pease note: about the research
Wanda Snitch NSWSDPA 30 Aug 2013
Some points that may be of interest
Research involves compromise...
Confirmatory and exploratory – new links
More analysis to be done
Findings for your reflection – discussion and implications still evolving
*Much may reassure you, but some may challenge you...
Secondary deputy
principal
Leadership of learning
Preparation &
succession
*Feel free to ask me ‘Why did you ask that question???’
Wanda Snitch NSWSDPA 30 Aug 2013
Brief background of the researchWhat – mixed method
survey (n=237), interviews (8)
Why – linking three areas Secondary deputy principals research findings Educational leadership theory Preparation and succession planning for school leaders –
international practice
Who NSW government secondary DPs some demographics and context
*Most results will reflect surveys (broad but shallow) and interviews (narrow but deep)
Wanda Snitch NSWSDPA 30 Aug 2013
The survey – March 2012Data collected:
Demographics and background of DPs School context Time spent on, operation as DP and SMT Educational leadership – views and practice
Thank you to the 237 people who completed the survey, and apologies and understanding for those who started but did not complete...
Wanda Snitch NSWSDPA 30 Aug 2013
The interviews – Term 1 2013
8 semi-structured interviews, approx one hour
Gender, location equally represented
Diversity of school size and type, age group and views and experiences represented
Selected from 111 volunteers – thank you!
Wanda Snitch NSWSDPA 30 Aug 2013
‘Purposively selected’ interviewees
Wanda Snitch NSWSDPA 30 Aug 2013
Male Female
Rural/regional 2 2
Metropolitan 2 2
Interview Questions1. Becoming a deputy principal – including
any encouragement
2. *Operating as an educational leader –and barriers to this
3. Preparation for the DP role – your own and suggestions for the future.
4. Aspirations Principal? DP good preparation for principal? ‘Career deputy’?
Wanda Snitch NSWSDPA 30 Aug 2013
Results: What DPs spend their time on
Survey *In a typical week, how much time to you generally
spend on the following activities: [little or no, some, great deal] Management/administration Strategic leadership Student issues Educational/curriculum leadership Parent/community issues Staffing issues Operational matters
Add any types of activities which take up a significant proportion of your time which are not reflected above
Wanda Snitch NSWSDPA 30 Aug 2013
What do the means mean...
Wanda Snitch NSWSDPA 30 Aug 2013
Two highest Student issues: 2.91 Management/administration 2.82
Two lowest Strategic leadership 1.78 Educational/curriculum 1.85
leadership
Time: Survey comments - themes Welfare and discipline Family issues and needs:
emotional, dysfunctional, social, psychological
Technology driven imperatives
Bullying inc Facebook/SMS Reports, Accountability, BOS Assessment and reporting Outside agencies liaison Grounds, tradesmen,
maintenance Public relations, school
promotion
N=58
Enrolments Teaching including
preparation, marking VET NAPLAN Individual teacher, HT, YA
meetings After hours functions Teacher professional
learning Staff, student and family
mental health Non-school issues brought
to school
Wanda Snitch NSWSDPA 30 Aug 2013
Interview responses: DP role (general)NB Importance of context – size of school,
number of DPs Broad, complex and unpredictable role Student welfare and discipline Liaison between principal and others in school Impact on learning – indirect and direct
including teaching Staff management – development and welfare Administration – casuals Strategic, vision
Wanda Snitch NSWSDPA 30 Aug 2013
How roles are determined: interviews Role statements rarely mentioned
In ‘single DP’ schools roles negotiated with principal but less flexibility
In some cases negotiated between DPs rather than directly with principal
New DPs have less negotiating power than incumbents
Perceived need to revisit roles occasionally
Year or stage organisation for student and curriculum management – range of models and views
Wanda Snitch NSWSDPA 30 Aug 2013
Results: Becoming a DPSurveys:
97% trained in NSW, mostly 4 years All permanent DPs recruited via Merit Selection
– lateral included. 82% had specific encouragement Many completed postgraduate study e.g. 25%
Masters DEC leadership programs helpful but not
sufficient 26% in second DP position 42% worked with only 1 principal >2 terms
Wanda Snitch NSWSDPA 30 Aug 2013
Becoming a DP Interviews (open ended question) Most did not aspire – ‘accidental deputy’ Experiences beyond the school - positive Moving between schools – positive, rural
issues, isolated and challenging schools Relieving - positive but... Encouragement generally from DP or P,
rarely from HT Merit Selection
Wanda Snitch NSWSDPA 30 Aug 2013
Educational leadership: DP views, practice and research4 survey sections: self-perception
1. *Time spent on 7 types of leadership activity
2. ‘I operate as an educational leader in my current role’ agreement /5
3. Responses to 5 educational leadership dimensions from research – Important vsActual
4. Frequency of engagement in activities (18 items)
Wanda Snitch NSWSDPA 30 Aug 2013
1. Time spent on types of leadership activity (after Cranston 2002)
Wanda Snitch NSWSDPA 30 Aug 2013
2. ‘I operate as an educational leader in my current role’ agreement /5mean = 3.88
Strongly disagree
Disagree Neutral Agree Strongly agree
Mean /5
6 16 33 127 55 3.88
0
20
40
60
80
100
120
140
Strongly disagree Disagree Neutral Agree Strongly agree
Series1
Wanda Snitch NSWSDPA 30 Aug 2013
Wanda Snitch NSWSDPA 30 Aug 2013
3. Dimensions of educational leadershipaccording to major research
1. Establishing teaching and learning goals and expectations
2. Using resources strategically so they are devoted to achieving goals
3. Planning, coordinating and evaluating teaching and the curriculum
4. Promoting and participating in teacher learning and development
5. Ensuring an orderly and supportive environment
3. Leadership dimensions
DP view of importance
Research – effect size
Wanda Snitch NSWSDPA 30 Aug 2013
3.9
3.95
4
4.05
4.1
4.15
4.2
4.25
4.3
4.35
4.4
Series1
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1 2 3 4 5
Series2
4. Promoting and participating in teacher learning and development5. Ensuring an orderly and supportive environment
One interpretation...
Wanda Snitch NSWSDPA 30 Aug 2013
Deputies may overestimate the importance of ensuring an orderly and supportive environment and underemphasise the importance of promoting and participating in teacher learning and development.
Concept of “Necessary but not sufficient”
3. Ideal vs real: dimensions of educational leadership
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Goals &expectations
Match res to goals Plan & evalteaching & learn
Promote & particTeacher L &D
Ensure orderly &supportive env
DP ideal
DP real
Wanda Snitch NSWSDPA 30 Aug 2013
4. Sub items based on 5 dimensions
Wanda Snitch NSWSDPA 30 Aug 2013
Frequency of leadership activity identified by research as having impact on student learning outcomes
*18 items ranked 1-5 Never – Very frequently (see handout 1)
Wide range of responses to individual items and ‘total’ score – self-assessment incurrent context
Mean scores on sub items
Wanda Snitch NSWSDPA 30 Aug 2013
3 highest meansI ensure consistent discipline routines 4.55I identify and resolve conflict quickly & effectively 4.12I promote collective responsibility/accountability for
student achievement and wellbeing 3.92
3 lowest meansI observe classroom teaching and give useful feedback to
teachers 2.47I am actively involved, as a leader or learner, in
professional learning with staff 3.12I work directly with teachers or executives to plan, coordinate,
evaluate teachers and teaching 3.40
4. Previous DP research –confirmatory/exploratory items
Wanda Snitch NSWSDPA 30 Aug 2013
14 items (see handout 2)
Includes operation of Senior Management Team (SMT) perceptions of current role aspirations and preparation for Principal
What do the means mean...
Wanda Snitch NSWSDPA 30 Aug 2013
Highest scoring items:
Equal member of SMT 4.24
I spend the bulk of my time on student behaviour and welfare 4.14
My main focus is on keeping the school running smoothly 4.06
Wanda Snitch NSWSDPA 30 Aug 2013
Lowest scoring items
My role to replace previous DP...2.51
I am actively interested in becoming a Principal... 3.35
My role as a DP is good preparation for becoming a principal... 3.62
Educational leadership: interviews
Wanda Snitch NSWSDPA 30 Aug 2013
Specific question – a range of interpretations Curriculum delivery e.g. innovative St 6
timetabling Building and leading teams i.e. PL, Learning
Support Working through/with the executive Influencing classroom practice – leading PL in
QT, assessment, In class – expert teaching, observation Building positive staff culture
Educational leadership - barriers
Wanda Snitch NSWSDPA 30 Aug 2013
Staff reluctance to change, participate
Time on student welfare and discipline
Allocation of DP and other executive roles
Differing educational vision with Principal
Community or clientele
Lack of system support/understanding
NSW now: Identification, preparation, recruitment and selection
Wanda Snitch NSWSDPA 30 Aug 2013
Self identification Some encouragement/targeting by senior
executives for opportunities in schools Relieving opportunities may arise Dependent on school context and SMT Merit Selection No requirement for course or study
completion
*‘serendipity’ – ‘serendeputy’ – hard work but also a lot of luck involved
*Future: preparing for school leadership
Wanda Snitch NSWSDPA 30 Aug 2013
‘great organisations look for people with the potential to develop the learnings necessary to provide creative leadership well into the
future...[rather than] hiring people who possess a set of proficiencies required at the moment to do the
job’
Pool not just pipeline; learnings not ‘laundry lists’
Wanda Snitch NSWSDPA 30 Aug 2013
Learnings: Understanding learning Contextual knowledge – internal and external
to school Political acumen Emotional understanding Critical thinking Making connections Futures thinking
Big picture, outside the box
Wanda Snitch NSWSDPA 30 Aug 2013
Think beyond immediate needs and today’s role
2 strategies or ideas - system, school, any level to prepare secondary deputies
1 way of dealing with some of the non-learning parts of the role
How other systems prepare and select leaders
Wanda Snitch NSWSDPA 30 Aug 2013
High performing leaders
Focus on student achievement and developing teachers
Coach others and believe it is most important skill
Work same hours but spend time differently
Spend more time at school and less in the office
3 main system approaches
Wanda Snitch NSWSDPA 30 Aug 2013
1. Self-identification, informal mechanisms i.e. coaching and opportunities in schools
1. Opportunities for potential leaders –courses, programs to build capacity and interest
2. *Proactive guidance - early identification ‘leadership track’, progressively greater leadership training, mentoring and opportunities
Ontario Singapore
Wanda Snitch NSWSDPA 30 Aug 2013
Aspiring School Leaders track
Lead and Development Officer: plan
Principal mentor Whole school roles Principal Qualification
Program Principal and Super
support in several rounds of recruitment
Actively matched to appropriate roles
Mentoring for 2 years by trained/paid Principal mentor
Early identification: CEP (intellectual capacity, interpersonal skills, drive & resilience )
*Leadership track Opportunities, formal
training, Principal apprenticeship
Work attachments at head office, overseas study encouraged
6 month course to build strategic skills for VPs to become Principal.
Appointed and moved to appropriate positions
Qualifications and assessment
Wanda Snitch NSWSDPA 30 Aug 2013
3/7 now require specific program completion others have ‘expectation’ or highly recommend
Masters or have theory as part of Leadership development programs
Vast majority of Principals complete pre-appointment and induction programs
New NPQH (England) 36 hour assessment‘good evidence that leaders who engage in formal preparation programs are more effective, particularly if training is of high quality’
Closer to home: Secondary SMT reflections in New Zealand
Wanda Snitch NSWSDPA 30 Aug 2013
‘Opportunistic’ ...’osmosis’ development of leadership skills
Greater ‘promotion velocity’ is beginning Currently learning IN the role rather than being
adequately prepared before appointment: Concern that competence will barely be achieved before moving on to next level
‘Learned in retrospect the limitations of learning on the job’ - need for basic competency prior to appointment
Need blend of role specific skills training and deep evidence- based learning about leadership [nuts & bolts & theory]
‘An unmet and latent demand for leadership development’
As DP or principal... Building own and others capacity
Wanda Snitch NSWSDPA 30 Aug 2013
Be future focused
Recognise the importance of lateral learning : networks, mentoring, coaching, shadowing
Working in different contexts and with different leaders has benefits
Programs and courses – benefits. Balance of theory and practical.
Be aware of developments and implications –AITSL (Australian Professional Standard for Principals), Great Teaching, Inspired Learning
In your own school
Wanda Snitch NSWSDPA 30 Aug 2013
Look for potential leaders...early and carefully – ‘an organisation often has more potential leaders than it realises’
Encourage whole school responsibility to develop not just use them
Be aware of the potential of the NSWSDPA for learning and also as an engine for change
References
Wanda Snitch NSWSDPA 30 Aug 2013
Robinson, V; Hohepa, M; Lloyd, C (2009) School leadership and student outcomes: identifying what works and why: best evidence iteration (BES) NZ Ministry of Education
Fink, (2010) The Succession Challenge: Building and Sustaining Leadership Capacity through Succession Management. SAGE Publications
Barber, M; Whelan, F; Clark, M (2010) Capturing the leadership premium: how the world’s top school systems are building leadership capacity for the future. McKinsey & Co for NCLSCS
McPherson, R (2009)How secondary leaders view NZ leadership preparation. Leading & Managing 15, 2
Contact
Wanda Snitch NSWSDPA 30 Aug 2013
Wanda [email protected]@yahoo.com0412 027 484Insiderlearning.com.au
Some images used by DPs: I need a cartoonist to capture these!
Wanda Snitch NSWSDPA 30 Aug 2013
Getting into the job Tapped on the shoulder Putting up your hand Getting a leg-up By accident Falling into it Having a walk up start Sink or swim Fish out of water Stepping up / stepping in Climbing quickly Being targeted Getting pushed The principal got on
board Having a crack
Being a DP Putting out bushfires Setting kids on fire re
learning Need a rocket-powered set
of roller skates I’m the conduit.. the
sounding board Battling with other agencies Put myself in their shoes Going overboard Doing it on your ear Knives in backs Day-to-day running Leading from the front ‘Dunnies drains and
dickheads’ Kids sinking in the HSC ‘Changing the wheel while
driving the car’