the more leaders focus their relationships, their work and their learning on the core business of...

The more leaders focus their

relationships, their work and their

learning on the core business of

teaching and learning, the greater

their influence on student outcomes.

Robinson, V 2009, the Three Leadership Capabilities that Really Matter, Address to ACEL Conference, September 2009

When schools behave and are led as

problem-solving learning

organisations, then they enhance

their effectiveness and improve their

outcomes with students.

Hargreaves, A, Halasz, G & Pont, B 2008, 'The Finnish Approach to System Leadership'

The nature of relationships among the

adults (and with students) within a school has

a greater influence on the character and

quality of that school and on student

accomplishment than anything else.

Barth, R 2006, 'Improving relationships within the Schoolhouse'

… the consequences of high relational trust

for teachers and school as a positive attitude

to innovation and risk, more outreach to

parents, enhanced commitment and an

enhanced professional community. For

students she says they are improved academic

outcomes and a higher likelihood of positive

social outcomes.

To build relational trust leaders

must be interpersonally

respectful, have personal regard

for others, be competent in their

role and have personal integrity.

Robinson, V 2009, The Three Leadership Capabilities that Really Matter

If everyone in your school is treated

with respect and dignity, you may

still have nothing special. However,

if everyone in your school is not

treated with respect and dignity, you

will never have anything special.Whitaker, T 2004, p. 22, 'Setting Tone - What great Principals do differently', Leadership: American School Board Journal, January/February 2004

First hard fact. Principals

do make a difference in

school improvement and

student achievement.

Fullan, M, 2010, Power of the Principal

… agitating beneath a seemingly

rational veneer of activity.

… to meld past, present, and future

into a coherent cultural tapestry.

Deal, T & Peterson K 1999, Shaping School Culture - The heart of leadership

(although,) leaders cannot build a

positive culture alone, without

good leadership it will not grow

or endure.

Saphier, J, King, M, 1985, 'Good Seeds grow in Strong Cultures'

The most successful school leaders are

open-minded, ready to learn from

others, flexible, persistent, resilient,

optimistic and reflective with plenty of

self-correction and refinement built in.

Leithwood K, Day C, Simmons P, Harris A & Hopkins D, 2006, Seven strong claims about successful school leadership Fullan M, 2006, 'Change Theory A force for school improvement'

… openness of practice, precision, creativity,

wise and continuous use of data, learning from

each other inside and outside the organisation,

and linking into the big picture.Fullan, M, 2010, Power of the Principal

Growing strong, healthy school cultures

requires vigilance and hard work, ensuring

that activity is not confused with effectivenessDufour, R & Burnette, B, 2002, 'Pull out negativity by its roots'

A 'hard fact' is that sustaining

a learning culture once it is

implemented is even more

difficult.

Fullan, M, 2010, Power of the Principal