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