EDUCATIONAL LEADERSHIP FOR ORGANISATIONAL LEARNING AND IMPROVED STUDENT OUTCOMES

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1 EDUCATIONAL LEADERSHIP FOR ORGANISATIONAL LEARNING AND IMPROVED STUDENT OUTCOMES

2 STUDIES IN EDUCATIONAL LEADERSHIP VOLUME 3 Series Editor Kenneth Leithwood, OISE, University of Toronto, Canada Editorial Board Christopher Day, University of Nottingham, United Kingdom Stephen Jacobson, Graduate School of Education, Buffalo, U.S.A. Bill Mulford, University of Tasmania, Hobart, Australia Peter Sleegers, University of Nijmegen, The Netherlands SCOPE OF THE SERIES Leadership we know makes all the difference in success or failures of organizations. This series will bring together in a highly readable way the most recent insights in successful leadership. Emphasis will be placed on research focused on pre-collegiate educational organizations. Volumes should address issues related to leadership at all levels of the educational system and be written in a style accessible to scholars, educational practitioners and policy makers throughout the world. The volumes monographs and edited volumes should represent work from different parts in the world. The titles published in this series are listed at the end of this volume.

3 EDUCATIONAL LEADERSHIP FOR ORGANISATIONAL LEARNING AND IMPROVED STUDENT OUTCOMES by WILLIAM MULFORD University of Tasmania, Hobart, Australia HALIA SILINS Flinders University of South Australia, Adelaide, Australia and KENNETH LEITHWOOD OISE/University of Toronto, Toronto, Canada KLUWER ACADEMIC PUBLISHERS NEW YORK, BOSTON, DORDRECHT, LONDON, MOSCOW

4 ebook ISBN: Print ISBN: Kluwer Academic Publishers New York, Boston, Dordrecht, London, Moscow Print 2004 Kluwer Academic Publishers Dordrecht All rights reserved No part of this ebook may be reproduced or transmitted in any form or by any means, electronic, mechanical, recording, or otherwise, without written consent from the Publisher Created in the United States of America Visit Kluwer Online at: and Kluwer's ebookstore at:

5 TABLE OF CONTENTS Acknowledgements List of tables List of figures vii ix xi SECTION 1: THE CRITICAL ROLE OF LEADERSHIP FOR ORGANIZATIONAL LEARNING AND IMPROVED STUDENT OUTCOMES CHAPTER 1 THE CRITICAL ROLE OF LEADERSHIP FOR ORGANIZATIONAL LEARNING AND IMPROVED STUDENT OUTCOMES 1 Introduction 1 Sorting the Wheat From the Chaff 3 The Evidence 4 Four Implications 12 Conclusion: No Need to Continue to Build in Canvas? 19 Organization of the Book 22 SECTION 2: USING THE BOOK CHAPTER 2 PROBLEM-BASED LEARNING: A VEHICLE FOR PROFESSIONAL DEVELOPMENT OF SCHOOL LEADERS 25 Introduction 25 Why Problem-Based Learning? 26 Before, During, and After a One-Day Workshop 30 Before, During, and After a Two-Day Workshop 32 CHAPTER 3 GROUP DEVELOPMENT AND WARM-UP ACTIVITIES 35 Introduction: Lose Time To Gain Time 35 Ice-Breaker 39 Interdependence 41 Trading 47 v

6 vi TABLE OF CONTENTS SECTION 3: THE PROBLEM-BASED LEARNING PACKAGE CHAPTER 4 WORKSHOP PROBLEM/SITUATION OUTLINE 51 Forward 51 Situation/Problem 52 Product/Performance Specifications 52 Learning Objectives 53 Resources 54 Guiding Questions 56 CHAPTER 5 THE ALTONA CASE STUDY 57 CHAPTER 6 THE HERONWOOD CASE STUDY 97 CHAPTER 7 SURVEY DATA 139 Introduction 139 Altona 139 Heronwood 148 SECTION 4: A CHALLENGE CHAPTER 8 THE SURVEY INSTRUMENTS AND A CHALLENGE TO USE THEM IN YOUR OWN SCHOOL 165 Introduction 165 Validity and Reliability 166 The Short Form of the LOLSO Project Questionnaires 169 APPENDIXES APPENDIX 1 CONDITIONS FOSTERING ORGANIZATIONAL LEARNING IN SCHOOLS 187 APPENDIX 2 LEADERSHIP FOR ORGANIZATIONAL LEARNING IN AUSTRALIAN SECONDARY SCHOOLS 217 APPENDIX 3 THE ALTONA CASE STUDY: SHORT VERSION 243 APPENDIX 4 THE HERONWOOD CASE STUDY: SHORT VERSION 253 References 263 Other readings 269

7 ACKNOWLEDGEMENTS Pamela Bishop for her total integrity and support for the disadvantaged. The finest of educators. A member of the Leadership for Organizational Learning and Student Outcomes research team, she had a major responsibility for the writing of the case studies used in this book. Silja Zarins educator par excellence. As a member of the Leadership for Organizational Learning and Student Outcomes research team, her contribution progressed our work in many ways. Her early assistance in the development of the survey instruments is particularly recognized here. vii

8 LIST OF TABLES Table 1. Time-out room records snapshot (Altona High school). 79 Table 2. Other data on Altona. 158 Table 3. Other data on Heronwood. 159 Table 4. Other data on Altona and Heronwood. 160 ix

9 LIST OF FIGURES Figure 1. The four factors defining OL. 5 Figure 2. Factors influencing OL. 5 Figure 3. Influence of Teachers Work on Academic Self-Concept, Participation, and Engagement. 7 Figure 4. Teachers Work and the relaltionships between non-academic and academic student outcomes. 8 Figure 5. Effects of Leadership, OL, and Teachers Work on student outcomes. 10 Figure 6. Influence of School Size and SES on student outcomes. 11 Figure 7. Linking leader relationship and leader task behaviour to maturity of followers. 15 Figure 8. Stages of group development. 38 Figure 9. Resources for developing the 3-year action plan. 55 xi

US and Cross-National Policies, Practices, and Preparation

US and Cross-National Policies, Practices, and Preparation Studies in Educational Leadership VOLUME 12 Series Editor Kenneth A. Leithwood, OISE, University of Toronto, Canada Editorial Board Christopher