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Reflections on the Practice of InstructionalReflections on the Practice of Instructional

and Transformational Leadershipand Transformational Leadership

Prof. Philip HallingerProf. Philip Hallinger

Executive DirectorExecutive Director

College of ManagementCollege of Management

Mahidol UniversityMahidol UniversityThailandThailand

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Does s/he have theDoes s/he have the Right StuffRight Stuff??

How is this penguinHow is this penguin

like a successfullike a successful

school leader?school leader?

VisionVision

DreamDream

StrategyStrategy

IntentionIntention RiskRisk--takingtaking

PlanningPlanning

PersistencePersistence

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Presentation OverviewPresentation Overview

1.1. What have we learned from empiricalWhat have we learned from empirical

research on instructional leadership?research on instructional leadership?2.2. What have we learned from empiricalWhat have we learned from empirical

research on transformational schoolresearch on transformational schoolleadership?leadership?

3.3. What models are emerging in theory andWhat models are emerging in theory andpractice of school leadership today?practice of school leadership today?

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Do Heads Impact School Outcomes?Do Heads Impact School Outcomes?

1.1. Little or noLittle or no directdirect

effectseffects of schoolof schoolheads on learningheads on learning

2.2. Indirect effectsIndirect effects areare

achieved through inachieved through in--

school variablesschool variables

3.3. Leadership is itselfLeadership is itselfinfluenced by theinfluenced by the

school contextschool context

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Leadership Models Since 1980Leadership Models Since 1980

Leadership models respond to changes inLeadership models respond to changes in

the education environmentthe education environment

19801980s Instructional Leaderships Instructional Leadership

19901990s Transformational Leaderships Transformational Leadership 20002000s Shared Instructional Leaderships Shared Instructional Leadership

The DNA of the Headship demands aThe DNA of the Headship demands abalance of management and leadershipbalance of management and leadership

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The Role of School Heads asThe Role of School Heads asInstructional LeadersInstructional Leaders

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Research on Instructional LeadersResearch on Instructional Leaders

Effective primaryEffective primary

schools in poor, urbanschools in poor, urbansettingssettings

Strong, goalStrong, goal

--directeddirected

leadershipleadership

Heads areHeads are hiphip--deepdeep inin

curriculum & instructioncurriculum & instruction

Tighter coupling ofTighter coupling of

goalsgoals--activitiesactivities--resultsresults

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Instructional Leadership RoleInstructional Leadership Role

Create a school visionCreate a school vision

and missionand mission Manage instructionalManage instructional

programprogram

Develop positive schoolDevelop positive school

learning climatelearning climate

Hallinger & Murphy (1985). Instructional management role ofHallinger & Murphy (1985). Instructional management role ofthe principal.the principal. Elementary School JournalElementary School Journal..

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Manage Instructional ProgramManage Instructional Program

Visible in classroomsVisible in classrooms

Supervises andSupervises and

evaluates teachingevaluates teaching

CoordinatesCoordinates

curriculumcurriculumMonitors studentMonitors student

progressprogress

Focused on first order changeFocused on first order change

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School Learning ClimateSchool Learning Climate

High expectationsHigh expectations

Instructional timeInstructional time

Student incentivesStudent incentives

Teacher incentivesTeacher incentives

Prof developmentProf development

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Limitations of IL ModelLimitations of IL Model

Suitability to schoolSuitability to school

contextcontext Staff dependencyStaff dependency

on the headon the head Demand on theDemand on the

leaderleader

s expertises expertise

Sustainability ofSustainability of

leaderleaders efforts effort

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The Role of School Heads asThe Role of School Heads asTransformational LeadersTransformational Leaders

iL di S h l I t

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Leading School ImprovementLeading School Improvement

Ron Edmonds said we know far moreRon Edmonds said we know far more

about the features of effective schoolsabout the features of effective schools

than we know about how a schoolthan we know about how a school

becomes effective. Why do we forcebecomes effective. Why do we force

schools we donschools we dont like to resemble schoolst like to resemble schools

that we do like by employing means thatthat we do like by employing means that

have little to do with the evolution ofhave little to do with the evolution of

schools we like.schools we like.

BarthBarth, R. (1990)., R. (1990). Improving Schools from WithinImproving Schools from Within

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Transformational School LeadershipTransformational School Leadership

In the 1990In the 1990s . . . a different image of thes . . . a different image of the

ideal school emergedideal school emerged ---- flatter, moreflatter, moreproblem than taskproblem than task-- focused, with highlyfocused, with highly

permeable boundaries . . .permeable boundaries . . . less in need ofless in need of

control, more in need of support andcontrol, more in need of support and

capacity development.capacity development.

LeithwoodLeithwood, K. (1996)., K. (1996). International Handbook ofInternational Handbook of

Ed. Leadership and Administration.Ed. Leadership and Administration.

MidMid S h l H BlS h l H Bl

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MidMid--career School House Bluescareer School House Blues

Staring blankly at the classroomStaring blankly at the classroom

floor,floor,

He shuffled slowly to close his door.He shuffled slowly to close his door.

No intrusion permitted in,No intrusion permitted in,

His job the same itHis job the same its always been,s always been,

Since given his throne, let wellSince given his throne, let well

enough alone.enough alone.Pad of paper in hand unfurled,Pad of paper in hand unfurled,

The principal darts through theThe principal darts through the

door with a whirl.door with a whirl.

Smiling kindly she paused on spot,Smiling kindly she paused on spot,

Mr. Green it would mean a lot,Mr. Green it would mean a lot,

What can I do? WhatWhat can I do? Whats the matters the matter

with you?with you?

And he said, IAnd he said, I

ve gotve gotthe blues . . .the blues . . .

I got the blues, I paid my dues.I got the blues, I paid my dues.

Got no desire, not looking for aGot no desire, not looking for a

fire,fire,

IIve got the blues, Ive got the blues, Im singing outm singing outof tune,of tune,

IIve got the midve got the mid--career, doncareer, dontt

care school house blues.care school house blues.

Last bell rings, parking lotLast bell rings, parking lot

chatter,chatter,

Here she comes theHere she comes the

exasperator.exasperator.Quiet ladies, donQuiet ladies, dont tip our hand.t tip our hand.

She believes we back her plan.She believes we back her plan.

WeWell string her along, for soonll string her along, for soon

sheshell be gone.ll be gone.

E i M t C tE i M t C t

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Emerging Management ConceptsEmerging Management Concepts

Change how itChange how it

thinks and actsthinks and acts

Do what it wasDo what it was

unable to do beforeunable to do before

People learn how toPeople learn how tolearn togetherlearn together

Senge, P. (1990).Senge, P. (1990). The fifth disciplineThe fifth discipline. New York Doubleday.. New York Doubleday.

A Learning OrganizationA Learning Organization

can. . .can. . .

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School Culture and Student LearningSchool Culture and Student Learning

StrongStrong

HealthyHealthy

CulturesCultures

Norms ofNorms of

BehaviorBehavior

Core ValuesCore Values

andand

CommitmentsCommitments

SchoolSchool

LearningLearningandand

ChangeChange

SatisfyingSatisfying

LearningLearning--

PlacePlacefor Allfor All

SchoolsSchools

ofof

ExcellenceExcellence

Better LearningBetter Learning

forfor

ChildrenChildren

Norms of theNorms of theSchool EnvironmentSchool Environment

T f ti l L d hi M d l

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Transformational Leadership ModelTransformational Leadership Model

Individualized SupportIndividualized Support

Vision Shared GoalsVision Shared Goals

Culture IntellectualCulture Intellectual

BuildingBuilding StimulationStimulation

High Expectations RewardsHigh Expectations RewardsModelingModeling

(From K.(From K. LeithwoodLeithwood, 1992), 1992)

KK J iJ i T U d t dT U d t d

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Start with individualStart with individual

values and goalsvalues and goals Motivate byMotivate by

meeting needsmeeting needs

Lead throughLead through

capacity building,capacity building,

support, modelingsupport, modeling

KowKowJaiJaiTo UnderstandTo Understand

Possibilit of M ltiple LeadersPossibility of Multiple Leaders

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Possibility of Multiple LeadersPossibility of Multiple Leaders

Geese fly 70%Geese fly 70%

farther as a teamfarther as a team

than any single birdthan any single bird

can fly alonecan fly alone

But the Principal is still a Key FigureBut the Principal is still a Key Figure

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But the Principal is still a Key FigureBut the Principal is still a Key Figure

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Emerging Leadership Role ofEmerging Leadership Role ofSchool HeadsSchool Heads

Empirical ResultsEmpirical Results

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Empirical ResultsEmpirical Results

Directive instructionalDirective instructional

leadershipleadership doesdoes

workwork but for howbut for how

long and to whatlong and to what

ends?ends?

TransformationalTransformational

leadership without aleadership without a

strong focus onstrong focus oninstruction achievesinstruction achieves

weak effects onweak effects on

learning.learning.

Resolution of the ModelsResolution of the Models

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Resolution of the ModelsResolution of the Models

In practice theIn practice the

leaderleaders style is alsos style is also

contingent on thecontingent on the

stage in the schoolstage in the schoolss

improvement lifeimprovement life--

cyclecycle

Contrasting the ModelsContrasting the Models

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Contrasting the ModelsContrasting the Models

LeadLead

CoordinateCoordinate SupportSupport

Direct and LeadDirect and Lead

Coordinate & MonitorCoordinate & Monitor Measure and ControlMeasure and Control

Emphasis ofEmphasis of

ManagerManager

Individual(sIndividual(s))

GroupGroup

IndividualIndividualSource ofSource of

LeadershipLeadership

SecondSecond--order Changeorder Change

Change CapacityChange Capacity

FirstFirst--order Changeorder Change

TaskTask--skill Competenceskill Competence

Focus ofFocus of

ChangeChange

Lead from rearLead from rear BottomBottom--up/Insideup/Inside--OutOut

Lead from frontLead from front TopTop--down, outsidedown, outside--inin

LocationLocationDirectionDirection

TransformationalTransformational


InstructionalInstructional


Model/Model/

ElementElement

Shared Instructional LeadershipShared Instructional Leadership

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Shared Instructional LeadershipShared Instructional Leadership

Even in collaborativeEven in collaborative

cultures where thecultures where theprincipal encouragesprincipal encourages

teachers toteachers to contricontri--

butebute leadership andleadership and

expertise, principalsexpertise, principals

have a central role inhave a central role ininstruction.instruction.

((Marks & Printy, 2003, p. 376)Marks & Printy, 2003, p. 376)

BarthBarth, 2002, 2002

Day et al., 2001Day et al., 2001

Jackson, 2000Jackson, 2000

KleineKleine--KrachtKracht, 1993, 1993

Lambert, 2002;Lambert, 2002; Marks &Marks & PrintyPrinty, 2003, 2003

SouthworthSouthworth, 2002, 2002

InstrInstrll Leadership can be TransformingLeadership can be Transforming

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InstrInstr ll Leadership can be TransformingLeadership can be Transforming

When teachersWhen teachers

perceive principalsperceive principalsinstructional behaviorsinstructional behaviors

to be appropriate,to be appropriate,

their commitment,their commitment,

professional involveprofessional involve--

mentment and willingnessand willingness

to innovate increase.to innovate increase.

(Marks & Printy, 2003, p. 376)(Marks & Printy, 2003, p. 376)

Shared IL FunctionsShared IL Functions

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Shared IL FunctionsShared IL Functions

1.1. Shared vision and missionShared vision and mission

2.2. Distributed leadership rolesDistributed leadership roles3.3. Less control, more modeling and supportLess control, more modeling and support

4.4. Collaborative inquiry into learningCollaborative inquiry into learning

5.5. Coordination and monitoring throughCoordination and monitoring through

revised work structures (crossrevised work structures (cross--gradegradeteams, school management council)teams, school management council)

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ConclusionsConclusions

ConclusionConclusion

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ConclusionConclusion

Leadership modelsLeadership models

must promote schoolmust promote school

improvement and beimprovement and be

sustainable for thesustainable for the

leaders themselvesleaders themselves(Donaldson, 2001).(Donaldson, 2001).

Shared instructionalShared instructionalleadership may holdleadership may hold

that potential.that potential.

From a Thai school leaderFrom a Thai school leader

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From a Thai school leaderFrom a Thai school leader

JingJingJaiJai Moral PurposeMoral Purpose

Sincerity of leadersSincerity of leaders

JingJingJungJung

TransparencyTransparency FairnessFairness

Clarity & consistencyClarity & consistency

NaeNae NornNorn Certainty of actionCertainty of action

Stability of goalsStability of goals

Thank you for your attentionThank you for your attention

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Thank you for your attentionThank you for your attention

[email protected]@cmmu.net

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Hall Inger 2004