Student-centered Leadership

Busy school leaders need practical research-based guidance about effective educational leadership: the particular types of leadership practice that have the most pay-off in terms of improved academic and social learning of their students. This book clearly explains how leaders can create the conditions for improved teaching and learning in their schools. Expert author Viviane Robinson presents five dimensions of effective educational leadership. These five dimensions are clearly described, richly illustrated and their principles explained so that school leaders can intelligently adapt them for use in their own schools.

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Table of Contents

Figures and Tables vii

The Author ix

Acknowledgments xi

1 The What and the How of Student-Centered Leadership 1

2 Three Capabilities for Student-Centered Leadership 21

3 Dimension One: Establishing Goals and Expectations 45

4 Dimension Two: Resourcing Strategically 61

5 Dimension Three: Ensuring Quality Teaching 81

6 Dimension Four: Leading Teacher Learning and Development 103

7 Dimension Five: Ensuring an Orderly and Safe Environment 125

8 Putting Education Back into Educational Leadership 143

References 157

Index 167

Figures and Tables

Figures

Figure 1.1 Five Dimensions of Student-Centered Leadership 9

Figure 1.2 Five Dimensions Supported by Three Leadership Capabilities 16

Figure 2.1 How Relational Trust Works in Schools 34

Figure 2.2 Two Ineffective Strategies for Dealing with Performance Problems 37

Figure 3.1 How Goal Setting Works 47

Figure 5.1 The Ladder of Inference 99

Figure 5.2 Questions for Checking the Validity of Inferences 100

Figure 6.1 Two Competing Theories About the Use of Data About Reading Achievement 117

Figure 6.2 Two Strategies for Leading Teacher Change 118

Tables

Table 2.1 The Relationship Between Three Principals Pedagogical Understandings and Their Conduct of Classroom Observations 25

Table 2.2 A Problem-Solving Skill: Identifying Solution Requirements 29

Table 2.3 Principals Problem Solving: A Comparison of Expert and Typical Principals 33

Table 2.4 An Open-to-Learning Approach to Communicating Performance Concerns 40

Table 2.5 Key Components of an Open-to-Learning Conversation About a Performance Issue 41

Table 3.1 Goal Setting: Common Challenges and How to Overcome Them 56

Table 4.1 Some Criteria for the Design of Smart Tools 72

Table 5.1 Questions for Inquiry into the Quality of Teaching 92

Table 8.1 Ambivalent Leadership of a Team Meeting 153