Leaders That Model Learning.

Earlier in the year, I came across 5 research based leadership practices that impact student learning. The book is called Intentional Interruption: Breaking Down Learning Barriers to Transform Professional Practice by Steven Katz and Lisa Ain Dack.  I sent the 5 practices out to all of our building leaders asking them to take a guess at which practice might have the most impact.  This highest impact practice has an effect size of .84.  Twice the impact of the next two practices combined.  I’ve highlighted the practice that has the most impact.  Leaders modeling and joining in on learning.  Boom!

“Robinson, Höhepa, and Lloyd (2009) conducted a comprehensive research review on the impacts of leadership on student achievement, with the goal of identifying a set of evidence-based leadership practices that ratchet up the quality of classroom and school practice and that ultimately lead to student achievement.”

They identified the most impactful leadership dimensions and quantified them by effect size. Five leadership dimensions emerged as especially powerful and significant:

  1. Promoting and participating in teacher learning and development (effect size = 0.84): Leadership that not only promotes but directly participates with teachers in formal and informal professional learning.

  2. Establishing goals and expectations (effect size = 0.42): Includes the setting, communicating, and monitoring of learning goals, standards, and expectations and the involvement of staff and others in the process so that there is clarity and consensus about goals.

  3. Planning, coordinating, and evaluating teaching and the curriculum (effect size = 0.42): Direct involvement in teaching through regular classroom visits and the provision of feedback to teachers. Direct oversight of curriculum through schoolwide coordination across classes and grades and alignment to school goals.

  4. Strategic resourcing (effect size = 0.31): Involves aligning resource selection and allocation to priority teaching goals.

  5. Ensuring an orderly and supportive environment (effect size = 0.27): Protecting time for teaching and learning by reducing external pressures and interruptions and establishing an orderly and supportive environment both inside and outside classrooms.

Author: Jeff Nelson

Jeff Nelson Fife School District Assistant Superintendent:Teaching-Learning-Innovation 36 years as an educator. 16 years teacher 3 years assistant principal 12 years principal 5 years Assistant Superintendent BA, Washington State University MAEd, Washington State University Previous member of AWSP Legislative Committee Previous member of UW Tacoma PEAB, Administrative Certification Established and maintained Fife’s first website for 7 years Present work includes establishing the first Teaching/Learning/Innovation department in the Fife School District. Examples of responsibilities include: teacher/administrator professional development, assessment, TPEP, curriculum/materials review, 24 credit requirement, technology levy leadership, teacher/administrator bargaining. Initiatives underway in Fife, as a result of new TLI Department: AVID, OER, Curriculum and Materials reviews, Student Perception Pilot with CSTP, Google Expedition Cofounder of Educational Internet Communications, LLC. Marketed and sold one of the first online grade checking programs in the US. Consulted with Seattle Educational Internet Company for 2 years. jnelson@fifeschools.com twitter.com/jeffnelsonTLI

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s