Educational Leadership for Organisational Learning and Improved Student Outcomes

272 Pages·2004·1.617 MB·English

by  William Mulford, Halia Silins, Kenneth Leithwood (auth.)

EDUCATIONAL LEADERSHIP FOR ORGANISATIONAL LEARNING
AND IMPROVED STUDENT OUTCOMES
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 practitio-
ners 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.
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
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eBookISBN: 1-4020-2199-2
Print ISBN: 1-4020-1987-4
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TABLE OF CONTENTS
Acknowledgements vii
List of tables ix
List of figures 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
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
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
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
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
SECTION 1:
THE CRITICAL ROLE OF LEADERSHIP FOR
ORGANIZATIONAL LEARNING AND IMPROVED
STUDENT OUTCOMES