Leadership and Management Development in Education (Education ...

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THE IMPACT OF LEADERSHIP DEVELOPMENT115The level of satisfaction achieved as requested from the participants …There are hardly any follow-up assessments or external evaluations … weknow little about what is achieved by the programs and [their] relationshipto program effectiveness because such studies were rarely conducted.There have been three evaluations of the Scottish Qualification for Headship.These mainly focus on candidates’ self-reporting (see above) but there is also anelement of triangulation as the evaluation model also included insights fromcandidates’ mentors (Reeves et al. 2001).Reeves (2004) advocates adopting Multidimensional Leadership Assessment(MLA) to improve leadership evaluation. He comments that most current evaluationsystems ‘are ill equipped to help them achieve their potential’ (p. 97).His model involves 10 dimensions of leadership and requires the specificationof performance levels. This matrix approach, specifying what should be measured,and the extent to which each dimension has been achieved, provides auseful basis for evaluating leadership development.In England, there is increasing concern about whether and how leadershipimpacts on school outcomes. The official ‘End to End Review’ of School Leadership(DfES 2004b) demonstrates the government’s keen interest in exploringthis issue:Greater understanding is needed of the linkages and mediators betweenleadership and educational attainment and social outcomes … [there is a]lack of consensus about the contribution of different elements to the linkages,indirect effects and mediating factors for improving school leadership.(Para. 22)The Department for Education and Skills (DfES) also commissioned a paper ‘toassist them to think about how to evaluate the impact of leadership on schooloutcomes’ (Leithwood and Levin 2004: 2). These authors begin by noting that‘linking leadership to student outcomes in a direct way is very difficult to do’(p. 2). They propose a six-stage model linking leadership preparation tostudent outcomes (see Figure 8.1). Despite their comment that research should‘measure an expanded set of outcome variables … beyond just short-termpupil learning’ (p. 4), the final stage of the model is ‘improved studentoutcomes’.Leithwood and Levin (2004: 5) say that Figure 8.1 ‘captures the range ofpossible expectations for theoretically framing the evaluation of leadershipprogrammes as well as leadership itself’.Leithwood and Levin (2004: 25) conclude that ‘a study that seeks to assessthe impact that school leadership can have on school outcomes faces someformidable challenges’. However, their model does provide a possible basis for
116LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONLeadership preparation experiencesQualities of effective programmesParticipant satisfactionChanges in knowledge, disposition and skillsChanges in leadership practices in schoolsParticipation satisfactionAltered classroom conditionsImproved student outcomesFigure 8.1 Framework for the evaluation of leadership programmes(Source: adapted from Leithwood and Levin 2004.)evaluating the impact of school leadership development on school andstudent outcomes.Bush et al. (2006b) adapt this model to interpret the findings from theirevaluation of the impact of NCSL’s New Visions programme. They wereseeking to assess the extent to which programme learning can be transferredto the participant’s school. Their research went beyond self-reporting to gaugethe in-school effects of the programme, from four contrasting perspectives:• The participating headteacher• A leadership team member• A classroom teacher• The governing body chair.Bush et al.’s (2005) evaluation of the impact of NCSL team programmesinvolved 10 case studies sampled purposively on the basis that either the evaluationteam, or the respective programme teams, regarded them as being likelyto demonstrate evidence of impact. Within each school, the researcher conductedindividual or focus group interviews, with a range of participants andstakeholders, including the NCSL’s facilitators, and analysed relevant schooldocuments. The data were interpreted using the Leithwood and Levin (2004)
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ContentsNotes on the authorSeries E
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Series Editor’s ForewordThis seri
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PrefaceThe significance of effectiv
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3The significance of leadership and
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