Leadership and Management Development in Education (Education ...

More documents

Recommendations

Info

THE IMPACT OF LEADERSHIP DEVELOPMENT119Bush et al. (2006b) examined the impact of the NCSL’s ‘New Visions’ programmeon school outcomes as part of a wider evaluation of this programmefor new first-time headteachers. The research team observed group sessions andinterviewed candidates about their experience of the programme. In particular,they also sought to address two impact-related evaluation objectives:• To examine the impact of the programme upon participants and theirschools.• To consider the extent to which programme learning can be transferred tothe participant’s school.(Ibid.: 192)The research included case study work in a purposive sample of 15 schools inthree regions. Researchers interviewed four people in each school to achieverespondent triangulation, and to gauge school effects from four contrasting perspectives:• The participant headteachers, to examine which school developments theyattributed to their New Visions experience• Leadership team members, to assess whether there had been any changes inleadership practice, and classroom practice, arising from the programme• Classroom teachers, to assess whether there had been any changes in classroompractice arising from the programme• Governing body chairs, to establish whether there had been any impact ongoverning body practice, and wider aspects of school life, arising from theprogramme.(Ibid.: 192).The findings are structured according to the Leithwood and Levin (2004)model.Participant satisfactionThe survey data (Bush and Glover 2005) showed satisfaction levels above 80 percent and this was confirmed by case study data. This provides an importantstarting point for behavioural changes.Changes in knowledge, disposition and skillsMany participants claimed significant gains in their confidence and personaldevelopment. These changes were often confirmed by role set members whonoted participants’ enthusiasm on their return from New Visions activities.
120LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONChanges in leadership practicesParticipants and their role sets noted three main changes in leadershippractice:• A greater emphasis on shared leadership• An enhanced focus on leadership for learning• Specific changes in school organisation.Altered classroom conditionsThe enhanced focus on leadership for learning appears to have impacted onclassroom practice in several ways:• Higher expectations of staff• Heads modelling good classroom practice• Greater emphasis on monitoring classroom teaching and pupils’ performance.Improved student outcomesThe effects of the New Visions programme are filtered through many levelsbefore they impact on this dimension but the authors noted two types ofimpact:1. A determination to act on this issue, noted by role set members.2. Some modest evidence of improvements, including removal from the ‘seriousweaknesses’ category following Ofsted inspections, and improved examinationand test results.(Bush et al. 2006b)While this research produced significant evidence of impact arising from theNew Visions experience, the authors note the ‘diminishing influence’ of theprogramme as the model moves through each phase. They also recommend alonger-term evaluation ‘because leadership effects are likely to take time toimpact on student outcomes’ (ibid.: 197).Given the dominance of leader development, noted above, Bush et al.’s(2005) evaluation of the impact of two NCSL team programmes, DevelopingCapacity for Sustained Improvement (DCSI) and Working Together for Success(WTfS), provides a rare opportunity to assess the wider impact of leadershipdevelopment initiatives targeted at a group of leaders. The evaluation involved10 case studies of schools (five DCSI and five WTfS), which have completed, orembarked upon, one of these programmes. They were sampled purposively on
Page 2 and 3:
LEADERSHIP AND MANAGEMENTDEVELOPMEN
Page 4 and 5:
Leadership andManagement Developmen
Page 6 and 7:
ContentsNotes on the authorSeries E
Page 10 and 11:
Series Editor’s ForewordThis seri
Page 12 and 13:
PrefaceThe significance of effectiv
Page 14:
PREFACExiiiChapter 7 shifts the deb
Page 21 and 22:
6LEADERSHIP AND MANAGEMENT DEVELOPM
Page 23 and 24:
8LEADERSHIP AND MANAGEMENT DEVELOPM
Page 25 and 26:
10LEADERSHIP AND MANAGEMENT DEVELOP
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 40 and 41:
3The significance of leadership and
Page 42 and 43:
THE SIGNIFICANCE OF LEADERSHIP AND
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
4The curriculum for leadershipdevel
Page 50 and 51:
THE CURRICULUM FOR LEADERSHIP DEVEL
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84: 68LEADERSHIP AND MANAGEMENT DEVELOP
Page 88 and 89: 6The National College for SchoolLea
Page 90 and 91: THE NATIONAL COLLEGE FOR SCHOOL LEA
Page 102: THE NATIONAL COLLEGE FOR SCHOOL LEA
Page 115 and 116: 100LEADERSHIP AND MANAGEMENT DEVELO
Page 133: 118LEADERSHIP AND MANAGEMENT DEVELO
Page 140 and 141: 9The future of leadershipdevelopmen
Page 142 and 143: THE FUTURE OF LEADERSHIP DEVELOPMEN
Page 152: THE FUTURE OF LEADERSHIP DEVELOPMEN
show all

Leadership and Management Development in Education (Education ...

Create successful ePaper yourself

Delete template?

Save as template?