The Impact of Leadership on Student Outcomes: An Analysis
                    of the Differential Effects of Leadership Types

Robinson, Viviane; Lloyd, Claire; Rowe, Ken

doi:10.4135/9781473915152.n6

Cited by 52 publications

(82 citation statements)

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“…This finding mirrored earlier research conducted by Robinson, Hohepa and Lloyd (2009) who also reported that: Māori educational leaders are expected to establish positive relationships with a variety of institutions, communities, sectors, and iwi and to move easily between past, present, and future systems of knowledge. Durie sees effective Māori leadership as that which is expert in navigating within Te Ao Māori and exploring Te Ao Whānui (wider society).…”

Section: Workloadsupporting

confidence: 87%

Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research

Torepe

Manning

2017

AJIE

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This article draws on data from a research study (Torepe, 2011) that investigated the lived experiences of six Māori teachers who recently graduated from the Hōaka Pounamu (Graduate Diploma in Immersion and Bilingual Teaching) course at the University of Canterbury, New Zealand. The primary objective was to gain a deeper understanding of the lived experiences and various challenges confronting this group of experienced Māori language teachers working in English-medium, state-funded schools. This article describes the qualitative research methodology that was underpinned by a Kaupapa Māori narrative research philosophy. It then explains why the study's findings support and strengthen those of previous studies conducted in Australia. Most notably, they draw attention to the concept of cultural taxation and the Crown's principles for action on the Treaty of Waitangi. Given the large number of Māori children attending Australian schools and similar challenges confronting Indigenous Australian teachers, this research will be of interest to an Australian audience.

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Section: Workloadsupporting

confidence: 87%

Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research

Torepe

Manning

2017

AJIE

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“…We are mindful of this and also of Robinson, Hohepa, and Lloyd’s () meta‐study’s main finding, that the most impactful action a school leader can take to improve student outcomes is to lead teacher enquiries in school into how to improve student learning (a 0.8 effect). We therefore describe a complex case‐exemplar of the evolution of systems, procedures and cultures (as well as learning outcomes) over a four‐year period in London: first, during a two year curriculum project; then, two years later, looking at what endured in three subsequent, voluntary lesson study hubs, at what faded and, importantly, what had developed in its place.…”

Section: Literature Reviewmentioning

confidence: 99%

Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution

Dudley

Vermunt

et al. 2019

Euro J of Education

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In this article we review the evidence of the impact of lesson study on student learning, teacher development, teaching materials, curriculum, professional learning and system enhancement. We argue for lesson study to be treated holistically as a vehicle for development and improvement at classroom, school and system levels rather than as a curricular or pedagogical intervention. We illustrate the need for this approach to evaluating lesson study through a complex case exemplar which used Research Lesson Study (a form of lesson study popular in the UK and Europe) to develop learning, teaching, curriculum and local improvement capacity across schools initially involved in a two‐year mathematics curriculum development project that later evolved into three self‐sustaining, voluntary lesson study school hubs in London. We discuss resulting changes in culture, practice, belief, expectation and student learning. We argue as a result for greater policy level understanding of this expanded conception of lesson study as a vehicle in classroom, school and system transformation.

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“…Principals’ roles have expanded to encompass a direct role in shaping student learning via instructional leadership (Robinson, Lloyd, & Rowe, 2008; Supovitz et al, 2010). Instructional leadership includes staff development, curriculum development and coherence, student assessment and analysis, and evaluation and individualized feedback (Hoy & Hoy, 2012; Newmann, Smith, Allensworth, & Bryk, 2001).…”

Section: Principals As Instructional Leaders and Evaluatorsmentioning

confidence: 99%

Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences

Kraft

Gilmour

2016

Educational Administration Quarterly

137

179

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Purpose New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals’ ability to promote teacher development through the evaluation process. We conducted a case study of principals’ perspectives on evaluation and their experiences implementing observation and feedback cycles to better understand whether principals feel as though they are able to promote teacher development as evaluators. Research Methods We conducted interviews with a stratified random sample of 24 principals in an urban district that recently implemented major reforms to its teacher evaluation system. We analyzed these interviews by drafting thematic summaries, coding interview transcripts, creating data-analytic matrices, and writing analytic memos. Findings We found that the evaluation reforms provided a common framework and language that helped facilitate principals’ feedback conversations with teachers. However, we also found that tasking principals with primary responsibility for conducting evaluations resulted in a variety of unintended consequences which undercut the quality of evaluation feedback they provided. We analyze five broad solutions to these challenges: strategically targeting evaluations, reducing operational responsibilities, providing principal training, hiring instructional coaches, and developing peer evaluation systems. Implications The quality of feedback teachers receive through the evaluation process depends critically on the time and training evaluators have to provide individualized and actionable feedback. Districts that task principals with primary responsibility for conducting observation and feedback cycles must attend to the many implementation challenges associated with this approach in order for next-generation evaluation systems to successfully promote teacher development.

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The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types

Cited by 52 publications

References 0 publications

Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research

Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research

Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution

Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences

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