Christopher Day, University of Nottingham, UK christopher'daynottingham'ac'uk

1
Christopher Day, University of Nottingham,
UKchristopher.day_at_nottingham.ac.uk
The Changing Learning Needs of Principals
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Multi-Lingual Leaders

• School principals will need to be
  "multilingual", working within multiple and
  competing discourses e.g. managerialism and care,
  accountability and professional autonomy,
  competition and collaboration, personal and
  social education, needs of students and the
  narrow instrumentalism of government required
  "standard".

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Successful Headteachers

• Values led
• People centred
• Achievement oriented
• Inwards and outwards facing
• Able to manage a number of ongoing tensions and
  dilemmas

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Headteachers Development Phases

• Phase 1
• Initiation (entry and encounter)
• Phase 2
• Developing (taking hold)
• Phase 3
• Re-shaping (major change)
• Phase 4
• Refinement
• Phase 5
• Consolidation (agency, efficacy, tensions)
• Phase 6
• Plateau (disenchantment, fatigue or continuing
  commitment)

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Five Kinds of Reflection

• The holistic where the emphasis is upon vision
  and culture building
• The pedagogical (on and in action) in which they
  place emphasis upon staff acquiring, applying and
  monitoring teaching which achieves results allied
  to their vision (which includes but is greater
  than the demands made by policy-implementation
  imperatives)
• The interpersonal where the focus is upon knowing
  and nurturing staff, children, parents and
  governors
• The strategic where the focus is upon
  entrepreneurship, intelligence- gathering and
  networking to secure some control of the future
• The intrapersonal where the focus is upon
  self-knowledge and self-development and
  fulfilment.

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Successful Leadership and Emotion

• 1 Leading in an emotional practice
• 2 Leading and learning involve emotional
  understanding
• 3 Leading is a form of emotional labour
• 4 Leader's emotions are inseparable from their
  moral purposes and their ability to achieve
  these purposes
• 5 Leaders' emotions are rooted in and affect
  their selves, identities and relationships with
  others
• 6 Leaders' emotions are shaped by experiences of
  power and powerfulness
• 7 Leaders' emotions vary with culture and context
  
• (Hargreaves, 1993 p. 319)

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Activist Leaders

• A commitment to leadership dispersal which
  supports the spread of leadership practices and
  collaborative decision-making processes
• Supportive relationships with staff (teachers and
  others) and students
• "hot knowledge" about how educational theory
  translates into strategic action aligned with
  community concerns
• a focus on pedagogy which describes the extent to
  which leadership in a school is focussed on
  improving pedagogy and views pedagogical reform
  as a central concern
• support for the development of a culture of care
  which is supportive of teacher professional
  risk-taking
• a focus on structures and strategies which
  describes the extents to which leadership focuses
  on developing organisational processes that
  facilitate the smooth running of the school.
• (Hayes et al., 2000 5)