Leadership


 * **Leading Change in the Maths Domain** **

The project's origins emerged from Hargreaves and Fink's (Sustainable Leadership 2006) ideas that Old basics of Numeracy, Literacy, Obedience and Punctuality need a set of New Basics including Multiliteracy, Creativity, Communication, IT, Teamwork, Lifelong Learning, Adaptive Change and Environmental Responsibility.We wanted to be able to embrace some of these new basics in the maths classroom in order to develop the 21st century maths learner.

The project 'Leading Change within the maths Domain' also set out to encompass the essence of Fullan (2001:9) "The litmus test of all leadership is whether it mobilises people's commitment to putting energy into actions designed to improve things". The intent of the project was to improve student learning outcomes in maths by providing opportunity and a forum for strategic conversations. The National College of School Leadership research project revealed some relevant points regarding stragetic conversations.

//With strategic conversations we have constructed a common vocabulary that helps to build a common vision. It is through that quite intensive personal contact with the key stakeholders to create an understanding that we could make things happen in the school.//

//So we have to keep having these conversations, but we have to have them at lots of different levels so that we keep everybody involved, carrry everybody forward.//

//Brent Davies, Leading the Strategically Focussed School 2006:62//

The idea was to select a group of participants to attend Professional Learning Modules (PLM's), through which the strategic conversations could be had with the intent on energising them to take action with their pedagogy in the classroom. It would be through their engagement and participation that the capability of the domain could increase. This process can be illustrated as follows:

//Building Strategic Capability (Brent Davies, Leading the Strategically Focussed School 2006: 60//

Since engagement can be seen to consist of four elements: strategic conversation, strategic participation, and strategic motivation leading to strategic capability //(Brent Davies, Leading the Strategically Focussed School 2006: 59)// it was invisaged that an increased level of engagement, would enhance the strategic capability of the immediate group and therefore influencing other members of the domain. Sustainable leadership spreads. It sustains as well as depends on the leadership of others. //( Hargreaves and Fink, Sustainable leadership 2006)//

Motivation of the participants was seen as another pivitol element in leading the group. It was thought that through the strategic conversations the individuals would feel involved and therefore not only see the need but also develop the drive as a collaborative group to strive in bringing change to pedagogy and assessment. As leaders, we endeavoured to expose them to various resources and alternative pedagogies as a means of empowerment whilst acknowlegding and listening to the efforts they had made with their work. It was important that they felt valued and supported so that motivation for change could develop. In developing the sessions for our PLM it was important to understand the factors effecting motivation.

//The motivation of staff depends on factors such as://
 * //trust in the leadership of the school//
 * //sense of purpose - where are we going and why//
 * //feeling valued//
 * //feeling that their contribution is important and recognized//
 * //feeling that their contribution can make a difference.//

//(Brent Davies, Leading the Strategically Focussed School 2006: 70)//

Of the six leadership styles identified by Goleman the style most identifiable throughout the PLM setting was that of Coaching - the leader develops people for the future "Try this". As leaders our main intent was to improve the strategic capability of the group. According to Brent Davies this //deals with enhanced levels of knowledge and understanding, which allow individuals to adapt to change and build new ways of working.// (Leading the Strategically Focussed School 2006: 70) Our main measure of strategic capability was in the weekly postings on the wikispace regarding activities incorporated into lessons and the feedback at each session of what initiatives were undertaken in the classroom. Whilst some progress was made with strategic capability it is an ongoing process which will require further reflection and evaluation perhaps in the form of a follow up PLM or via further contributions made by participants onto the wiki.

**Guiding Conceptions of Leadership**

The action research project was able to incorporate all 5 Guiding Conceptions of Leadership as outlined in Leadership in Catholic Schools; Development Framework and Standards of Practice (Catholic Education Office, Victoria 2005)

1. Having a Clear Moral Purpose; Why I do what I do? (Davies, 2006) Learning- something that is itself sustaining- and not just any learning, but learning that matters, spreads and lasts a lifetime (Hargreaves and Fink, 2006:27)​

2. Relationship Building Small group setting enabled us to develop interpersonal skills, to facilitate the sharing of ideas and resources, to approach problem solving in a collaborative way, to develop ICT skills and to listen and support each others learning.

3. Understanding and Managing Change The initial PLM session began with a video of 21st century pedagogy and learner in order to share relevant research and practices. A discussion of our students' mathematical and numeracy skills was discussed and conversations were had about the need for improvement and ways to best address the needs of our students through pedagogy. Our own experiences and resources were shared as we aimed to plant the seed of change in order to achieve better student outcomes.We adopted the leadership role of 'coach' described by Goleman to facilitate the session.

4. Creating and Sharing Knowledge The small group setting was apt for sharing knowledge, ideas and working collaboratively. Each PLM would incorporate strategies implemented by us in the classroom which would be shared in terms of their implementation and resources. Resources were readily accessible by all participants. Feedback was always welcome and encouraged. Listening to each others learning journey was a part of each session and each participant had the opportunity to document their learning via the wiki.Each participant had their own level of expertise which was acknowleged and valued by the group.

5. Ensuring Coherence and Alignment of Structures. The PLM ran within the allocated time for PLM's. Some of the iniatives and strategies incorporated in each PLM such as maths 300, wikispaces were already known to participants. The PLM facilitated discussion and ways to incoporate best pedagogical practices in light of improving student learning, engagement and assessment.

Areas of Leadership Action The critical area we adopted to incorporate in our project was that of **Teaching and Learning** in particular addressing **Quality Teaching.** Through the PLM's we were able to demonstrate leadership by //actively and collaboratively assisting collegues to improve teaching practice (Leadership in Catholic Schools; Development Framework and Standards of Practice Catholic Education Office, Victoria 2005 p 19)// Using the model of a small group setting to provide stimulating resources, creating an atmosphere of open dialogue where strategic conversations were possible and requiring weekly postings on the wikispace, enabled most of the leadership actions related to quality teaching to be included//.// For example:
 * //Use team-building strategies promote collaborative improvement in teaching and learning among collegues//
 * //Encourage and support staff to reflect on their teaching//
 * //Stimulate and support collegues to sek and critically evaluate new ideas and practices in teaching and learning and incorporate them into new and existing programs//
 * //Model teaching strategies, advise colleagues, and provide useful feedback//

//(Leadership in Catholic Schools; Development Framework and Standards of Practice Catholic Education Office, Victoria 2005 p 19)//