School systems worldwide acknowledge the vital importance of school leadership in building and enhancing the quality of education, to improve student learning outcomes. With a lens on collective efficacy, the work of the Menzies School Leadership Incubator suggests we need a new approach to leadership that supports school leaders to better manage transformational change and a deeper collaborative capacity necessary to lead in complexity, acknowledging the interplay between individual, team, and systemic dynamics in improving student learning outcomes.
The school leadership team observed leadership capabilities develop among a number of staff during the COVID-19 pandemic. Leveraging these experiences, they wanted to build the confidence and collective capabilities of emerging and middle leaders to lead improvement initiatives that would enhance student outcomes in different areas across the school. An adaptive leadership program to support these leaders to implement action research projects and lead improvement efforts was designed and implemented.
USE OF THE COLLECTIVE EFFICACY TRACKING TOOL
The school leadership team used the Collective Efficacy Tracking Tool together to diagnose the current state of collective efficacy at the school. They reviewed the descriptions in each domain of the tool and reflected on where the school sat along each element of collective efficacy. They then consulted with Heads of School who had also completed a diagnosis using the tool and had follow up discussions about what they had observed, where things were going well, and what work they believe needed to be done, and in what areas. In reviewing the results, they noted that they could see great examples of collaboration across the school, however there was often not as much attention paid to evidence of impact with respect to the strategies implemented. They also identified a need to build evaluative practice into collaborative action and decision-making processes.
THE OPPORTUNITY
The school leadership team identified that they wanted to create a learning culture which routinely captures, documents, shares, and uses data and evidence of student learning to refine actions going forward. They wanted to build leadership within teaching teams to actively question what they already know and do, and to consider whether evidence shows that their actions impact student learning.
ACTIONS TAKEN
- An in-school adaptive leadership program for middle and emerging leaders was developed. An expression of interest was sought and 41 teachers across the school, some already in leadership positions, others not, were selected to participate.
- The Collective Efficacy Tracking Tool and a survey made up of range of questions for teachers to reflect on their leadership capabilities was used by teachers prior to commencing the program, providing baseline data.
- The program involved supporting the selected teachers to develop their understanding of leadership theory and self, their educational philosophy, their understanding of the child and the role of the educator and ultimately, what matters most when striving for educational achievement leaders. As part of the program, participants attended professional learning, facilitated by external consultants, participated in coaching sessions, and worked together with their teams to complete an action research project within an area of the school in which they worked.
- Participants worked with a teaching team, using student data to identify a focus area for their action research project and to implement interventions to improve student outcomes. Leading a team to implement their project, they worked together to implement and evaluate the success of their interventions.
- At the end of the program, participants presented to other staff on what they had learned and how they had integrated this into their practice.
OUTCOMES
- Pre and post surveys of participants involved in the leadership program showed (i) increased confidence to lead change at the school (ii) increased belief that they can have a shared impact on outcomes (iii) increased perception that they provide opportunities for others to achieve shared goals, and (iv) increased perception that they celebrate and promote high performance of students and staff.
- Examples of impacts on student learning were gathered for each project. One example demonstrated how a focus on developing a writing handbook for Prep-6 supported teachers to provide students with examples and feedback about where they were at and where to next with their writing.
INSIGHTS/LESSONS LEARNT
- Supporting aspiring and middle leaders to lead teaching and learning, regardless of their role or position in the school, helped empower teachers and enhance leadership capabilities across the school. The school leadership team realised they needed to develop both the mindsets and skillsets of these emerging and middle leaders. This supported them to believe that their collective efforts could positively influence student learning.
- Assessing the status of collective efficacy using the Collective Efficacy Tracking Tool, prior to, during and following their interventions supported these leaders to see how their work had impacted teaching practices in teams across the school and enhanced their sense of collective efficacy.
LOOKING AHEAD
Following the success of the project, the school has introduced a second intake into the adaptive leadership program and is continuing to evaluate the effectiveness of interventions to support student learning. The original cohort has continued into a second year, in which participants form PLCs and act as coaches to each other.
Acknowledgements
The Collective Efficacy Tracking Tool was developed in partnership with the Menzies Foundation through the work of the Menzies School Leadership Incubator. Significant thanks go to the Collier Charitable Fund, for their three year commitment, supporting the three female, Victorian Government school leaders, Collier School Leader Fellows; Karen Snibson, Maria Karvouni and Anne Stout. We’d also like to thank the many people who have provided their input and contributed their ideas into the development of the framework, in particular the Collaborative Team members, Menzies Fellows, and the many other school leaders we’ve engaged with who have informed this work and afford the learning to happen. We also thank Jonathan Heard for his considered input into the Tool, and Liz Gillies and Sarah Jenkins for their review.
