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SUMMARY:Re-conceptualising school principalship that improves student outc
 omes - Professor Emeritus Bill Mulford\, Univesity of Tasmania\, Australia
DTSTART:20100506T100000Z
DTEND:20100506T113000Z
UID:TALK24027@talks.cam.ac.uk
CONTACT:Lyndsay
DESCRIPTION:We started our journey six years ago with a review of literatu
 re on\, and models of\, successful school leadership for improved student 
 outcomes.  When the findings of this review were combined with the results
  from five case studies of successful school principalship\, it resulted i
 n a preliminary model of successful school principalship.  This model hypo
 thesises that successful school principalship is an interactive\, reciproc
 al and evolving process involving many players\, which is influenced by an
 d\, in turn\, influences\, the context in which it occurs.  We argued that
  more needed to be done to test the preliminary model.  Taking our own adv
 ice we examined a range of areas using further analysis of the qualitative
  case study data\, detailed analysis of the subsequent quantitative survey
 s of principals and teachers and actual school literacy and numeracy resul
 ts\, including those results taking school socio-economic status into acco
 unt.  These areas\, which have been reported in a number of published work
 s\, include the ‘what’ and ‘who’ of successful school principalshi
 p\, leadership tensions and dilemmas\, instructional leadership\, evaluati
 on and accountability\, decision making\, schools in high poverty communit
 ies\, small schools\, and principals in late career.\n\nOur results sugges
 ted that some variables have a much stronger relationships with student ou
 tcomes than other variables.  These variables were grouped around areas su
 ch as school capacity building\, evaluation and accountability and socio-e
 conomic status.  Other variables\, such as principal characteristics\, wer
 e only found to be weakly and indirectly related to student outcomes.\n\nL
 earning from our results\, the need to use broader outcomes of schooling t
 o measure success and the need to gather data from multiple sources\, espe
 cially from principals and teachers\, we moved to the final part of our re
 search.  This presentation focuses on our results and the revised models a
 nd a re-conceptualisation of successful school principalship for improved 
 student outcomes based on model building and powerful multi-level statisti
 cal analyses. \n
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ
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