Log in

Effective Leadership Strategies

The CCC Cluster consists of thirteen schools from country schools of 25 children to a city school of nearly 500.  The Principal's leadership role in each school is varied. They have a vast amount of experience in teaching, school management and leadership of their teaching team.  During the term 3 management meeting they shared and discussed some of their strategies for effective leadership.

The CCC cluster principals have used the BES research, School Leadership and Student Outcomes - Identifying What Works and Why, to develop their leadership knowledge and capabilities in order to raise students’ achievement and engagement. Through a reflective process, principals will share their experiences.
1. Leadership Oration
(download from Files list)

Leaders days have been held each term, facilitated by eTime, in which principals have discussed the BES research and shared how they are implementing changes that are aligned to.

The research states that school leaders play a crucial role in improving outcomes for students, and that there are five leadership dimensions that have been identified from analysis of data, that leaders do in high-performing schools.
- Establishing Goals and Expectations
- Strategic Resourcing
- Planning, Coordinating, and Evaluating Teaching and the Curriculum
- Promoting and Participating in Teacher Learning and Development
- Ensuring an Orderly and Supportive Environment

There are three additional dimensions that do not have an effect size, but were also found to be very important.
- Creating educationally powerful connections
- Engaging in constructive problem talk
- Selecting, developing, and using smart tools

Actions and Results
The following audios are of CCC principals sharing some of their actions and results, related to this research.

Example 1
This principal discusses how he has used the five dimensions to rewrite job descriptions for the school management team and school administration staff.
2.  Waikuku JD
(download from Files list)

Example 2
In this example the principal talks about teachers receiving direct feedback from children about the effectiveness of their teaching.

3. Learning Walk One Term 1 results
4. Learning Walk Three SOTS Term 3
(download from Files list)

Example 3
When planning, coordinating, and evaluating teaching and the curriculum, leaders in high-performing schools promote collegial discussions of teaching and how it impacts on student achievement. This leader has encouraged teachers to present their changing practices to their peers.


5. maths reflection bubble
6. spelling reflection bubble
7. spelling reflection bubble
(download from Files list)

Example 4
When planning, coordinating, and evaluating teaching and the curriculum, leaders in high-performing schools observe in classrooms and provide feedback that teachers describe as useful. This leader uses walk throughs that are based on observable data.

Example 5
The research found that leaders in high-performing schools ensure systematic monitoring of student progress and use of assessment results for programme improvement. This leader describes the importance of data-driven learning.

Example 6
The research found that creating educationally powerful connections is important. This leader describes the discussions that have taken place about students’ achievement levels between the early childhood centre, contributing schools and her school.

Next Steps
All principals have really enjoyed the Leaders days each term. They have gained new knowledge from discussing the research, shared examples of how they have applied this new knowledge within their schools, and have discussed issues associated with these. Resources have been freely shared. Because of the success of these, the Leaders days will continue in 2012. One of the suggestions for discussion in 2012 is how the Herrmann Brain Dominance model could be used within schools  to improve leadership and teaching.