The Leadership Dimensions Matrix

The Leadership BES 1 identifies five dimensions of leadership that have been synthesized by drawing together bodies of research evidence to explain what works and why to improve valued education outcomes. From this we have constructed a matrix of four stages, progressive for each of the five dimensions that allow leaders to identify their learning needs and to measure progress over time. There are three capabilities that are woven through the dimensions, namely, knowledge of effective pedagogy, analyse and solving complex problems and building relational trust. These capabilities are not described in this matrix but are essential elements of good leadership. The term leader is used in the broader sense of the word. A leader may be the principal, a leader in charge of curriculum, or anyone with leadership responsibility within the school. The matrices are designed to measure the kinds of knowledge, skills and dispositions implied by the dimensions of effective leadership.

Robinson,V., Hohepa, M., and Lloyd, C. (2009) School Leadership and Student Outcomes: Identifying What Works and Why. Best Evidence Synthesis Iteration. Ministry of Education.

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April 2011

Dimension 1: Establishing Goals and Expectations: Whaia te iti kahurangi

Knowledge/skill/ disposition how to set goals Stage 1 Goals are set for strategic and annual plan but may not consider the conditions of quality goal setting. Leader struggles to remember the goals. Goals set are based on what the leader thinks is important at the time. Leader may not consider how challenging the goals might be and whether they will have impact on student learning outcomes. Stage 2 Leader has some understanding of goal setting theory and sets clear goals but they may not be clear to all staff. Goals may have either targets or timeframes. Goals are relevant to student outcomes but not necessarily understood by all. Leader makes decision about goals based on student learning outcomes but may not consider the relative importance of these chosen outcomes. The leader envisages and expects achievement of challenging goals but may not have the knowledge of either sequencing learning outcomes or the content of the learning or how to induct students in to the learning. Stage 3 Leader has good understanding of goal setting theory and sets goals that are clear and unambiguous. Goals have a target and timeframe. Goals may be understood by teachers, leaders and students and community. Leader makes decisions about the importance of various learning outcomes and considers some of: What is valued in NZC, what is valued in the community and what the students currently know. The leader has the ability to expect the achievement of challenging goals and attempts to use: sequenced learning outcomes content knowledge of the learning discipline Stage 4 Leader has excellent understanding of goal-setting theory, including why goal setting is important, the conditions under which it works, and how to overcome potential pitfalls. Goals are clear and unambiguous. They have realistic/achievable targets and timeframes. Goals are understood by, and relevant to, students, teachers and leaders and community.

what to set as a goal

how to gain goal commitment (to goals that are focused on learning outcomes)

Leader makes goals available to staff and assumes they will work towards achieving them.

Leader describes challenging learning outcomes to staff and tells how the goals will be achieved. Leader ensures compliance and gains some agreement with goals.

Leader discusses challenging learning outcomes with staff and listens to barriers to attaining them. Leader attempts to strategise to overcome barriers. Leader is mostly able to gain agreement about goals. Leader supports the teacher learning that is necessary to help teachers meet goals.

Leader ensures good decisions are made about the relative importance of various learning outcomes (what students will learn). Decisions are made in light of: knowledge of what is valued in the NZC and in relevant overarching philosophies (for example, the special character of integrated schools, the philosophy of kura kaupapa Mori operating in accordance with Te Aho Matua knowledge of what is valued by the local community knowledge of what the students currently know in relation to learning outcomes. The leader has the ability to envisage and expect achievement of challenging goals by: knowledge of how to sequence learning outcomes (social and academic learning outcomes) knowledge of the content of the learning discipline and knowledge of how to induct students into the discipline(such as mathematics) Leader demonstrates clearly how challenging learning outcomes are credible and attainable. He/she listens to barriers to goal attainment and strategises in a co-constructive way how to overcome them. Leader is able to gain agreement about goals to ensure a coordinated teaching approach, and clearly communicates the agreed goals with non-defensive explanations for their prioritisation. The leader confidently and capably leads the teacher learning that is necessary to help teacher meet the goals (relates to dimension 4) Staff know the goals and see them as important and achievable.

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Dimension 2: Resourcing strategically: M te huruhuru ka rere te manu

Knowledge/skill/disposition Importance of alignment Stage 1 Resources are allocated by the leader but may not consider the strategic pedagogical purpose The leader finds it difficult to determine the type of expertise required to achieve goals. The leader struggles to recruit expertise from either inside or outside of the school and has few networks that will identify expertise. The effectiveness of teaching/programme resources is not evaluated. The timetable is developed without reference to pedagogical priorities. Takes advantage of funding opportunities without considering teacher load and priority goals. Recruitment and staff induction make little reference to school assessment and pedagogical procedures. Stage 2 Leader understands the importance of strategic resourcing but may not align or prioritise human, financial and material resources allocation. Leader decides on the type of expertise required but it may not be what is needed for particular goals. Recruitment of expertise is carried out by the leader who sees this as transparent and fair. The leader develops relationships with the community but these do not necessarily widen networks of expertise. The effectiveness of teaching/ programme resources are discussed on an ad hoc basis. The leader may not consider the intended learning outcomes for students. The timetable is developed to suit some pedagogical needs. Resources are developed in an attempt to meet school goals. Considers the impact of funding opportunities on teacher load and priority goals. Recruitment and staff induction touch on assessment and pedagogical procedures. Stage 3 Leader understands the importance of strategic resourcing and aligns human, financial and material resources but may not prioritise and rationalise their procurement and allocation. Leader attempts to determine expertise needed to achieve goals. Recruitment is seen as fair and transparent. The leader develops relationships with the community and other organisations that may widen networks of strategic expertise available to the school. Stage 4 Leader understands the importance of, and uses the principles of strategic alignment of human, financial and material resources to prioritise and rationalise procurement and allocation of resources. Leader determines the type of expertise required to achieve particular goals. The leader can transparently and fairly recruit such expertise from within or outside the school and openly explain the choices made. The leader actively develops relationships with the community, universities, professional developers, and other schools that will widen the networks of strategic expertise available to the school. Leader ensures that the effectiveness of alternative teaching/programme resources are evaluated in terms of intended learning outcomes for students. Leader develops the school timetable in such a way that reflects pedagogical priorities. He/she develops resources and systems essential for the achievement of school goals and sustainability of practices. Leader ignores or defers funding opportunities that overload teachers and detract from priority goals. She/he recruits and inducts staff into school assessment and pedagogical procedures.

Alignment of staffing resources

Alignment of teaching resources

Leader evaluates the effectiveness of teaching/programme resources and is beginning to consider the intended learning outcomes for students. An attempt is made to develop the timetable so that it reflects pedagogical priorities. The leader ensures that resources are developed that may support achievement of school goals. Considers the impact of funding opportunities on teacher load and priority goals and takes measures to manage this. Recruitment and staff induction address some assessment and pedagogical procedures.

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Knowledge/skill/disposition Can evaluate tools (A smart tool is as one that assists the users to achieve the intended purpose).

Stage 1 Leader has limited knowledge of tools that may be used for teaching and learning.

Stage 2 Leader selects tools to use for teaching and learning and has some understanding of the theory of the tool ( what underpins the tools purpose) Leader may check that the tool is well designed and useful for the purpose for which it is intended.

Stage 3 Leader is able to identify the theory underpinning a tool Leader has some understanding of the need to evaluate the theory underpinning a tool and rejects those that do not serve their intended purpose. Leader understands that tool design and use is important and commits school resources to developing and using smart tools.

Stage 4 The leader is able to identify the theory that is implicit or explicit in a tool. The leader seeks critical evaluation of the theory underpinning a tool and rejects those with low validity. Leader understands that tool design and use is a powerful source of leadership influence. Leader considers it important to commit school resources to the development of smart tools, and seeks the commitment of state agencies to do so also.

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Dimension 3: Ensuring Quality Teaching

Knowledge/skill/ disposition Self management Stage 1 Leader rarely finds time to discuss teaching and learning with teachers Leader has some understanding of how students learn, mainly based on own teaching experience. Leader has an understanding of effective teaching and learning but may not have considered the difference between what is taught and what is learnt. Leader sometimes considers the impact of decisions on students and their learning. Leader collects student data and attempts to use it to set goals for teaching. Stage 2 Leader intends to discuss teaching and learning with teachers regularly but this can be sporadic. Leader has read about and has a basic understanding of how students learn. Leader has an understanding of effective teaching and learning and considers the difference between what is taught and what is learnt. Leader usually considers the impact of decisions on students and their learning. Leader has some understanding of how to use student data to set future goals. He/she may use the data to diagnose or resolve teaching problems. Leader has pedagogical knowledge and attempts to assist staff to improve their teaching. Leader sets up procedures to encourage teachers to use evidence to review students progress. Leader visits classrooms regularly. Stage 3 Leader manages his/her time in order to focus regularly on and oversee teaching and learning. Leader has read widely and has some research-based understanding of how students learn Leader has a sound understanding of effective teaching and learning and some understanding of the difference between what is taught and what is learnt. The leader tries to use the impact on student learning as a basis for making most decisions Stage 4 Leader consistently and confidently prioritises own time to ensure oversight of teaching and learning. Leader has read widely and has a thorough research-based understanding of how students learn. Leader has a sound understanding of effective teaching and learning and understands the difference between what is taught and what is learnt. The leader consistently uses impact on student learning as a basis for decision making e.g teacher appraisal, professional development choices, student grouping, homework policy and reporting to parents. Leader understands how to use student data (not only achievement data) and information on teacher practice (e.g. observation) to collaboratively diagnose and resolve teaching problems and set future goals Leader uses pedagogical knowledge, or oversees others to assist staff to improve their teaching. Leader ensures there are procedures so that teachers regularly use evidence to review students progress. Leader is confident in observing classroom practice and initiates informal discussion with staff about teaching and learning Leader understands the importance of gathering student voice to effect change in teacher practice.

Knowledge of how students learn Knowledge of effective teaching

Knowledge of how to evaluate teaching effectiveness

Leader understands how to use student data to set future goals. Leader attempts to use data to discuss teaching problems with staff and may be able to diagnose and resolve teaching problems collaboratively. Leader has pedagogical knowledge and/or asks others to assist staff to improve their teaching. Leader ensures there are procedures so that teachers use evidence to review students progress. Leader regularly visits classrooms and has informal discussions with staff about the observations. Leader endeavours to talk with students about their learning

Knowledge of how to improve teaching effectiveness

Leader has some pedagogical knowledge but rarely uses it to assist staff to improve their teaching. Leader expects staff to use evidence to review students progress. Leader occasionally visits classrooms.

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Dimension 4: Leading teacher learning and development:

Knowledge/skill/disposition Use of data Stage 1 Student data is collected and stored by teachers and may be used for reporting. There may be no systems for collating the data. Stage 2 Data is collected by teachers and there is a system for storing data, such as a student management system. Leader attempts to collect school wide data and to use it for reporting purposes. Consideration is given to reliability of data and some moderation checks may take place. Leader has some knowledge of teaching and learning and attempts to help staff with teaching problems. Stage 3 Data relating to student outcomes is collected, collated and used by teachers. Leader ensures that there are systems for collecting school wide data and that it is used for reporting purposes. Moderation processes to ensure the reliability of data are in place and there is an attempt use the data for monitoring and improving student outcomes. Leader has good knowledge of teaching and learning. He/she discusses teaching problems with staff and attempts to help them solve these problems. Stage 4 Leader ensures that systems are in place for ongoing monitoring, reporting and improving student outcomes. Leader promotes moderation processes to ensure reliability of judgments of progress and achievement. He/she ensures that teachers develop the skills they need to interpret and use data effectively.

Acts as Instructional leader

Leader has limited knowledge of teaching and learning and delegates others to support staff to solve problems with teaching

Knowledge of effective professional development (research based)

Understands collective responsibility and accountability and how to foster it

Leader is unsure of how Leader chooses professional to plan for teacher development opportunities development. He/she based on perceived school looks for PD opportunities needs and what he/she has that are offered and heard is useful. chooses some. Leader: Leader: rarely talks with staff Talks with staff about teacher about learning or how practice and its impact on teacher practice student achievement and impacts on student well being. achievement and well Attempts to solve teaching being problems but may not be able to access the relevant experience that will solve the problem.

Leader understands effective teacher development and attempts to plan for and evaluate the value of professional development opportunities, but still may not be sure of its effectiveness. Leader: provides opportunities for staff to participate in discussion about the teaching-achievement relationship Has some experience that enables her/him to discuss the teaching achieving relationship Attempts to use a problem solving cycle to address teaching problems Finds relevant experience to increase probability of solving teaching problems Encourages teachers to be accountable.

Leader has excellent knowledge of teaching and learning and uses this knowledge to help staff to solve teaching problems. Staff report feedback from leader as useful. The leader positions his/herself as a public learner with staff in areas where he/she has gaps in knowledge and skill. Leader uses evidence about effective teacher development to plan for and evaluate the value of professional development opportunities.

Leader: Provides regular opportunities for collective discussion focused on the teachingachievement relationship. Models and monitors the types of discussion that foster teacher learning and focuses on student achievement and well-being. Uses a problem solving cycle of analysis, action, and evaluation to address teaching problems Ensures relevant experience is available to increase probability of solving teaching problems Expects teachers to be mutually accountable.

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Dimension 5: Ensuring an orderly and supportive environment: Ka tika a mua

Knowledge/skill/disposition Is alert to issues that may impact on students well-being and acts on them promptly Stage 1 Leader struggles to identify issues of competency Leader avoids situations which may involve conflict. Leader does not gather feedback from students on their engagement with learning. Stage 2 Leader identifies issues of competency but struggles to address them. Leader identifies conflict but struggles to address it. Leader has ad hoc processes for gathering feedback from students on their engagement with learning. Leader understands that school-home connections are important and attempts to make contact with parents/whnau in some way Leader recognises that he/she needs to know more about how diverse learners learn in order to improve teaching and learning and the school culture Leader seeks representation from the diverse community to influence the school Leader knows that there is a diversity of cultural identities that is not currently being recognised by the school Leader seeks information from the Stage 3 Leader identifies issues of competency early and attempts to address them. Leader identifies conflict as soon as it is apparent and tries to address it. Leader gathers feedback on the intellectual and emotional engagement of students in their learning. Stage 4 Leader identifies and effectively addresses issues of competency early. Conflict is identified and effectively addressed as soon as it is apparent. Leader creates multiple opportunities for students to provide feedback about the quality of their classroom and school experience. The leader acts on feedback to improve the intellectual and emotional engagement of students in important learning

Understands the importance of schoolhome connections

Continuity of student identity and school practices

Leader gives limited consideration to the importance of schoolhome connections in improving student outcomes. Leader ensures there is a programme of learning for students

Leader knows about various ways of developing school-home connections and uses some of them in attempts to positively affect student outcomes.

Leader uses evidence (research) and experience about the relative impact of various types of school-home connection to develop approaches to pursue.

Leader has some knowledge about the best ways to respond to diverse learning needs in order to improve the teaching and learning and the school culture

Leader uses up-to-date knowledge of how diverse learners experience the school and the classroom for purposes of improving teaching and learning and school culture

Leader attempts to engage the school community Leader does not see diverse cultures as a feature of the school

Leader has knowledge of the diverse school community and uses this to foster supportive relationships. Leader encourages staff to value student cultural identity and to encourage home/school partnerships. Leader works with staff to seek information from the relevant

Leader approaches the schools diverse community from a respectful, strength-based perspective ( not deficit-based) The leader ensures the school makes changes to its own culture so that is can work more effectively with diverse families/whnau and communities to improve student outcomes The leader ensures that the teaching programme incorporates relevant

Leader decides on the teaching

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Knowledge/skill/disposition

Continuity of teaching and guidance between home and school

Stage 1 programme without consulting the community Little information is given to parents about teaching programmes, qualifications or employment pathways for students.

Continuity between educators

Leader does not engage with educators about transition arrangements or the sharing of data. Leader has not established relationships with local schools and early childhood centres other than for transition. Leader has not established relationships with parents/whanau that draw on their knowledge to inform school programmes Leader does not consult the community in order to make effective provision for students

Stage 2 community/family to contribute to school programmes Leader provides parents with some information about teaching programmes (and qualifications and employment options) that may allow them to support their children with their learning needs. Leader initiates contact with educators with a view to developing a transition process and sharing data. Leader agrees to join a cluster of local schools and early childhood centres.

Stage 3 community/ family funds of knowledge to enrich class programmes Leader provides parents with information about teaching programmes (and qualifications and employment pathways for secondary students) and encourages parents to support their children with their learning needs. Leader supports teachers prior to and after enrolment to engage with transition arrangements and the data that is shared. Leader contributes to a cluster for professional development to improve the teaching and learning.

Stage 4 community/family funds of knowledge

The leader provides parents with sufficient knowledge about teaching programmes (and qualifications and employment pathways for secondary students) for them to be able to support their childrens learning and choices.

Leader engages openly with educators serving students prior to and after enrolment, sharing data and collaborating on transition arrangements. Leader establishes relationships with local schools and early childhood centres, as well as local education representatives that are focused on school learning and improvement and will benefit students. Leader establishes relationships with parents/whanau that are respectful and trusting and that acknowledge and draw on their knowledge/values/commitments in the interests of student education. The leader listens to diverse perspectives on school-community links and integrates them into effective provision for students.

Leader considers how to make links with different community groups in an attempt to understand the knowledge and values of the school community Leader seeks schoolcommunity link in order to make effective provision for students

Leader builds relationships with diverse groups within the community in order to gain new perspectives on the communitys knowledge and values. Leader uses these perspectives to plan school programmes. Leader seeks alternative perspectives on schoolcommunity links in order to provide effectively for students

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Evaluating Personal Leadrship Skills:

ACCORDING TO MATRIX:

PROBLEMATIC: A personal/ ethical confllict with some of the professional development research material.
My personal view suggests that learners do learn in diverse and varied ways, however the assessment system does not cater to this. In my opinion, all learning strategies should be linked to developing the skills needed to fulfil assessment requirements. There is simply not enough teaching time to ensure both enjoyment of learning, a multitude of divrse learning experiences and also raise the literacy level to the required standard to meet National averages. This is especially aparent when focusing on teaching external exams in English or any other literacy based subject.

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CURENT APPROACH: An individualistic focus on personal achievement.

CURRENTLY: As a general trend, I tend to hold learners extremely accountable for their own achievement. I expect what they have learned to be reflected in their throughts, opinions and personal ethos. My rational for this is dependant on : A) I craft my own resources and these are updated yearly to meet the revised standards.

B) The amount of support material provided for students is

designed to make the scaffolding process transparent for them.

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April 2011

HOW THIS SHAPES LEADERSHIP: Lack of communication with collegues.

My current approach to developing literacy assumes that provided with the correct resources, all subject specific teachers will ensure they are raising literacy levels within the category requirements of their learning area. My assumption is that one is not able to teach content without using subject specific vocabulary.
PROBLEMATIC: Labour & teaching time v.s. student achievement.

Once again I am brought back to the consideration that teachers in any school, big or small, do not need more work to do, aside from a focus on meeting the requirements for their subject specific standards. They are not responsible for teaching students to read or write, but are responsible for delivering subject-specific content and teaching transfereable skills. It is simply unrealistic to suggest that subject-specific teachers will be managing subjectspecific literacy and therefore, ensure all-round achievement through this strategy. There ae not enough teaching hours to meet these needs to this degree. Currently, these teachers are under a range of pressures to craft the delivery of their subject area core knowledge already.

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April 2011

NOT A PESSIMIST, BUT A REALIST: Regulating expectations while remaining constructive and optimistic.

The reality is that Zayed college has many students for which English is their second language, who dont speak English home or dont take pride in speaking formally or engaging in conceptual knowledge through the use of subject jargon within casual conversation. Despite being given the tools of language, sometimes students do not see the value in these tools For academic achievement, or personal achievement. The concept appears inactive or flat, the language used to articulate this concept remains under-developed.

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April 2011

PROPOSED SOLUTION: Literacy leader, Personal Responsibility.

Teachers will email me the vocab engaged with in their specific subject area. A hard copy of this vocab according to term (Term 1, Term 2 ect) will ALSO be left in my pigeon hole (Identifying this vocab was a requirement of Unit planning for this year). As I see almost every student in the senior school (10-13) I will be able to engage with developing transferable skills with regards to reading and writing, that draws on and incorporates subject specific language provided by other teachers. EXAMPLE: Report writing 11 SCI - Phrasing effective topic sentences Also a prominent feature of 1.8 ENG Conceptual connections between texts. The transfreable skill involves students identifying the purposeful structuring of information and the use of terminology, in order to inform the reader of the report and illustrate a process of investigation.

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April 2011

JUSTIFICATION: The cross-section of Growing Teaching Experience, Experience as an NCEA student myself and having dyslexia (sp?)

REFLECTIONS: I was once an NCEA student with prominent and intrusive dyslexia. Through personal experience, reflection on my journey from learner to educator and a few years of academic study, I have arrived at the current conclusion that if students do not connect, form an opinion of and develop as passion for the knowledge their receive this knowedge is empty and often reflected by low levels of achievement.
- I want students to enjoy expressing themselves using a variety of language, symbols and texts. I want to build

transferable literacy skills into teaching English and for students to see communication as a formulaic process that vaires form era to era, society to society.
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I want students to communicate banks of cutural captital (as dictated by the subject specific achievement standards), with ease and fluidity.

- I want students to be original and adapt the well-known convnetions of communication to express original throught. I want language to be the gateway, not a barrier to attaining higher achievement.

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April 2011

WHAT YOU HAVE TO DO NOW: By Friday 10th May Email me your subject specific vocab catsgorized by term. Place a hard copy of this in my pigeon hole. WATCH FOR : A revised literacy folder (digital and hardcopy) that offers you

practical solutions for getting students to demonstrate their ability to articulating a grasp of subject specific content. These will be resources to assist, NOT further reading/writing tasks for teachers to teach, aside from their subject area. (First resource is already in folder in the Shared Drive)

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April 2011