Viviane+Robinson+reading

= = School leadership and learning outcomes

Introduction Welcome to the first week of the Leading Learning module! Before you get started working through the material below, there are three initial steps for you to take:  Leaders will understand what Viviane Robinson’s current research says about how leadership behaviours can impact positively on student learning outcomes. Outcome. Participants will have reflected on their own practice in relation to the Robinson research and have greater awareness of how their actions can support the ICT PD programme.
 * 1) Read the 'Introduction to the module' page which gives an overview of how each section of this module is structured.
 * 2) Make sure that you have downloaded the reading for this week which can be found at [|http://www.educationcounts.govt.nz/publications/series/2515/1372]
 * 3) Introduce yourself on the Voicethread that can be found on the 'Getting to know you' page. If you need support in using Voicethread, you can find instructions on the 'Using Web 2.0 tools' page in the Resources section.
 * Goal for Week One**

**Structure for the week** This reading has a number of sections. For each section, there are the following activities:
 * Reading for Meaning questions** - questions that can act as a study guide as you move through the text and will help to clarify your thinking.


 * Reflection questions** - questions for you to reflect on within your own context.


 * Contribution to the Group** - sharing back some of your thinking around the concepts from that section.



The Reading media type="custom" key="3745129"
 * Dimension one - Establishing Goals and Expectations **
 * A. Reading for Meaning**


 * 1) What is the effect size?
 * 2) Why is this dimension important?
 * 3) What are the conditions required and processes involved in how goal setting impacts on learning outcomes?
 * 4) What are the consequences?


 * B. Personal Reflection**

Reflect now on your own practice. Do you utilize this dimension of leadership to good effect in your school or cluster? How could you improve practice? The three conditions of **capacity**, **commitment**, and **specificity** are mentioned in order for goal setting to be a motivating factor in schools or classrooms. How difficult is it to align all three of these conditions in your work place?


 * C. Contribution to the Group**

Add your thoughts to the Voicethread below in response to the question prompt on the Voicethread. Need help to do this? See the instructions on the 'Using Web 2.0 tools page'.

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Dimension two - Strategic resourcing ** media type="custom" key="3746161"
 * 
 * A. Reading for Meaning**


 * 1) What is the effect size?
 * 2) What does the word strategic mean in this context?
 * 3) What does the word resources refer to?
 * 4) Why can too many resources have detrimental effect?


 * B. Personal Reflection**

Reflect on your own situation. How strategically do you align resources in your school/cluster? Are there too many initiatives running to be successful?


 * C. Contribution to the Group**

Add your thoughts to the Voicethread below in response to the question prompt on the Voicethread. Need help to do this? See the instructions on the 'Using Web 2.0 tools page'.

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 * Dimension three - Planning Co-ordinating and Evaluating Teaching and the Curriculum **
 * A. Reading for Meaning**


 * 1) What is the effect size?
 * 2) How is this leadership dimension described?
 * 3) What are the contexts for such learning?
 * 4) What 4 factors are thought to account for the power of this leadership dimension


 * B. Personal Reflection**

Do you promote teacher learning and development? Do you participate in learning alongside your teachers? What role do you take in this learning? Given the effect size of this dimension, what can you do to improve your practice in this area?


 * C. Contribution to the Group**

Add your thoughts to the Voicethread below in response to the question prompt on the Voicethread. Need help to do this? See the instructions on the 'Using Web 2.0 tools page'.

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 * Dimension four - Promoting and participating in Teacher Learning and Development **
 * A. Reading for Meaning**


 * 1) What is the effect size?
 * 2) What distinguishes leaders in high performing schools?
 * 3) What are the three important sub dimensions?
 * 4) What is the “power of a co ordinated curriculum”?


 * B. Personal Reflection**

Do you work directly with teachers to plan co ordinate and evaluate teachers and teaching? Who? When? Why? Do you provide evaluations for teachers that are useful? Who for? How often? Do you ensure student progress is monitored and that results are used to improve teaching programmes? How do you do this? Can you improve your practice in this area?


 * C. Contribution to the Group**

Add your thoughts to the Voicethread below in response to the question prompt on the Voicethread. Need help to do this? See the instructions on the 'Using Web 2.0 tools page'.

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 * Dimension five - Ensuring an Orderly and Supportive Environment **
 * A. Reading for Meaning**


 * 1) What is the effect size?
 * 2) What elements are involved in this dimension?
 * 3) What is relational trust?
 * 4) What are the four interpersonal qualities required to establish trust and why is each important?


 * B. Personal Reflection**

How do you rate your performance as a leader in these areas? Are there things you can do to improve this ? What are they?


 * C. Contribution to the Group**

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