"Liderazgo pedagógico" por Christopher Day. Profesor emérito de la Facultad de Ciencias Sociales de la Universidad de Nottingham en el XI Congreso EC "El liderazgo educativo, motor del cambio".

1. Professor Christopher Day
Presentation to IX Congress of ESCUELAS CATOLICAS,
Madrid, Spain, 24-26 November 2011

2. Five key questions for school head teachers
and managers in this century
1. What do we know about how teacher quality affects
pupil outcomes?
2. What do we know about what head teachers do to
achieve success: transformational and pedagogical
leadership?
3. How do successful leaders influence the improvement
of pupil outcomes?
4. Is successful leadership a moral practice?
5. Leading the learning: what do successful head teachers
do?

3. Changes which are
driving the work of schools
and school systems

4. I would reckon I would work 15 or 16 hours a
day. The list of duties is frightening, meetings
with staff, parents, builders, governors,
psychologists, social workers and many others.
Assemblies to run every day in two different
schools, budgets and targets to set and
manage, furniture to choose, caterers to
handle, staff to hire, fire and reviews.
(Saturday Guardian, 16th June, 2007, Work, p.3 – cited in
Thomson, 2009:66)

5. Leading concerns Managing concerns
• Vision • Implementation
• Strategic issues • Operational issues
• Transformation • Transactions
• Ends • Means
• People • Systems
• Doing the right thing • Doing things right

6. 1. What do we know about
how teacher quality
affects pupil outcomes?

7. Eric Hanushek, an economist from Stanford, has
estimated that the students of a very bad
teacher learn, on average, half a year’s worth of
material in one school year. The students in the
class of a very good teacher will learn a year
and a half’s worth of material. That difference
amounts to a year’s worth of learning in a
single year...
(Gladwell, Dec 15th 2008. The New Yorker)

8. Having poor teachers can be devastating (…)
the least effective teachers elicited average
students gains of roughly 14 percentile points a
year, whereas the most effective teachers
elicited an average gain of 52 percentile points
a year.
(Hattie, 2009: 17)

9. • Promote active learning approaches
• Promote choice in learning and learning approaches
• Facilitate learning how to learn
• Encourage pupils to explain their thinking
• Support pupils in making connections and transferring
their learning to new situations
• Provide meaningful, relevant contexts for learning
• Apply formative assessment processes helping pupils
to self- monitor their learning and set new learning
goals

10. 2. What do we know about
what head teachers do to
achieve success:
transformational and
pedagogical leadership?

11. Most school variables, considered separately,
have only small effects on student learning. To
obtain large effects, educators need to create
synergy across the relevant variables. Among all
the parents, teachers and policy makers who
work hard to improve education, educators in
leadership positions are uniquely well
positioned to ensure the necessary synergy…
(Wallace Foundation Final Report, October, 2009:6)

12. Improving Conditions for
Teaching & Learning
Building Defining Vision, Redesigning
Relationships and Enriching
Values & Direction
Inside the the Curriculum
School
Community
Student Learning, Restructuring the
Well Being & Organisation:
Achievement: Redesigning
Enhancing Roles &
Teaching &
High Expectations Responsibilities
Learning
Building Trust Enhancing
Teacher Quality
Building Relationships (including
Outside the Succession
School Community Planning)
(Day et al, 2011)

13.  Define the vision, values and directions
 Improve conditions for teaching and learning
 Redesign the organisation: aligning roles and
responsibilities
 Enhance teaching and learning
 Redesign and enrich the curriculum
 Enhance teacher quality (including succession
planning)
 Build relationships inside the school community
 Build relationships outside the school community

14.  Shaping the future
 Leading learning and teaching
 Developing self and working with others
 Managing the organization
 Securing accountability
 Strengthening community

15. 3. How do successful
leaders influence
improvements in pupils’
outcomes?

16. Capacity
Motivation
School Altered Working
and
leadership practices conditions
commitment
Working = weak influence
conditions
= moderate influence
= strong influence

17. 4. Is successful leadership
a moral practice?

18.  We need to ensure that moral purpose is at the fore
of all educational debates with our parents, our
students, our teachers, our partners, our policy
makers and our wider community.
 We define moral purpose as a compelling drive to
do right for and by students, serving them through
professional behaviours that ‘raise the bar and
narrow the gap’ and through so doing demonstrate
an intent, to learn with and from each other as we
live together in this world.

19. Schools as Impersonal Schools as Affective Schools as High Schools as Person-
Organisations Communities Performance Learning Centred Learning
Organisations Communities
The Functional The Personal The Personal is Used The Functional is for
Marginalises the Marginalises the for the Sake of the the Sake of/Expressive
Personal Functional Functional of the Personal
Mechanistic Affective Community Learning Organisation Learning Community
Organisation
Community is Community has Community is a Useful Organisation Exists to
Unimportant/Destruct No/Few Tool to Achieve Promote Community
ive of Organisational Organisational Organisational
Purposes Consequences or Purposes
Requirements
Efficient Restorative Effective Morally and
Instrumentally
Successful
Fielding, 2003: 6

20. 5. Leading the learning:
what do head teachers do?

21. Leadership Dimension Meaning of Dimension Effect Size Estimate
1. Establishing Goals and Includes the setting, communicating and Average ES = 0.35
Experiences monitoring of learning goals, standards and
expectations, and the involvement of staff and
others in the process so that there is clearly and
consensus about goals
2. Strategic Resourcing Involves aligning resource selection and Average ES = 0.34
allocation to priority teaching goals. Includes
provision of appropriate expertise through staff
recruitment.
3. Planning, Coordinating Direct involvement in the support and evaluation Average ES – 0.42
and Evaluating Teaching of teaching through regular classroom visits and
and the Curriculum the provision of formative and summative
feedback to teachers. Direct oversight of
curriculum through school-wide coordination
across classes and year levels and alignment to
school goals.
4. Promoting and Leadership that not only promotes, but directly Average ES-0.84
Participating in Teacher participates with teachers in, formal or informal
Learning and professional learning.
Development
5. Ensuring an Orderly Protecting time for teaching and learning by Average ES – 0.27
and Supportive reducing external pressures and interruptions
Environment and establishing an orderly and supportive
environment both inside and outside classrooms.

22.  alignment of the activity with the school
improvement plan (e.g. new forms of student
assessment, teaching approaches, behaviour
management)
 building in-house leadership (e.g. mentoring, peer
observation, INSET led by colleagues)
 succession planning: preparing colleagues for
leadership roles
 building capacity for learning and change
 sustaining commitment
 providing extended time

23.  engaging external expertise
 ensuring teachers were engaged in the learning
 challenging problematic discourses, especially
around low expectations for students
 providing opportunities to participate in a
professional community that was focused on the
teaching-learning relationship
 ensuring that opportunities were aligned with
current policy and research
 involving school leaders who supported the
learning by setting and monitoring targets and
developing the leadership of others
(Day et al, 2011)

24. Conclusions: training and
development

25. The school systems that have been successful
in improving select an integrated set of action
from the menu of the interventions appropriate
to their level of performance. These improving
systems appear to be careful in maintaining the
integrity of the interventions; the evidence
suggests that during each performance stage
they select a critical mass of interventions from
the appropriate menu and then implement them
with fidelity.
(McKinsey & Co, 2010: 20)

26. 1 Assess current
1 System Performance performance level
• Measure student
outcomes
• Decide if current level is
Excellent poor, fair, good, great or
excellent
Great
2 Select interventions
Good
• Decide what the system
needs to do in order to
raise student outcomes,
Fair
guided by its performance
level and specific
Poor
challenges
3 Adapt to context
3 Context
• Tailor leadership style and
tactics (e.g. mandate or
2 Interventions persuade) to the history,
culture, politics, structure
etc. of the school system
and nation

27. Implications for action
• all schools must have a school-wide policy for teaching and
learning. This should be based upon agreed system-wide
standards and tailored to the particular school context. It
should include clear guidelines for equity and differentiation
and high expectations in the classroom and throughout the
school
• the head teacher must have ultimate responsibility for
formulation, implementation and monitoring and evaluation
of the effects of this policy. He/she must be supported in this
internally and externally
• under the leadership of the head teacher, all schools must
work towards establishing cultures of collective
responsibilities and accountabilities through developing
professional learning communities

28. • head teachers and other leaders in schools must be
supported in their responsibilities through system-wide
programmes of training and support based upon the
establishment of leadership standards
• such programmes should focus upon the needs for
leadership development at different career stages, for
example teachers who are intending to become head
teachers, newly appointed head teachers, experienced head
teachers, middle leaders in schools
• they should focus upon competency development, nurturing
moral purpose and the qualities associated with this;
commitment and leadership resilience; and the management
and leadership of change
• they should be established in partnerships with universities in
order to provide a national system of accreditation

29. Gracias
Christopher Day
christopher.day@nottingham.ac.uk