Successful school leadership - ed

Review by Christopher Day and Pamela Sammons

Successful school leadership

SUCCESSFUL SCHOOL LEADERSHIP

Successful school leadership

Education Development Trust Highbridge House, 16?18 Duke Street, Reading, Berkshire RG1 4RU T +44 (0) 118 902 1000 E enquiries@ W

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SUCCESSFUL SCHOOL LEADERSHIP

? COPYRIGHT EDUCATION DEVELOPMENT TRUST 2016. THE VIEWS AND OPINIONS EXPRESSED IN THIS PUBLICATION ARE THOSE OF THE AUTHORS AND DO NOT NECESSARILY REPRESENT THE VIEWS OF EDUCATION DEVELOPMENT TRUST. REPRINT OF 2014 REPORT 978-1-909437-76-0 2

Contents

SUCCESSFUL SCHOOL LEADERSHIP

Education Development Trust

4 Combining transformational and

School improvement: international reviews

pedagogical/instructional leadership

45

of best practice

5 School development phases

47

Executive summary

7 The layering of leadership strategies

48

Introduction

8

Distributed leadership

51

Defining leadership

11 The effects of distributed leadership

52

Doing things right

12 Leadership trust

54

Example of definitions of the role of school

leaders in England and links with policy

context

13 Enhancing staff motivation and

commitment

57

Models of leadership that promote

successful schools

17 Conclusions

61

Transformational leadership

18

Pedagogical/instructional leadership

20 References

62

Research findings on effective and successful leadership in English schools 25

International research perspectives

31

Leadership values: ethical/moral leadership 35

New research knowledge about how

leaders succeed in different contexts

39

Question 1: What is it about headteacher

leadership in schools in the IMPACT study

which enabled the school's effectiveness

to increase or be sustained over several

years in terms of student outcomes?

39

Question 2: How did headteachers in the

IMPACT study contribute to sustained school

effectiveness?

40

Question 3: What are the differences in the

IMPACT study between headteachers in

different experience phases, different school

sectors, different socio-economic contexts

and in schools in different improvement

trajectories?

41

Question 4: Are there identifiable sequences

or patterns of actions taken by incoming

headteachers in the IMPACT study?

43

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