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*THREAD* based around an excellent paper by Professor Viviane Robinson on leading school improvement. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1306&context=research_conference
The paper sets out VRs contention that school leaders should focus less on *change* and more on *improvement*. Change often does not lead to improvement. To lead improvement, leaders require capability in..
“1) using relevant knowledge from research and experience to 2) solve the complex educational problems that stand in the way of achieving improvement goals while 3) building relationships of trust with those involved.”
Capability 1: Using knowledge
VR argues that “we greatly underestimate the knowledge required to be successful educators”. Also, *having* knowledge is not enough - we must *use* it to inform decision making.
VR argues that “we greatly underestimate the knowledge required to be successful educators”. Also, *having* knowledge is not enough - we must *use* it to inform decision making.
Capability 2: Solving complex problems
Studies indicate that problems leaders face are often persistent. Leaders often rate their attempts to solve these problems as minimally effective. VR suggests 3 reasons for this...
Studies indicate that problems leaders face are often persistent. Leaders often rate their attempts to solve these problems as minimally effective. VR suggests 3 reasons for this...
A) Leaders weren’t candid enough with people about the problem - they “tended to communicate their concerns indirectly through loaded questions or vague statements”.
B) Leaders rush to solutions without taking time to understand the complex causes of the problem. In other words, they “skip the phase of causal inquiry”. VR observes that ‘quick fixes’ waste time, lead to cynicism and burnout, and don’t improve outcomes for students.
C) Leaders don’t “check the validity of their beliefs about the nature, causes of and solutions to the problems”. Leaders look for agreement and not challenge. The result is a solution that does not align with the true cause.
Capability 3: Building relational trust
“Experienced school leaders know how to build relationships; what they find far more difficult is building and maintaining relationships of trust while addressing the difficult issues that are central to leading improvement.”
“Experienced school leaders know how to build relationships; what they find far more difficult is building and maintaining relationships of trust while addressing the difficult issues that are central to leading improvement.”
The key to this is managing conversations. Often leaders get this wrong by being brutally frank or selective and indirect. The solution is “drop the prejudgements that reduce trust and limit collaborative problem solving”. Stop the blame and work together.
What I love about this paper is it encourages school leaders to slow down, understand the problem fully, explore others’ perspectives and test solutions robustly.
It highlights the importance of knowledge and evidence for expert leadership. Making sense of complexity is key.
And it reminds leaders that they are not the only one with a ‘theory of action’ (as VR calls it in her other writings) i.e. a causal explanation for why things are as they are. Opening one’s assumptions and proposals up to scrutiny is important.
Lastly, this paper points out that we have a duty to ensure change leads to improvement, and we often fail in this duty. This is a warning which should be heeded.
I hope you’ve found this interesting!
