AVANCES DEL PLAN DE ACCIÓN NACIONAL PARA LA CONSERVACIÓN Y MANEJO DE TIBURONES, RAYAS Y QUIMERAS DE COLOMBIA – PAN TIBURONES COLOMBIA

Having experienced many of these first year challenges, our case study heads sought to develop their leadership approach to headship in response to both the values they had established during their teaching career and their school’s context. As Sue, a Young Primary Head, described, this process often involved learning about and receiving feedback from staff:

When I first arrived in post I was quite directive. I said we are going to do this, this and this and it’s going to be done my way. Once I’d experienced both simmering resistance and mere compliance, I learnt to understand more about where people were coming from and to respect their experience.

In other contexts, the reverse was also true, in that new headteachers had wanted to distribute leadership but felt they could not do so in practice, either because of the situation of the school (such as it being in an Ofsted improvement category) or because they did not know their staff and their individual capabilities well enough.

Reflecting research on school leadership more generally (Earley et al 2002), no single or ‘identikit’ style emerged from this interaction of professional and organisational socialisation (Crow 2006). The case study headteachers did, however, report a

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relatively widely shared set of leadership and management priorities. These included five common priorities for:

 a focus on learning and teaching: with an emphasis on classroom practice and leading the school’s approach to pedagogy, curriculum and assessment.

Informed by Ofsted’s inspection framework, case study heads also commonly sought to develop a clear working definition of effective teaching in the specific context of their school.

 consistency of practice: with a focus on evaluation, review and feedback to develop “effective and consistent practice, day in and day out”. This included working with other leaders in the school to identify ‘unsatisfactory’ teaching practice, provide feedback and oversee support and improvement.

 raising student attainment: with the drive for consistency often part of a focus on standards. Reflecting the different contexts in which case study heads worked, different motivations were reported, including: to ‘respond to external accountability’; to achieve a ‘good’ or ‘outstanding’ inspection judgment; “to close [attainment] gaps and build social capital”.

 professional development: to support the focus on teaching and learning. The commitment to professional development and learning was often reported as being “central and taken extremely seriously” and included coaching, mentoring, learning groups, action research and the strategic use of external programmes.

 staffing: where professional development was not successful in improving

teaching practice, case study heads also commonly reported being “willing to use discipline”. This had led to “people moving on” and the “recruitment of new staff”. Sometimes this was explicit: “I … have a very 'if you don't like it, move on'

approach”. More usually, however, heads reported working hard to support teachers through regular lesson observation and feedback.

Leading these priorities, a set of broadly conceived leadership approaches was also identified by case study heads as being characteristic of their practice. These included:

 sharing a vision, to guide practice and learning. There were different balances between ‘setting out a vision’ and ‘developing it democratically with staff’. A common position was that "the vision is mine, but it has to be seen as shared. It's got to be developed by enabling others to buy-in".

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 clear internal communication, to realize the vision in practice. This included being accessible to staff, visible in the school and regularly sharing a strategic perspective of change with staff to reinforce the school’s vision and values.

 using student level data, to identify and share priorities for teaching and to set and monitor progress towards attainment targets but, as several heads noted, not using data “at the expense of [professional and] practical knowledge”.

 distributing leadership, to engage staff and share leadership, where staff demonstrated readiness and within a framework of priorities and expectations. A common approach was described as “‘watchful confidence’ – independence within a level of monitoring and scrutiny”.

Asked to also reflect on the daily practice of their headteachers, a minority of teachers interviewed in case study schools gave examples of how tension and conflict had arisen. This included tensions that related to the purpose and speed of intended change and the authoritarian style of the headteacher. It was notable that where such tension was reported, Ofsted and/or the local authority had commonly identified rapid improvement as a priority. For example, in one case study school, while the two teachers interviewed noted how tensions had occurred over the pace of change and how ‘the school is not a happier place now’, the chair of governors

reported how governors had sought out specific aspects of the head’s approach, including:

… experience in action planning, working to targets and being accountable … . We were after a head who could make things happen quickly, who would be good at prioritising improvement strategies and working with the [local authority] and Ofsted.

Notwithstanding these possibilities for tensions and conflict, a majority of staff

interviewed in schools led by the case study heads recognised the leadership priorities and approaches described by their headteachers. In particular, staff commonly noted of their headteacher:

 a clear vision and high expectations: and “an absolute fundamental belief in having the right expectations of pupils and staff and why we are here”.

 moral purpose: including “the moral imperative to do what she believed was in the best interests of the children in the school”.

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 openness and trust: that "her door is always open - she knows what's going on" and “The staff trust her - she's very well respected which gives her huge

credibility”.

 leadership of learning: “she promotes and participates in teacher learning and professional development”.

 determination and resilience: including the ability to “pick yourself up off the mat after a fall”.