Leadership for Learning Topic 3

‘Leadership for Learning’ is a complex and dynamic theme that supports the numerous forms of leadership styles that exist. It focuses on practice, connects all levels of leadership allowing followers to shape the leadership practice (MacBeath & Dempster, 2009, p. 44). L for L creates connections to numerous people from varying positions within a school and its community (social capital), prompts monitoring, regulation and evaluation of how we learn (Agency) and driven through the behaviours, actions and the conditions we create for students, teachers and parents, stimulating continuous improvement (Moral purpose) (MacBeath & Dempster, 2009, pp. 46-47).

Instructional Leadership is the most popular form of leadership in educational settings. Smith & Andrews identify four dimension of IL; Resource provider, instructional resource, communicator and visible presence (Marzano, Waters & McNulty, 2005, p. 18). This type of leadership to me encompasses a teachers role in an education setting.

From my own experiences I believe that as a teacher I use a range of Piaget, Vygotsky, Skinner and Bruner theories. Rewarding students (Skinner), nurturing environment allow for social interaction (Vygotsky), student centred activities targeting student prior knowledge (Piagets) and considering cultural aspects and learning outside of school (Bruners) (Moore, 2012, pp. 5-23).

The theories that support instructional learning include Behavioural Learning Theory, Constructivist Learning Theory and a new digital theory, Connectivist Theory. Behavioural Theory is predominately teacher directed, Constructivist theory is based on learners creating their own knowledge from interactions and experiences and Connectivist Theory is comprised of collaboration and connections in the knowledge building process and the way information is displayed (Starkey, 2012, pp.23-27). These theories mentioned can incorporate technology, are outcome based and allow for teacher centred and student centred activities to occur. Furthermore these theories allow for collaboration and reflection, supporting instructional leadership in the 21^st Century.

Reference:

MacBeath, J. E., & Dempster, N. (2009). Leadership for learning. Connecting leadership and learning: principles for practice (pp. 32-52). London: Routledge.

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). Some theories and theorists on leadership. School leadership that works: from research to results (pp. 13-27). Alexandria, Va.: Association for Supervision and Curriculum Development. Retrieved January 27, 2014 from http://site.ebrary.com.ezproxy.csu.edu.au/lib/csuau/docDetail.action?docID=10089219

Moore, A. (2012). Theories of teaching and learning. Teaching and learning: pedagogy, curriculum and culture (2nd ed., pp. 1-30). London: Routledge.

Starkey, L. (2012). Knowledge and connectivism. Teaching and learning in the digital age (pp. 20-28). New York, NY: Routledge.