Pedagogic Leadership: Refocusing on Learning and Teaching, 9(2) (original) (raw)
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Pedagogic Leadership: Refocusing on Learning and Teaching
2005
This paper critiques instructional leadership and the notion of pedagogic leadership is proposed as an alternative, broader conception of the principalship. Pedagogy concerns enabling the learning and intellectual growth of students in contrast to instruction that treats students as the object of curriculum implementation. Successful classroom pedagogy requires that teachers understand how students learn and have the autonomy to design, implement and assess educational activities that meet the needs of individual and all students. Pedagogic leadership is predicated on informed teacher practice and reflection. Teachers are empowered to exercise professional responsibility and supportive judgements by principals who are pedagogic leaders. The pedagogic leader demonstrates credible knowledge of learning and teaching in conjunction with knowledge of the processes for improving school-wide learning. van Manen, M. (1999). The language of pedagogy and the primacy of student experience. In J. Loughran (Ed.), Researching teaching: Methodologies and practices for understanding pedagogy (pp.13-27). London: Falmer.
This paper critiques instructional leadership and the notion of pedagogic leadership is proposed as an alternative, broader conception of the principalship. Pedagogy concerns enabling the learning and intellectual growth of students in contrast to instruction that treats students as the object of curriculum implementation. Successful classroom pedagogy requires that teachers understand how students learn and have the autonomy to design, implement and assess educational activities that meet the needs of individual and all students. Pedagogic leadership is predicated on informed teacher practice and reflection. Teachers are empowered to exercise professional responsibility and supportive judgements by principals who are pedagogic leaders. The pedagogic leader demonstrates credible knowledge of learning and teaching in conjunction with knowledge of the processes for improving school-wide learning.
2004 AERA San Diego The principalship and pedagogic leadership
This paper critiques instructional leadership and the notion of pedagogic leadership is proposed as an alternative conception of the principalship. Pedagogy concerns enabling the learning and intellectual growth of students in contrast to instruction that treats students as the object of curriculum implementation. Successful classroom pedagogy requires that teachers understand how students learn and have the autonomy to design, implement and assess educational activities that meet the needs of individual and all students. Pedagogic leadership is predicated on informed teacher practice and reflection. Teachers are empowered to exercise professional responsibility and discretion by principals who are pedagogical leaders. Their leadership demonstrates credible knowledge of learning and teaching in conjunction with knowledge of the processes for improving school-wide learning.
2006 AEL Principals' Pedagogic Leadership Viewed Through Teachers' Eyes.
This research examined teachersʼ perceptions of principalsʼ behaviours that were pedagogic in nature and involved whole-school change. An extensive literature search identified 11 dimensions of principalsʼ pedagogic leadership, and the dimensions are used as subheadings reporting teachersʼ voices (below). A purposive sample of 10 teachers in this sample was selected for interviews because they matched the demographic profile of Western Australian teachers and they had experienced whole-school pedagogic change.
The Theory of Pedagogical Leadership: Enhancing High-Quality Education
Educational governance research, 2023
In this chapter, we introduce the pedagogical leadership theory of Finnish scholars Fonsén and Lahtero and provide ideas and tools to enhance understanding about the foundation of pedagogical leadership in the background of high-quality comprehensive education and early childhood education. Dimensions that influence the success of pedagogical leadership are Value, Context, Organisational culture, Professionalism and Management of substance. From the viewpoint of the principal's work, it is also essential to examine one of the organisational culture's sub-cultures, leadership culture. The work of principal constitutes many tasks and duties, which can be defined as the indirect and direct pedagogical leadership using the idea of the broad-based pedagogical leadership. The four aspects of human capital that leaders need for pedagogical leadership are: The dimensions of increased knowledge, awareness of the quality of the implemented pedagogy, Skills to lead development, and Ability to argue for pedagogy. In addition, we introduce Leadership competence model for leading pedagogy and curriculum implementation, and model for early childhood education teachers' professional development towards pedagogical leadership.
UNDERSTANDING AND DEFINING INSTRUCTIONAL LEADERSHIP: SCHOOL PRINCIPALS' PERSPECTIVE
InPACT 2019 - International psychological applications conference and trends (pp. 114-118). Zagreb: Book of Proceeding, 2019
School principal's activities related to the positive effect on the quality of education are manifested in the domain of teaching and learning, i.e. instructional leadership. In the Republic of Serbia, school principals were unjustifiably unattended for a long period of time, and therefore the goal of this exploratory research was to investigate understanding of instructional leadership concept from school principals' perspective.
Pedagogical leadership in the 21st century
Educational Management Administration & Leadership, 2013
Literature examining effective leadership in education describe a number of models such as Transformational, Learner-Centred, Distributed and Situational. A similar example is ‘pedagogical leadership’, a phrase that frequently appears in literature and one referring to forms of practice that shape and form teaching and learning to be integrated in leadership. In this paper, however, we will argue that the term pedagogy is an ambiguous one when it is attached to the concept of leadership and requires further explanation, particularly in the 21st century. Our conclusions are informed by findings from research undertaken by us with headteachers and leaders of early years settings in England during 2012. One of the key findings is that we should shift from using models of leadership and instead to view leadership as a praxis that is not merely concerned with the dichotomy of teaching, learning and outcomes, but is also concerned with an integrated conceptualisation of the relations betw...
Principal Leadership in the Development of Teacher Pedagogical Competence
Journal of Social Work and Science Education, 2021
This study described the principal's leadership in guiding teacher pedagogic competence at SMP Negeri 1 Ogan Komering Ulu. This study used a qualitative method where observation, interviews, and documentation used as instruments. The research subjects were principals, teachers and staff. The results of this study indicate that the principal has two leadership styles in empowering and mobilizing teachers and staff. The two styles are charismatic and democratic leadership style. The principal used four models of pedagogical competency development for teachers were supervision, workshops, regular meetings, and the principal directs teachers to participate in educational trainings and seminars. The obstacles were the lack of teacher preparation in making learning tools such as lesson plans and syllabus, the schedule of the principal's activities impromptu so that the implementation of supervision, meetings, or workshops is delayed. There are some teachers who cannot attend meeti...