Research+findings

Spillane and Seashore Louis, cited in Robinson (2010 p.7), claim that “Without an understanding of the knowledge necessary for teachers to teach well - content knowledge, general pedagogical knowledge, content specific pedagogical knowledge, curricular knowledge and knowledge of learners - school leaders will be unable to perform essential school improvement functions such as monitoring instruction and supporting teacher development.” From the review of the literature it is apparent that key factors impacting on student learning outcomes are skilful instructional leaders with high levels of pedagogical content knowledge who are also skilled in establishing and building relational trust. Robinson et al. established that the mean effect size “for the impact of instructional leadership on student outcomes is three to four times greater than that of transformational leadership” (p. 655) and interestingly, they highlight other transformational leadership research “has an effect on staff attitudes, (although) those effects do not usually follow through to student outcomes” (p.655).
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 * Teaching is the profession that teaches all the other professions.  ~Author Unknown  ||   ||  A teacher affects eternity; he can never tell where his influence stops. ~Henry Brooks Adams  ||
 * This project aims to identify the capabilities that Numeracy Coordinators need to be effective in their role as a leader in their school. Indeed identifying what it is that Leaders in schools do that contribute to the “persistent disparities in educational achievement” (Robinson, Lloyd, Rowe p.636) is a goal
 * This project aims to identify the capabilities that Numeracy Coordinators need to be effective in their role as a leader in their school. Indeed identifying what it is that Leaders in schools do that contribute to the “persistent disparities in educational achievement” (Robinson, Lloyd, Rowe p.636) is a goal

Further their findings show 5 Leadership Dimensions that impact on student outcomes. These are

Vivianne Robinson’s 2010 paper- From Instructional Leadership to leadership Capabilities: Empirical Findings and Methodological Challenges tentatively examines what leadership capabilities are required to be an effective instructional leader. Robinson argues that three interrelated capabilities are essential for effective instructional leadership. using deep leadership content knowledge to (b) solve complex school based problems while (c) building relational trust with staff, parents and students (p.1) ||
 * Establishing goals and expectations
 * Strategic resourcing
 * Planning, coordinating and evaluating teaching and the curriculum
 * Promoting and participating in teacher learning and development
 * Ensuring an orderly and supportive environment