The Impact of Leadership on Transforming Traditional Classrooms
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This qualitative study included a series of formal interviews and focus groups conducted across an elementary school district to examine the connection between transformational leadership and transformational teaching and learning in their 1:1 iPad initiative. The study examined the characteristics of transformational leadership defined as 1) vision and sense of purpose, 2) systems for professional learning and 3) reciprocal accountability for student outcomes. Findings indicate the existence of transformational teaching practices are connected to transformational teaching and learning. To effectively integrate mobile technology it is necessary to examine the contexts that exist to support the changing role of the teacher necessary to achieve desired outcomes for students.
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The Impact of Leadership on Transforming Traditional Classrooms
- 1. THE IMPACT OF LEADERSHIP ON TRANSFORMING TRADITIONAL CLASSROOMS Kathryn Martin, PhD: Associate Director of Professional Learning martin@sandiego.edu/@KatieMTLC Andria Shook, PhD: Research Associate ashook@sandiego.edu/@Andria_Shook
- 2. United States Public School System • United States Department of Education – Decentralized: Supports states to ensure equal access – Provides financial assistance – Approximately 49.5 million K-12 students • State- Governed – Standards, curriculum, funding, etc. – States comprised of school districts
- 3. Southern California School District Background • Highly Resourced K-6 school district • Six schools: 3000 students • Approximately 500 iPad/iPods sporadically deployed in 2011-2012 • All classrooms had an iPad/teacher & apple TV • Teachers participating in technology pilot received Professional Development
- 4. Research Questions • How does site based leadership impact the implementation of a 1:1 district initiative to integrate technology? • What are the key factors that influence the transformation of learning and teaching?
- 5. Methodology Qualitative Interviews & Focus Groups Spring 2013 District Instructional Service Team Members Principal Interview Principal Interview Principal Interview Principal Interview Principal Interview Principal Interview Teacher Focus Group Teacher Focus Group Teacher Focus Group
- 6. Transformational Leadership • VISION Empowering & inspiring followers to achieve success, & lead with vision, confidence, and a greater sense of purpose. • CULTURE OF LEARNING: Providing opportunities for continuous learning that are cyclical, participatory & reflective. • RECIPROCAL ACCOUNTABILITY: Developing a systems to ensure instructional decisions have the desired impact on teaching and learning.
- 7. To effectively integrate technology, teachers must shift from transmitters of knowledge to: 1.Designers of powerful learning experiences 2.Sources of human, social, and decisional capital in the learning experience 3.Partners in learning with students, accelerated by technology Fullan & Langworthy, 2013
- 11. •
- 12. Perceptions of learning and teaching with technology differed across schools based on: – school leadership’s clarity and communication of the vision – expectations for the transformation of teaching and learning – culture of learning – access to technology – the systems for support, professional learning, and accountability
- 13. Considerations for Future Research • Scalability of findings • The role of the leaders in – Centralized vs decentralized systems – Small vs large districts • Professional learning and support that impacts technology integration for leaders and teachers
Editor's Notes
- The MTLC is a university-based research center that fuels innovation in K-12 Education in the United States. Our team uses a comprehensive approach to identify best practices, build capacity and improve student outcomes through research and evaluation, strategic direction, and professional learning.
- (1,028 districts in CA)
- However, only three of the six schools in the district participated in focus groups. Each focus group included two or three teachers with a total of eight teacher participants. In sum, there were three sets of data: 1) interviews with the district’s instructional services team members, 2) interviews with each principal, and 3) focus groups with teachers from three participating school sites. The goal of the focus groups was to understand teachers’ perspective of the vision, the support they received and the level of use of technology in the classroom.
- More info on defining pedagogical shifts