IntroductionSchool leadership determines the effectiveness of school in ensuring that students are well educated. Although the school principals have the formal mandate to lead an individual school, leadership is not necessarily reserved for them (MacNeill et al. , 2003). In fact, many schools tend to have a mix of formal and informal leadership, such as in situations where teachers also assume responsibilities for particular tasks and departments (Almannie, 2015). While it is generally acknowledged that school leadership is an intricate phenomenon, the results of effective school leadership can be readily identified. The results centre on the quality of pedagogy that teachers provide and the extent to which students are engaged in learning.
Despite this, pedagogic change appears to be tricky, as MacNeill et al. (2003) observed, teachers have showed a tendency to replicate the pedagogies and cultures of their individual experiences to students. To this end, a major complexity for school leaders is engaging teachers effectively to transform pedagogy. This paper evaluates the effectiveness of the school leadership framework proposed by the Leadership Centre, WA Department of Education and Training.
It also describes the characteristics of educational leadership before performing a critical analysis on the manner in which educational leadership is exercised in a school setting. Also examined include evaluation of the framework in relation to the stands of leadership in a school setting and the major characteristics of educational leadership with focus on its overall significance in a school setting. Part 1(a)Evaluation of the School leadership framework suggested by Leadership Centre, WA Department of Education and TrainingThe primary objective of the Leadership Framework is building teacher's leadership capacity. The Leadership Framework seeks to describe the development in five leadership domains that identify levels of performance to allow stages of leadership development to be determined.
It is also aimed at improving the competency of school leaders. The five domains include policy and direction, teaching and learning, staff, partnerships, and resources. Policy and directionSharing and Vision: The framework ensures that the leader develops and shares his vision. This effectively ensures consistency of goals. For instance, the dean of the faculty shares his vision to the teachers and students. His vision is to ensure improved student achievement.
To ensure this, he guides the staff to come up with strategies that can enable them to ensure that their teaching pedagogy is consistent with his vision. Working collaboratively: The framework calls for collaborative leadership. It requires a school leader to inspire the teachers and students to take part in collaborative planning and making decisions. The dean of faculty appears to inform consistently other teachers and students through school memos on the notice board. This ensures that teachers and students are mobilised to work collaboratively with him, as they are sure of the direction the school is taking.
Promoting change: It also ensures that a school leader supports school practices and gives direction on areas that should be improved. For instance, in my faculty, the dean tends to acknowledge what the pedagogies teachers use. He appears to be always aware of student's performance. When the students perform dismally in a test, it is said that he summons teachers to his office to discuss student's scores and suggest ways the teaching practices can be improved.