Classroom Observations and Supervision – Essential Dimensions of Pedagogical Leadership. Issue 7 (19th August 2014)

• Record Type: Journal Article
• Authors: Arlestig, Helene; Tornsen, Monika; Roberts, Brian; Arlestig, Helene
• Is Part Of: International journal of educational management. Volume 28:Issue 7(2014)
• Publication Date: 2014-08-19
• Subjects: School management and organization -- Periodicals; Universities and colleges -- Administration -- Periodicals; 371.2
• DOI: 10.1108/IJEM-01-2014-0001
• Languages: English
• ISSNs: 0951-354X

Abstract

<abstract> <title> <x content-type="archive" xml:space="preserve">Abstract</x> </title> <sec sec-type="purpose"> <title>Purpose</title> <p>The main task of every school is to contribute to student learning and achievement. In the 21st century, national and international evaluations and comparisons have focused on measurable student and school results. Not only teachers but also principals are held accountable for school results, which increase expectations of principals to work to enhance student learning and improve outcomes. In Sweden, a principal's work with a given school's core mission is labeled as pedagogical leadership, a concept that includes diverse activities related to national goals and school results. Aspects of pedagogical leadership include principals' classroom observations and communication about teaching and learning issues. This article describes a model of pedagogical leadership as a base for principals' experience with the aim to develop their understanding of pedagogical leadership. </p> </sec> <sec sec-type="design|methodology|approach"> <title>Design/methodology/approach</title> <p>The article builds on data from three groups of principals who participated in a course to learn more about pedagogical leadership. </p> </sec> <sec sec-type="findings"> <title>Findings</title> <p>The participating principals performed their pedagogical leadership in different manners and with varying quality. During the course, there was a shift in what activities and duties the principals prioritized. The findings highlight the importance of democratic leadership and the improvement of teacher capacity and student outcomes. </p> </sec> <sec sec-type="practical implications"> <title>Practical implications</title> <p>The article gives practical examples on how principals can improve their understanding of pedagogical leadership </p> </sec> <sec sec-type="originality|value"> <title>Originality/value</title> <p>There are few articles on how pedagogical leadership is understood and practiced. The article provides a model for pedagogical leadership and empirical data that shows that the concept deserves to be viewed as a qualitative concept that need interpretation. </p> </sec> </abstract>