Leaders don’t count unless they help change practice   Hattie’s effect size of d=0.36 for the influence of school leadership on achievement is revealing. School leaders rank only 74th in Hattie’s league table of influences on achievement, and this is based on a synthesis of 491 studies on more than a million students.  Hattie distinguishes between different forms of school leadership. He is emphatic in stating that those school leaders who, “...promote challenging goals, and who establish safe environments for teachers to critique, question and support other teachers to reach these goals are the most effective.” Hattie follows this by quoting further research that finds that finds, in a similar vein, that, “school leaders who focus on students’ achievement and instructional strategies are the most effective. What school leaders should focus on Correlational studies linking school management to achievement reveal a number of key focal areas: Promoting and participating in teacher learning and development (r=0.91) Support and evaluation of classroom observation and feedback to teachers (r=0.74) Establishing goals and expectations (r=0.54) Two further correlations highlighted by Hattie that are worthy of noting are: School leaders ensure that teachers were intellectually challenged by current theories and practices (r=0.64) School leaders willing to challenge the status quo (r=0.60)     
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