For module 1 the learning outcomes are:

• Self-awareness
  • increase knowledge of the conditions for effective middle leadership
  • consider the 5 characteristics of effective middle leadership as outlined by Dr Kylie Lispcombe
• Diversity
  • start to consider and identify own social identities and reflect on the various ways those identities become visible or more keenly felt at different times
  • start to consider different aspects of diversity and anti-racism
• Leadership of change
  • start to consider own area of change and how this links to own strengths and areas for development
• Coaching as a model of practice
  • further develop knowledge of coaching and practise listening and questioning with a partner
  • identify a co-coach to work with over the coming year.

Section 1 – Middle leadership conditions and characteristics

I enjoyed the reading for this section, especially this quote:

Middle leaders have the potential to impact areas such as teacher
capacity, school reform, teacher motivation, morale and most
importantly, but less commonly reported, student learning
(Lipscombe et al., 2021)

Notes while reading (Padlet Paper)

• positionality
  • Positionality between senior leaders and teachers means that middle leaders operate in two subcultures, one as a formal school leader and often as a support for senior leaders. To support, facilitate, and occasionally oversee classroom teaching and learning, they also serve as a leader and teacher colleague. This positionality, which is frequently referred to as being “in the middle,” means that middle leaders are in a great position to direct teaching and learning in the classroom. Middle leaders require senior leadership support.
• role clarity
  • principals and middle leaders need to work within their own establishments to develop their own localised role descriptions. Role description also gives middle leaders clear-cut duties that are communicated to and understood by other teachers.

• trusting relationships
  • Middle leaders are often acknowledged experts in the classroom (Bennett et al., 2007), affording them a level of respect with both teachers and school leaders. Good relationship practices are key considerations for middle leaders as they work between senior leaders and teachers. 

• teacher collaboration
  • To guarantee that teacher collaboration leads to gains in teaching and learning, it must be well planned and managed.