ABSTRACT
While the importance of pedagogic leadership in leading school renewal and change was discussed in the previous chapter, the starting point for Chapter 8 is an in-depth exploration of the impact of teachers’ pedagogic beliefs on how students learn. Pedagogy is defined in part as a planned action designed to facilitate the acquisition of new knowledge, beliefs or skills for the learner and the authors explain that the creation of classroom environments, and teachers’ planning then become pedagogic statements.
Issues relating to high-stakes testing are outlined at this point with specific reference to the impact that such tests have on both teacher pedagogy and curriculum choice. The authors argue that in times of high-stakes testing both curriculum and pedagogic offerings tend to be reduced with teacher pedagogies becoming more teacher-centred (inclusive of direct instruction) when the test result becomes the total goal. Consequently, a pedagogic school leader needs to pay close attention to teacher practices and their professional development.
Coaching and mentoring processes are examined as is teacher performance management, which the authors see as being a conversation with a pedagogic purpose in mind. The ingredients of successful school performance management processes are subsequently distilled from identified informed practices. A sample of an instrument to chart and audit teachers’ pedagogic skills is provided by the authors. This enables school leaders to audit then develop the level of skills that teachers have and require in a student-centred, cooperative classroom environment.
