Is there a case for blended leadership learning for principals?

Abstract

This paper draws from six research studies investigating the question of what it takes for principals to be leaders of learning with a particular focus on improvements in student learning and achievement in reading. Our objective is to discuss the research evidence behind one of the conclusions drawn from data gathered during a series of six programmes in leadership learning called Principals as Literacy Leaders (PALL). That conclusion highlights the power of blended leadership learning. We argue that blended leadership learning requires a combination of generic leadership skills with pedagogical content knowledge. In other words, a blend of process and content, the how with the what. Both are considered necessary if principals are to connect their daily work more directly with teacher and student learning. We use the term blended learning quite differently from the way it is usually applied with e-learning strategies. There, the tendency is to concentrate on delivery processes combining virtual with real-time interactive means (Dempster, 2016).