The power of educational leadership

The Herald reported:

A little over six years ago, Selwyn College in Auckland was struggling.

The Government took over its governance after poor student achievement results, a bitter fight for control by opposing parent groups and the resignation of its long-serving principal.

This week, the decile 4 school, which has long had a multicultural roll and special emphasis on the arts, is celebrating the release of stellar NCEA results that underline a remarkable transformation.

Last year, 93 per cent of Selwyn students sitting NCEA Level 1 passed. Pass rates at Level 2 were 94 per cent, and 90 per cent at Level 3.

Compare that with the 2006 pass rates: 39 per cent at Level 1, 47 per cent at Level 2 and 49 per cent at Level 3.

That is an incredible change, and a great one.

Leading education expert Professor John Hattie has described the progress as some of the most marked he had seen.

“It is the evidence that leads to these comments. And it is stunning. And that this was achieved in such a short time shows what can happen with inspired, passionate leadership with a laser focus on students.”

This must be one of the more successful interventions, and shows what great leadership can achieve from the commissioner and principal.

Many parents used to avoid Selwyn College like the plague. Now it’s role is growing.

Better use of each student’s achievement data, new and renovated buildings, improved teaching practices and a central focus on academic performance were cited as reasons for the improvement.

Selwyn now assigns each student a teacher to act as a mentor to help make sure their study will open doors to university or the workplace.

Selwyn is only a decile 4 school. Some claim that socio-economic background of students is the main determinant and use that as an excuse for poor performance. This shows what you can achieve when you stop making excuses.