Vision → Dr Jake Madden

The Role of Teachers as Researchers in Student Success

As a principal focused on improving student learning I was heartened by the recent presentations at the Dubai International Education Conference recently held at Al Ghurair University, Dubai. With the key message that the teacher is the centre of improving student attainment, the various keynote and concurrent presentations offered insight into the effective impact of the role of the “Teacher as researcher.”

The teacher as researcher can be distinguished from their colleagues as they attempt to better understand their TEACHing practice and how it impacts upon their students. In researching the relationship between teaching and learning the teacher researcher actively contributes to the conversation of what makes a difference to student learning. This is an evidenced based process and involves reflective inquiry, working in collaboration with other teachers, their students, parents and the community.

Interpreting real time data, analysing the data and them making informed decisions based upon this information is pivotal to improving the school outcomes. The challenge is ensuring that all schools improve. However, as shared by Professor David Lynch (Southern Cross University):

“It is interesting to note that the latest figures released by the Knowledge and Human Development Authority (Dubai’s education authority) show that the number of private schools in Dubai will reach 250 by the year 2020 or 16 per year. There are currently 169 private schools in Dubai as of last year, but this number will increase by almost 50% in the next six years to accommodate the projected 50% increase in student population from the current 243,000 level to 366,000 by 2020 or by 24,000 per year. One of the big challenges for the UAE is to prepare or engage enough teachers to meet this demand profile.”

With the rapid increase in the number of schools in Dubai to meet the increasing demand and the KHDA prescribed inspection process identifying what makes an “outstanding school” on what constitutes an outstanding school will continue to create much debate. To help foster the dialogue perhaps our latest publication “Creating the Outstanding School” will help.

The Role of the Educational Leader?

Recently I finished re-reading one of my favourite reference books by Fullan and Hargreaves, “Professional Capital – Transforming Teaching in Every School”. It has, as its central message, putting teachers and teaching at the forefront of school improvement. Through the path of breaking down the barriers of classroom isolation and engaging in a collaborative culture of learning, raising teacher status will improve student achievement.

Rereading Professional Capital by Michael Fullan and Andy Hargreaves reminded me why this book remains a staple on my shelf. Its central message is clear: putting teachers and teaching at the heart of school improvement is not optional, it’s essential.

When teachers work in isolation, improvement stalls. When they collaborate, engage in meaningful dialogue, and share responsibility for learning, schools thrive. That’s the shift this book advocates: raising the status of teachers through a professional culture built on trust and support.

Start with the Teacher

Even a struggling teacher will bring about some student growth across a year. But in a truly great school, the bar is set much higher and that starts with how we support the people in front of students every day.

Here, the role of the educational leader becomes critical. Are they visible? Do they get into classrooms, ask questions, and lead learning? Or are they buried under bureaucracy, distant from daily practice? In high-performing schools, leaders and teachers work side by side. These are not schools built on compliance, but on shared purpose.

From Good Teachers to True Professionals

Fullan and Hargreaves urge schools to do more than develop good teachers. They call for professionals who think deeply, work collectively, and lead change. But that doesn’t happen without leadership.

Educational leaders need to model the same professional learning they expect from their teachers. It’s not enough to hand out resources and hope for improvement. Real growth comes from engaged, deliberate action: professional conversations, peer observations, and shared strategy.

The Leadership Gap

The book also highlights a persistent challenge: many leaders are promoted from roles with little connection to the work of developing teachers. When leadership pathways fail to build real instructional expertise, schools suffer. And with fewer aspiring leaders in the pipeline, we risk placing managers into executive roles without the skills to lead learning.

That gap is still visible in many schools. Professional Capital reminds us that sustained improvement comes from professionals leading professionals with learning, not logistics, at the core.

Developing a Strong School Leadership Vision

As a principal in a new school it is important that my school community is clear on what I stand for. This is not just about brainstorming a list of strategies and putting it into a plan. Its about exploring ideas and developing a clear vision.

“You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose.”
— Dr. Seuss, Oh, the Places You’ll Go!

A school leadership vision is the foundation of a successful school. As a principal, my school community must understand what I stand for. A vision is more than a strategy—it’s a guiding force that shapes decision-making, school culture, and student success.

Why a School Leadership Vision Matters

Great school leaders visualise and articulate a clear future for their schools. A well-defined school leadership vision:
✔ Aligns staff, students, and parents around a shared purpose
✔ Provides direction for all decisions and actions
✔ Motivates the school community during challenges

Without a school leadership vision, schools risk drifting aimlessly—jumping from one initiative to another without a clear sense of purpose.

How to Develop a School Leadership Vision

A strong school leadership vision should:
📌 Be specific—outlining what the school will and won’t do
📌 Be future-focused—guiding progress over 3 to 5 years
📌 Be inspiring—helping staff and students stay motivated

The Danger of Leadership Without Vision

When I take on a new leadership role, I always think of Lewis Carroll’s Alice in Wonderland:

“Would you tell me, please, which way I ought to go from here?”
“That depends a good deal on where you want to get to.”
“I don’t much care where –”
“Then it doesn’t matter which way you go.”

Without a school leadership vision, any path seems acceptable—but none lead to real improvement.

Vision Comes Before Strategy—Always

“If you have a clear vision, you will eventually attract the right strategy. If you don’t have a clear vision, no strategy will save you.”

Many schools focus on strategy first, leading to fragmented efforts. But a principal must first define a vision, then align strategies to achieve it.

The Leadership Challenge: What Do You Stand For?

As a school leader, defining your school leadership vision is essential. A clear vision attracts the right people, strategies, and decisions—ensuring every action supports long-term success.

What is your school leadership vision?

Focusing on the Big Picture – Setting the Scene

I’ve been in Dubai for eight weeks and have been struck by many things including the climate, the rapid growth, and the energy people bring to learning. It’s a place on the move, filled with ambition.

One of my first priorities was meeting my new leadership team. We began by getting to know one another, setting expectations for how we’ll work together, and sharing our hopes for the school. As a principal leading a school in a new country, building that mutual understanding was essential.

When stepping into a new system, context matters. Your team needs to know how you think not only on what drives your decisions and where you see the school heading, but also how you view your role. At the same time, you need to understand their aspirations and ideas. Leadership doesn’t work in isolation. Connection and clarity come first.

For me, that started with the bigger picture. I wanted to ensure that we had a shared sense of direction: where the school is heading, whether the right culture and capabilities are in place, and if the learning model supports long-term goals. It’s easy to get caught in the day-to-day, but strategy demands a broader view.

This is especially true in a young school. When the early phase of ‘setting up’ is done, the real work begins, building sustainability, deepening learning, and shaping identity. As the leader, your role is to keep the vision clear while building the capacity to get there.

The early days of a new appointment set the tone. With the right focus, they become the foundation for growth.