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1.
The purpose of this case study is to examine the impact of the development and design of a district leadership competency model on leadership development outcomes in one Georgia school district. Specifically, we seek to illuminate the importance of Leadership Competency Models for (1) increasing clarity among aspiring leaders about the expectations for leadership within their system; (2) increasing shared understanding among school leaders and district administrators about the core elements of leadership required for success within their system; (3) increasing uniformity of practice in the identification and selection of candidates into the Aspiring Leader Program; and (4) improvements in the development and support provided for aspiring school leaders. As districts continue to work towards systemic improvement in leadership development nationwide, our findings have real-world implications for districts interested in identifying and developing aspiring leaders within their own systems.  相似文献   

2.
A review of student discipline and suspension data disaggregated by race highlights how school leader biases influence disciplinary decisions. Yet, the majority of principal preparation programs have failed to develop structures and norms that result in critical conversations pertaining to race and racial inequities. This article is written from a stance that school leaders must move away from traditional leadership approaches and toward a social justice leadership orientation that creates critical spaces and discourses, empowers communities, and enables the adoption of social justice practices in all aspects of the school. After reviewing literature on critical race theory and social justice leadership, three leadership action areas are recommended to support principals and assistant principals in closing the racial discipline gap.  相似文献   

3.
ABSTRACT

Moving away from the study of the principal as the central leader figure in schools, this article argues for an alternative narrative for school leadership. It draws on empirical data from a doctoral study to propose a new way of thinking about the school leader through the unusual metaphor of the Cheshire Cat.

Examining the stories of 11 school leaders from one independent PK-12 Western Australian school, including middle leaders who are often absent in school leadership literature, this article provides insights into school leaders’ perceptions of themselves as leaders, and their private processes of decision making. These leader stories challenge the notion of school leadership as an archetypal story of a central figure, showing that it can instead be quiet, subtle, fluid, and even deliberately invisible.

The visible-invisible Cheshire Cat school leader enacts collective vision, action, and transformation by acting as a deliberate and skilled collaborator in a complex, networked web. This reimagined school leader is one who makes careful decisions about how to best serve their communities, how to foster trust, and how to distribute power and agency, including when to appear and disappear, when to step forward and step back, when to direct and when to empower.  相似文献   

4.
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5.
In response to increased performance expectations, schools and districts are turning to nonsupervisory, school-based, instructional teacher leader roles to help improve teachers’ instruction and enhance student learning. Increased opportunities to learn about teacher leadership may facilitate the implementation and institutionalization of instructional teacher leader roles. We discuss how institutions of higher education could develop programs for instructional teacher leaders, provide related coursework to school administrators and preservice teachers, and educate school communities about the potential usefulness of these roles.  相似文献   

6.
Wing-Wah Law 《Compare》2013,43(3):295-322
Since the 1980s, numerous studies have demonstrated the influences of culture and gender on leadership, including school leadership. Such studies have been criticised, however, for being dominated by Anglo-American paradigms and frameworks and for under-exploring the roles of culture and gender on leadership in non-Western societies. With reference to China, this paper focuses on the relationship between gender and school leadership and explores gender differences between Chinese male and female school leaders in their leadership orientations. The study adopted a mixed methodology of a questionnaire survey and individual interviews to solicit Chinese school leaders' views in 2008. The study finds mixed patterns of gender differences in Chinese school leadership, including stereotypical, non-stereotypical and no differences. This paper argues that these patterns can be interpreted as resulting from the dynamic interplay among traditional Chinese culture, contemporary political context and organisational settings into which Chinese school leaders are socialised and in which their leadership styles and behaviours are shaped and leadership is exercised.  相似文献   

7.
In 2011 to 2012, 48 schools in the Northern Territory, South Australia and Queensland participated in the Principals as Literacy Leaders with Indigenous Communities (PALLIC) project. Central to this project was the establishment of positive working relationships between school principals and Indigenous community leaders in order to improve Indigenous literacy rates. Professional development in leadership skills and effective literacy instruction was provided through five professional learning modules. Participants worked together to create an action plan to support the literacy achievement of Indigenous students in their schools and communities. This article presents a case study of one participating school in Northern Queensland that successfully utilised the PALLIC framework to facilitate leadership actions and activities between Indigenous community and school leaders in order to form productive partnerships for the teaching of reading. In particular, the case study highlights the way that school leaders and Indigenous leaders established shared leadership and shared ways of learning in the school for reading outcomes of Indigenous students.  相似文献   

8.
This article examines and critiques the leadership capacity of department leaders in a high school and attempts to gain a deeper understanding of how department leaders perceive their role as teacher leaders, making a distinction between what an individual department leader does in his or her position and teacher leadership as a form of continuous learning and innovation through collaboration. How do department leaders practice leadership to improve student learning? The author provides an investigation and analysis of the current level of leadership capacity exhibited by department leaders in a high school. A close look at the role and function of department leaders in this high school reveals an absence of the teacher leadership necessary to promote the broad-based leadership capacity that results in improved student achievement.  相似文献   

9.
The professional self-images of principals are integrally related to how they perceive and exercise leadership in specific school settings. This study of a balanced sample of male and female leaders from a cross-section of Victorian schools in the late 1990s reveals that there are key variations related to sectorial identity, level and scale of school, institutional histories and even student gender. It supports the development of nuanced theories about leadership and gender that combat essentialist stereotypes which have dominated in past discourse. It also combats simplistic claims based on school level, sector and student gender. The findings carry implications for principal selection and development which require fine-grained discernment by practitioners and theorists in the future.  相似文献   

10.
This article examines a number of key issues around successful school leadership and leader development. Three metaphors are used to frame, track and analyse recent research and commentary in the area – these are clones, drones and dragons. Although development mechanisms rarely fall neatly within one category, the metaphors provide a useful way to examine some of the ongoing uncertainties around leader development. Clones duplicate what others think they know about successful leadership. Drones carry cloned knowledge and are controlled ‘from afar’ by centralised authorities or other ‘outsiders’. Dragons take organic forms which can mutate in terms of shape, colour and form in line with more localised needs. As such, they aim to nurture leaders who lead change successfully within their communities with reference to but not dictated by standardised knowledge. Issues flowing from interactions between these categories form a set of questions or tensions faced by systems and leaders themselves.  相似文献   

11.
Educational leaders continually must be vigilant about their actions as they speak volumes about the values that the leader supports. It is impossible for an educational leader to take an action without generating some comment about how things should be done—which by definition is moral action. What's more, everyone is watching—especially the students.

This article explores leadership relationships, interrelationships, and interdependence—and how administrative “moral leadership” rests with the institution's leader. First, it examines the concept of systems thinking to determine how relationships, support structures, and decisions made by school leaders impact the entire school—especially the students and the community at large. Second, it explores and furthers our understanding of moral leadership models by synthesizing concepts in the literature and offers a new paradigm of moral leadership for educational leaders in the 21st century.  相似文献   

12.
ABSTRACT

Background: While the school leader’s role is undoubtedly instrumental in school effectiveness, the specific influence of formal leadership on pupil learning is indirect and can be difficult to determine. Research findings suggest that school leaders can influence school organisation and pupil learning by acting catalytically, thus unlocking their schools’ existing potential. In school-based development, school leaders and their staff undergo a workplace development process, using school resources to contribute to it.

Purpose: This article explores the concept of leadership in school-based development, focusing on leading teacher learning processes in relation to pupil learning. The research problem is formulated in the following question: How is the school leader’s role enacted and experienced when enhancing teachers’ learning in school-based development? The intent of the study was to further the understanding of leadership in school-based development.

Sources of information and method: A qualitative interview study was conducted with teachers and leaders from three lower secondary schools, roughly 2 years after the schools participated in a formal school-based development project which was initiated by the Norwegian education authority. To present the findings based on the collected data, narrative texts were constructed.

Findings: The findings draw attention to the importance of leaders’ participation in the teacher learning processes of school-based development. The study highlights the importance of leaders building trust in their schools: development processes must be collegium-rooted with common goals for the whole school. The interplay of culture, structure and content is found to be necessary for successful school-based development. Furthermore, school leaders need to balance internal and external accountability, moving school practices towards local goals, which are constructed within national overall aims.

Conclusions: The study suggests that leaders require an overview of developmental processes to manage to support and progress development; leadership needs to be distributed. Further research on leaders’ learning in relation to school-based development can generate knowledge that serves as a thinking tool, thereby informing leaders’ actions in support of school-based development.  相似文献   

13.
ABSTRACT

Increased school autonomy and a greater focus on achieving school effectiveness and improvement has made it essential to reconsider the role of school leaders (OECD 2009, Creating Effective Teaching and Learning Environments: First Results from TALIS. Paris: OECD Publishing). This recommends that leadership development in this rapidly changing world deserves significant consideration compared to the past. With the increasing interest entrusted to school leadership, this article reports on how school leaders are currently prepared by the higher education programmes offered in two out of three universities in Fiji. Through an extensive literature review as well as through programme documents and policy reviews, this article focuses on current educational leadership post-graduate courses offered at these Fijian universities and highlight areas of strengths as well as suggests recommendations for improvement that are in line with identified needs for effective principal preparation in a Fijian context with key connections made to the larger South Pacific region.  相似文献   

14.
The purpose of this phenomenological study was to capture first-hand accounts of K-12 educational leaders whose school districts were directly affected by the deadly 27 April 2011 tornadoes in rural Alabama, USA. This study was framed by the literature base of leadership; specifically crisis leadership and resilience theory. Findings are organised under the headings of crisis management, crisis leadership characteristics, post-crisis support and crisis preparation. In this study, educational leaders demonstrated resilience in the face of adversity and took decisive steps to rebuild not only their schools but also their communities as well. Additionally, leaders expressed the importance of sharing their stories with others so that the lessons they learned in response to the tornadoes would not soon be forgotten. The study concludes with reflections about crisis planning and implications for future research as well as a call to action to improve crisis management in K-12 educational settings.  相似文献   

15.
This article presents an overview perspective on the potential benefits of applying multimedia technology to redesign and invigorate the career-long performance assessment and professional learning of school leaders. Funded design and development efforts of one multimedia project—the Administrator Case Simulation (ACS) Multimedia Library—focusing on the professional assessment and development of school principals involved in collaborative school leadership are highlighted. Project research teams at the ACS Multimedia Lab have focused in the past seven years on using available multimedia technologies to develop school leadership assessment and organizational learning case simulation resources for school principals and other school leaders. This article provides an overview of the multimedia case simulation concept, describes collaborative R&D project efforts involving regional and state school leaders, highlights multimedia case design features, and discusses implications of technology-integrated case designs for informing personnel assessment and evaluation programs and for enhancing the reflective thinking, decision making, and professional learning of school leaders. Finally, recommendations are offered for engaging in further research and development efforts using the integrated systems professional learning approach presented, and for creatively expanding technology-integrated case simulation designs to develop similar professional assessment and learning resources for all school leaders.  相似文献   

16.
Many developed and developing countries are seeking to systematically transform their education processes through Information and Communication Technology (ICT). The aim of this paper is to present findings from one aspect of a larger ICT study in a particular location in a developing country, with the specific focus presented here being ICT professional development and impacts. Research methods in the study included teacher and school leader surveys, targeted interviews and also case studies. Findings at a systems level generally indicated insufficient coordination of training and minimal follow-up occurring. In case study situations in which the school leader ensured a schoolwide approach to the professional learning of teachers, ICT was more embedded into student learning processes in classrooms. Considering ICT and other professional learning relevant to education, this paper has relevance for policy developers and school leaders in developed and developing world contexts. The need exists for using coordinated professional development processes, with more centralised ‘one-off’ training supplemented by schools and districts. The establishment of peer learning groups or mentors to support skill-building over time is also needed. Through these ongoing processes, teachers can more effectively make changes in their teaching practices, with potential impacts on student learning.  相似文献   

17.
The phenomenon of teachers taking on leadership tasks beyond their classroom duties has become widespread internationally. While presented as a catalyst for educational improvement, it blurs the traditional division between teaching and leading and therefore challenges the conventional professional relationships in schools as well as the professional self-understanding of teacher leaders. This article reports on an exploratory study of the perceptions of teacher leaders in Flemish primary and secondary schools. By conducting semi-structured interviews of 26 teacher leaders, we collected data concerning their tasks and the consequences for both their social–professional relations with teacher colleagues and school leaders and their professional self-understanding. From a micro-political perspective, the results demonstrate how teacher leadership introduces new structures of interactions in schools that makes teacher leaders find themselves continuously juggling between two different agendas of professional interests: obtaining recognition as a teacher leader by their colleagues as well as maintaining their social–professional relationships with their colleagues.  相似文献   

18.
School leaders in Trinidad and Tobago (T&T) now have the important responsibility of initiating and implementing school improvement. This raises the question of their leadership capacity and the competencies that are required for school leaders to fulfil this new role. This article focuses on school leadership in T&T. The study presented in this article utilised a qualitative interpretive research design employing a range of data collection methods, including questionnaires and interviews. The results of the study confirm a need for developing a new type of school leader who is: better trained, more research oriented, more of a risk taker and autonomous.  相似文献   

19.
Large urban school districts often struggle with hierarchy, fragmented processes and cultures whereby organisational silos between school and central office staff serve as a major barrier for reaching the desired strategic goals of improving student achievement. In addition, school district staff are undergoing change requiring leaders and staff in these organisations to adapt and build their capacity to support changing demands. However, little attention is paid to how to build the necessary systems and learning environments to support capacity building and leader development. This article reports on an action research study using mixed methods that reveal how central office leaders and school principals break down organisational silos to build a culture of learning using learning organisation principles. Using the Dimensions of the Learning Organization Questionnaire (DLOQ) short form, participants completed questions related to the school district's capacity for learning. Data from the survey and interviews outline key findings that illustrate how the learning organisation framework served as a model to create the organisational conditions and culture to enable support and cooperation for learning, capacity, change and improvement to occur. This action research case study is a look at one organisation's approach to addressing a gap in learning organisation research in the area of learning organisation interventions. In addition, it extends current research on schools as learning organisations with an example of data-informed change in one large school district in the southern United States.  相似文献   

20.
This paper examines conceptions of governance and freedom embedded within a new school autonomy policy in Queensland (Australia). Drawing on interview data from case study research, it foregrounds the practices of two school leaders from a secondary school in regional Queensland. It considers how such conceptions foster an entrepreneurial leadership of competition and compliance but also how they create space for something other than these dominant performative priorities. The paper’s theoretical contribution responds to calls for more nuanced accounts of entrepreneurial leadership to better understand how current performative demands are impacting on school leaders amid increasingly autonomised education systems.  相似文献   

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