This work represents a publishing event in education research. Building and Sustaining Successful Principalship In an English School; Christopher Day, University of Nottingham -- 7. In this regard, school capacity for change is defined as enabling teachers and school as a whole to learn continuously in order to diversify the learning opportunities of students Stoll, 2009. This paper explores four key drivers of pedagogical change derived from the data that build towards a theory of pedagogical change. Genuinely groundbreaking, it is the result of longitudinal research from five nations over five years. It contains fresh insights that take our understanding of effective school leadership to a new level.
Yet our principals showed post-heroic leadership such as involving others in decision making and recognising that school success depended on collective effort, and being sensitive to community needs through a deep respect for the local culture. Hoy en día, se necesitan direcciones que estén preparadas para el cambio, desafios y sociedades más justas. Description This pioneering account of a longitudinal study of successful school principals in five nations over five years will be required reading for educationalists. Sustaining School Success: A Case for Governance Change; Stephen L. Education is in this regime expected to focus on basic skills, competition, excellence and employability.
In this chapter, I will suggest that discussions of teacher quality in and beyond initial or pre-service teacher education will always be incomplete without a consideration of the role played by school leaders in influencing, in particular, three key components of teacher quality: i professional autonomy; ii professional capital; and iii teacher commitment, well-being and expertise. The book provides a balanced, data-driven approach that seeks to identify thematic similarities even as it honours variations in leadership practices that are linked to specific societies. A third chapter on sustaining improvement and leadership in challenging schools takes a systemic perspective on schools. Since 2002 this project has sought to understand the characteristics, dispositions and qualities of successful principals in successful schools. School leaders endeavour to act according to the inherited values, while adapting to managerial demands.
One key finding is that while all principals delegate a range of leadership tasks, successful ones distribute responsibility on a case-by-case basis founded on personal assessments of their staff as well as on organizational and policy contexts. Findings — The definitions of heroic and post-heroic leadership are inadequate in defining successful principal leadership. Findings from four project books and eight models derived from this project are synthesised into a model of successful school leadership. Such cross national accounts offer great promise in generating new knowledge about school leadership and management. Currently, the issue of inequality is one of the most pressing concerns in education and educational research. Findings — The seven themes that emerged were manifested in ways that reflected the differing philosophies of each country: engagement and pride, high expectations, student autonomy, early student learning and development, teamwork, diversity and integration, and international focus on academic rankings. This study was developed in a secondary school located in Granada.
In two schools, the same principals were still in post, and in the third school there had recently been a change in principalship. The book provides a balanced, data-driven approach that seeks to identify thematic similarities even as it honours variations in leadership practices that are linked to specific societies. One key finding is that while all principals delegate a range of leadership tasks, successful ones distribute responsibility on a case-by-case basis founded on personal assessments of their staff as well as on organizational and policy contexts. In this chapter, we document these changes and consider how the dual focus on centralisation and decentralisation has impacted on Swedish education. Importantly, it considers how aspirant and practicing principals can be developed and supported in their efforts to lead and sustain successful schools.
Jacobson, University of Buffalo, Lauri Johnson, University of Boston, Rose Ylimaki, University of Arizona. The chapter is organised in three parts: 1 Developing success — the first 7 years; 2 Broadening and deepening — the next 6 years; 3 Progressive leadership trust — the person and the acts. We see an ongoing struggle between local and national governance with more weight on local municipality and schools than on state governance. This work represents a publishing event in education research. In this analysis we look for similarities and differences between school leadership in Denmark, Norway and Sweden.
Philip Hallinger, Professor, Hong Kong Institute of Education This book moves the educational leadership field forward on three important fronts: it provides a rare, longitudinal, picture of leadership and change in a large number of schools; it unearths some of the key leader - related factors that explain a school's ability to sustain improvements over long periods of time and; it constitutes one of the very few international, comparative, cross-cultural data sets available about school leadership. In doing so, they recorded fresh perspectives on the influence school principals can have on their schools, the quality of teaching in their classrooms, and student outcomes. The volume's international thematic analysis has allowed comparative conclusions to be drawn on what the principals do to sustain and foster pedagogical and institutional success. Spillane, Professor, Northwestern University Contenu 1. May not contain Access Codes or Supplements.
Even fewer will have worked with colleagues from different countries and cultures. This paper investigates the evolution of leadership for learning that has occurred in four secondary schools located in disadvantaged contexts in the province of Granada Spain over a period of 2 years, performing a comparative analysis on the values, qualities and strategies that characterize their principals during the academic years 2013—2014 and 2015—2016. Revisiting the subject schools in 2007, they found many principals still in place, having steered their organizations through various minefields of political, governance and educational reform. The subsequent changes and outcomes are described. Therefore, it is crucial to ensure that teaching and leadership are informed by the best available knowledge to meet these challenges. More recently, issues of succession planning, capacity building, distributed leadership, sustainability and systems leadership have been the focus of policy and policy-related research.
A main argument is that our thinking about educational leadership must be complemented and informed by research which focuses on recent changes in the political economy that have challenged public education severely. The authors set themselves an unprecedented task: to analyze how it is that successful school principals sustain positive outcomes over a significant period of time. These principals reached out to their communities. Over the years, much has been written internationally about leadership purposes, values, practices and effectiveness. One major difference between the principals was their attitude to change. One key finding is that while all principals delegate a range of leadership tasks, successful ones distribute responsibility on a case-by-case basis founded on personal assessments of their staff as well as on organizational and policy contexts.