While school leadership is often cited as being paramount to the success of individual schools, the distributed leadership perspective affirms that school leadership is more than just the individual who resides in the principal’s office. Consequently, the distributed perspective can be considered an exceptional tool
This study focused upon the micropolitics of teacher leadership, namely the knowledge of tactics, influencing factors and consequences of teacher leaders’ daily political interactions with others within the school setting. Blase (1990, 1997) and Blase and Anderson (1995) acknowledge that teachers are not passive actors in the politics of schools, but also use political strategies to increase their bargaining power through the deployment of influence tactics. The purpose of the research was to provide a profile of power by examining teacher leaders’ use of political skill and influence in the organizational context of the school environment.
"The book shares stories of the role of school leadership in Singapore, with case studies from selected schools, that provides some insights on how Singapore delivers a high-quality education that had led to it achieving high rankings in TIMMS and PISA. This book will provide both the historical and present contexts of changes in the education system, school leadership and teacher leadership in Singapore that made it what it is today. It will distil some universal principles of educational change that school leaders and policy makers can apply in bringing about educational changes that will enhance the learning experiences of students and prepare them for future challenges."--
Estas ideas están desarrolladas en la ponencia de Bernal, A.; Jover, G., Ruiz Corbella, M. y Vera, J. (2013). El liderazgo personal y la construcción de la identidad profesional del docente en el XXXII Seminario Interuniversitario de Teoría de la Educación "Liderazgo y educación”. Disponible en: http://pendientedemigracion.ucm.es/info/site/site32.html ; Estas ideas están desarrolladas en la ponencia de Bernal, A.; Jover, G., Ruiz Corbella, M. y Vera, J. (2013). El liderazgo personal y la construcción de la identidad profesional del docente en el XXXII Seminario Interuniversitario de Teoría de la Educación "Liderazgo y educación”. Disponible en: http://pendientedemigracion.ucm.es/info/site/site32.html ; En los últimos informes elaborados por la OCDE, la UNESCO y la Unión Europea exponen la función de liderazgo como clave para asegurar la calidad de la educación. Estamos ante un concepto complejo, para el que no existe un único modo de entenderlo, ni de aplicarlo. Ahora, si podemos extraer unas constantes que destacan la necesidad de este rol, especialmente en instituciones educativas, ya que en ellas se reclama necesariamente el rol del líder que sepa responder a todas las cuestiones que dan sentido al grupo y al aprendizaje que debe alcanzarse e impulsar toda actuación hacia el logro de esa misma meta. Pero conseguirlo no es el resultado de un líder único. La educación, como arquitectura social que es, reclama la intervención de múltiples líderes en un marco de responsabilidad colaborativa, en la que la interdependencia exige la actuación de liderazgo de cada uno en su ámbito específico de actuación. Este liderazgo compartido no exime de la figura de líder de líderes, focalizada prioritariamente en el director, como gestor y dinamizador pedagógico de un centro educativo. Rol que favorece ese liderazgo pedagógico en el que el profesorado, como líderes de un grupo, es capaz de movilizar y articular las acciones necesarias para alcanzar las metas educativas acordadas por toda la comunidad. Esta capacidad de actuación exige responsabilidad educativa y una amplia autonomía avalada, sin duda, por la rendición de cuentas que sabe responder de los logros ante la comunidad educativa y la sociedad. ; In recent reports issued by the OECD, UNESCO and the European Union the role of leadership is discussed as key element to ensure the quality of education. This is a complex concept, that can not be understood and applied in a single way. But, we can draw some constant elements that highlight the need for this role, especially in institutions that focus in training, since these institutions require of a leader capable of responding to all aspects that give meaning to the group and the learning that should be achieved. He should be able to drive all actions towards a common goal. And reaching this goal is not the action of a single leader. Education, as social architecture, needs of the involvement of multiple leaders within a framework of collaborative responsibility, where interdependence demands the action of each leader in their specific field of action. This shared leadership does not excuse the figure of leader of leaders, focused primarily on the director as manager and educational stimulant of an educational center. This role benefits the pedagogical leadership where teachers, as leaders of a group, are capable of initiating and coordinating the necessary actions to achieve the educational goals agreed by the whole community. This capacity to action requires educational responsibility and extensive guaranteed autonomy, certainly because of the accountability for these achievements to the educational community and society.
Abstract: This study aimed to examine the relationship between transformational leadership by school principals and teacher activity toward the transformation of schools into ‘learning organisations’, based on teacher perspectives. A quantitative research study employing a survey method was conducted. The research involved 285 teachers in cluster secondary schools, selected based on a stratified sampling method. The data collected were analysed using descriptive and inferential statistics. The results have shown that the level of transformational leadership engaged in by the principals at the respondent schools and the amount of learningorganisation activity by the teachers are high. The results also reveal that there is a significant, moderate, positive relationship between transformational leadership by principals and teachers ’ learning organizationpursuant practices. Based on these findings, it is stressed that comprehensive knowledge and understanding of the two concepts studied and how they could contribute to school excellence is very crucial. Existing instances of transformational leadership as well as existing learning organisation-pursuant practices should be continuously improved to ensure the sustainability of schools as learning institutions. This would enable schools to cope with educational change and lead them towards achieving excellence. Key words: Transformational leadership Learning organization Educational change Cluster schools
The concept of parallel leadership that is introduced in this article derives from a five-year research project that was first reported in IJEM in 1997. Parallel leadership represents a relationship between teacher leaders and principals that is grounded in the values of mutual trust, shared directionality and allowance for individual expression. It appears to provide a leadership foundation upon which successful school reform can be built. Thus, the lid of what Hallinger and Heck have called the “black box ” of school reform may have been prised open.
Bibliography: pages 53-58. ; Following the events of South Africa's democratisation in 1994, the country is undergoing transformation processes in virtually all spheres of life. Education is widely accepted as the one field where transformation is most needed. However at school level so many' complexities exist, that the management of the process of change and transformation requires a new approach to the effective training and development of education managers. It is precisely in this regard, that this research report seeks to offer an insight into the existing situation and understand the difficulties involved in attempts to address this need, with specific focus on the need for training and development of middle and senior management. One notable attempt to address the need for formal training and development programs for education managers and leaders in order to meet the demands of transformation, is the organisation development (OD) approach of the Teacher lnservice Project (TIP). Embodied in the OD approach of TIP, is the philosophy and methodology of Action Research, which encourages self-reflective enquiry and allows participants to be active in their own transformation process. In an attempt to locate TIP within the existing literature, the study shows how much it breaks new ground in the field. This new ground is reflected in the role assigned to action research within OD. TIP's approach to educational management and leadership, has value to both historically disadvantaged as well as advantaged schools, because its understanding of transformation is not solely based on the acquisition of material resources. The present educational crisis has to do with the provision of adequate resources to especially disadvantaged schools. The Western Cape Education Department (WECD) has taken cognisance of the transformational role of education management, in that it has called on Western Cape Business to advise on school administration. School governance and management would have full responsibility for monetary allocations and thus schools would be trained to run like small businesses. As stated by the Executive Director of the WCED, 'being a principal will change radically and require thinking like a company MD', (Cape Times, 13 March 1998). However this begs the question of how justified the implementation of corporate world practices in education is. One should bear in mind that fiscal expertise is but one of the plethora of skills which current education managers require. OD through action research could seemingly effect transformation of the entire system within which that school operates. Conclusions drawn from this research report clearly point to the interdependence of educational transformation as espoused by TIP - to restructure and redefine school management and the national attempt to consolidate democracy within education. TIP helps to focus attention on the need to implement School Based Management (SBM) as an exercise of empowering the teaching profession, because in essence, a critical and constructive disposition is developed in educators through Action Research.
Reform is constant but there is little or no change in the achievement gap. As the nation begins yet another reform effort, the Common Core State Standards, the question proposed in this study is ever more pressing. Are we seeing real reform or is it that underlying these many reform efforts are unchallenged and unchanged epistemological assumptions that nurture existing theories-in-use despite whatever the current flavor of espoused theory. The primary purpose of this study is to identify how leadership practice is distributed at the school site. Current literature on distributed leadership has identified that for distributed leadership theory to be explanatory it will need to account for not only that leadership practice is being distributed but how it is being distributed. Since distributed leadership is the espoused leadership practice in education today a method to uncover the theory-in-practice of leadership is required. The study used discourse analysis and Micropolitical theory to analyze the conversations of teachers and administrators during 18 team meetings at two elementary schools over the course of a year. The research questions of the study focused primarily on how conversations revealed the power and position of specific discourses. This study has observed that standards-based instruction and the high-stakes testing that drives it have changed the paradigm of learning. This paradigm is that learning is quantifiable and represented by the results of high-stakes testing. Raising test scores is not only the indicator of closing the achievement gap but discursively substitutes for closing the achievement gap. The study found that the discourse of high-stakes testing was the most powerful discourse at the two schools and established the context for conversations around learning. This discourse was more powerful at the school where scores were more important and was more influential on the approach teachers at that site had toward instruction. The discourse of high-stakes testing served as a substitute for leadership, which reduced teacher and principal autonomy. The study also found that the discourse of distributed leadership provided spaces where participative discourse occurred. Further, it found that leadership was largely hierarchically distributed at the two sites partly due to macro-discourses from beyond the school site. Distributed leadership did not necessarily reduce and may have increased the hierarchical power of the principal position. These findings lead to a conclusion that the most recent version of standardsbased instruction, the Common Core state standards, will continue to have the discourse of high-stakes testing set the context for conversations around learning since it continues the same discourse. Another implication of the study is that how the Common Core affects authentically engaging instruction will be more around the construction and implementation of the assessment tools than around the accompanying rhetoric. Adding to research on distributed leadership theory the study demonstrated that research on how leadership practice is distributed must incorporate some mechanism to consider how power and position influence the distribution. Studies using discourse analysis participate in the social construction of reality where meaning is never fixed and all analysis is open to alternate interpretations. The findings that seemed emerge from the many conversations considered have other alternative interpretations that are accessible to the reader through the extensive presentation of text in chapter four. ; Education
These are days when the individual who would devote himself to the study and teaching of political science stands upon the threshold of new and exciting adventures and a lot of very hard work. His mind and his enthusiasms must be keyed to the great possibilities for constructive advancement to be found in a period of social transition. There are those among us who insist with great cogency that we should turn back to the achievements of the "wisdom of the ages" and find there the insight and answers to our current perplexities. Incisive as were the achievements of the great minds of the past, as right as were their prescriptions for their own times and difficulties, few among us would defend the proposition thatallwisdom andallunderstanding reside solely with those who have given us our foundations. Much remains to be uncovered amidst the back-wash of a world-wide revolution. The teacher of political science must balance the wisdom of the past against present possibilities for the greater understanding and clearer insight into political institutions to be found in the quickening imagination of the contemporary scene. We must cut new paths. We must produce our Einstein. Perhaps we have, and are now ready for our own Manhattan Project. But to do this we must face squarely and honestly at least six major problems in this postwar period: (1) graduate preparation; (2) community leadership; (3) teaching load; (4) research; (5) salaries; and (6) academic freedom.Diverse are the interests of those who are now preparing to enter the profession at the college or university level.
This case looks at an urban high school and the interaction among teachers and administrators regarding the issue of language use at the school. Specifically, the teacher involved challenges heteronormative language. The case is intended to spark critical self-reflection, reflection of institutional norms, analysis of ways in which the status quo gets perpetuated, discussions of teacher and administrator agency and power, awareness of discourse and discourse analysis as well as policy. Included in the analysis and teaching notes is a recommendation for critical self-reflection to occur prior to studying the case. Also recommended prior to reading the case is the assignment of lenses through which students should approach the case (as a student, as a parent, as a teacher, as a school counselor, as an administrator, etc.). Following study of the case, additional analysis and teaching notes are suggested for engaging students in analysis and discussion of language, critical discourse analysis, critical policy analysis, social structure and faculty agency, and democratic education.
In this practical guide, Emmy Award-winning public broadcasting anchor Steve Adubato teaches readers to be self-aware, empathetic, and more effective leaders at work and at home. With Lessons in Leadership, readers can learn to lead others through difficult economic times, to mentor rising leaders, to provide straight talk to underperforming employees, and even how to lead a company through a significant change.
Teacher turnover and attrition especially for early-career teachers creates tremendous challenges for schools and districts. It negatively impacts the quality of instruction and learning for students. School climate has been shown to have an impact on teacher attrition. The increasing emphasis of test score accountability has caused an increase in stress on teachers. This study examines the effects of school climate and accountability pressure on teacher retention using the combined data of the national School and Staffing Survey (SASS) and the California Longitudinal Education Data Systems (CALEDS). The results of logistic regression show that school climate is significantly predictive of teachers’ intent to leave the teaching profession; provide new empirical evidence that accountability pressure or low student achievement has negative effects on teacher retention, especially in high schools; and indicate some differences among teachers at elementary and middle school levels. The higher the teachers’ morale or satisfaction in elementary and high schools, the less likely they plan to leave. Leadership and professional development are more salient predictors of teachers’ departure in middle schools. In high schools, male teachers are statistically more likely to leave than female teachers. Implications for policy makers, practitioners and researchers are discussed. As an educator who works with administrators to evaluate and make recommendations for the dismissal or release of less effective teachers, it is clear that we cannot simply fire our way to excellence. It is crucial that the climate and accountability stresses that push our newer teachers including the “best and brightest” out of the profession need to be ameliorated if we are to build a strong, effective and lasting teaching force in this state. ; by Madeline Latham Wilson ; Includes bibliographical references (pages 110-125)