Huber School Leadership - International Perspectives

2010
ISBN: 978-90-481-3501-1
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 10, 328 Seiten

Reihe: Studies in Educational Leadership

Recent research into school effectiveness has corroborated the theory that the school leader plays a pivotal role making their school a successful institution, and is most often cited as the key factor in a school's development. Reflecting the importance it is given in the today's education landscape, this book explores the latest trends in school leadership from both theoretical and practical perspectives. Each chapter provides insight into an aspect of current research, with detailed case studies coming from as far afield as Hong Kong and Canada. In the context of the ever-increasing burden of responsibility placed on education management to safeguard and enhance the quality of education they provide, school leadership is now a core concern of policy makers. In addition, most countries are undertaking fundamental education reforms that will have a major influence on the nature of school leadership. Offering the most up-to-date research on this central issue, this book will both inform and shape the debate.

Autoren/Hrsg.

Huber, Stephan

Inhaltsverzeichnis

1;Preface;5
1.1; School Leadership: International Perspectives;5
1.2; Conceptions of and Metaphors for School Leadership;6
1.3; Emerging Issues of and Reflections on School Leadership;8
2;Acknowledgements;11
3;Contents;12
4;Contributors;14
5;About the Authors;16
6;1 Improving Schools in Hong Kong: A Description of the Improvement Model and Some Reflections on Its Impact on Schools, Teachers and School Principals;21
6.1; Improving the Quality of Education for All: The Improvement Model Underpinning IQEA;21
6.1.1; Generating the Capacity for Improvement;21
6.1.2; Management Arrangements;22
6.1.3; Classroom Arrangements;25
6.1.4; The Improvement Strategy;28
6.2; IQEA in Hong Kong;30
6.2.1; The Context;31
6.3; School Vignettes;33
6.3.1; School A;33
6.3.2; School B;34
6.4; Impact;35
6.5;References;37
7;2 Measuring the Social and Civic Objectives of Schools;39
7.1; Purpose;39
7.2; Background;40
7.3; Social and Civic Objectives;41
7.3.1; Social Objectives;41
7.3.2; Civic Objectives;42
7.3.3; Social/Civic and Academic Objectives;42
7.3.4; Why Assess the Social and Civic Objectives?;43
7.4; The BRUK System;44
7.5; Method;45
7.5.1; The Choice of Schools in the Study;45
7.5.2; Questionnaire;46
7.5.3; Data Collection;46
7.5.4; Missing Data -- External;47
7.5.5; Missing Data -- Internal;47
7.6; Results and Analysis;47
7.6.1; The Pupils Characterization of Their Own School;47
7.6.2; SCOS -- Social and Civic Objectives Scale;48
7.6.3; Comparing Grades and SCOS for Each School;50
7.6.4; The Schools' Position in the Four-Fold Table;55
7.7; Conclusions;55
7.8;References;56
8;3 Educational Leadership for Democracy and Social Justice;58
8.1; Introduction;58
8.2; Mission Whole School Change;59
8.2.1; Structure, Culture, Leadership: Prerequisites for Successful Schools?;62
8.2.2; A Scenario for a New Organization for the Pre-school and Compulsory School Administration -- on the Basis of the Political Directive for the Review of the Organization;65
8.2.3; A Meeting Structure for a Task-Oriented, Learning, and Communicative Leadership;66
8.2.4; The Change Agent and the Change Process;68
8.2.5; Top-Down and bottom-Up Organizational Pressure and Dialogue;69
8.2.6; Accepting the Reform Challenge;71
8.2.7; The Leaders and Their Leadership;72
8.2.8; Principals Responding to the New Organization -- Conclusion;73
8.3;References;74
9;4 School Leadership Effectiveness: The Growing Insight in the Importance of School Leadership for the Quality and Development of Schools and Their Pupils;76
9.1; School Leadership and School Effectiveness;77
9.2; School Leadership and School Improvement;78
9.3; Increased Focus on School Leadership;79
9.4; Meta-Studies and Literature Reviews of School Leader Effectiveness;79
9.5; Reviews to This Topic;81
9.6; Hallinger, P. Heck, R.H. (1998). Exploring the Principals Contribution to School Effectiveness;82
9.7; Leithwood, K. A., Riehl, C. (2003). What Do We Already Know About Successful School Leadership?;83
9.8; Leithwood, Seashore Louis, Anderson and Wahlstrom ( 2004 ). How Leadership Influences Student Learning;85
9.9; Leithwood, K., Day, C., Sammons, P., Harris, A. Hopkins, D. (2007): Seven Strong Claims About Successful School Leadership;85
9.10; Robinson, V.M.J. (2007). The Impact of Leadership on student outcomes: making sense of the Evidence;87
9.11; Other Studies and Reviews;88
9.12; Lessons Learnt from the Reviews;89
9.13; The Research Base and Its Limitations;89
9.14;References;93
10;5 The Principal as Educational Leader: What Makes the Difference;97
10.1; Introduction;98
10.1.1; The Landscape;98
10.2; Literature Review;99
10.2.1; The Illusion of the Super Principal;99
10.2.2; The Reality: What Principals Do;99
10.2.3; Deterrents to the Principalship;100
10.3; Method and Design;101
10.4; Results ;102
10.4.1; Summary;102
10.4.2; Analysis of the Most Frequently Selected Choices;103
10.4.3; Analysis of Other Selected Activities;105
10.4.4; Implications from the Research;106
10.5; Recommendations;106
10.5.1; Lines and Boxes;106
10.5.2; What Kind of Educational Leaders Do We Need?;107
10.5.3; Collective Leadership;108
10.5.4; Balancing Leadership and Management;109
10.5.5; It's All About Relationships, Relationships, Relationships;110
10.5.6; Small Jazz Ensemble;110
10.5.7; Teachers as Instructional Leaders;110
10.5.8; Where Are the Leaders?;111
10.6; Epilogue;112
10.6.1; Alice in Wonderland;113
10.7;References;113
10.7.1; Appendix A: Survey;115
11;6 From Successful School Leadership Towards Distributed Leadership;119
11.1; Why the Increased Focus on Leadership in Schools Today?;119
11.2; De/re-centralization: A Stronger Political and Administrative Wish for Managing and Monitoring the Decentralized Institutions;120
11.3; In Short;121
11.4; Leadership Makes a Difference;121
11.5; Summing Up the Findings So Far;123
11.6; Core Purpose of Schooling;124
11.7; Teaching and Leading in Communities;128
11.8; Power and Trust;129
11.9; Leadership Communication and Interaction;129
11.10; Empirical Evidence;131
11.11; Leadership in Webs;132
11.12; The Content;132
11.13; The Forms and Interactions;133
11.14; Intricate Patterns of Meetings;134
11.15; Leadership in Teams;135
11.16; Project Work;136
11.17; Discussion;137
11.18;References;138
11.18.1; Appendix;140
11.18.2; A Brief Description of the Context: Danish Educational Culture in Transition;140
12;7 The Professionalization of Instructional Leadership in the United States: Competing Values and Current Tensions;142
12.1; Framing Ideas;143
12.1.1; Institutional Perspectives;143
12.1.2; Sense-Making Theory;143
12.2; The Professionalization of School and District Administration;144
12.3; Competing Models of Instructional Leadership;145
12.4; Market Model of Instructional Leadership;146
12.4.1; The Market Model and Federal Education Policy;147
12.5; Polis Model of Instructional Leadership;148
12.5.1; The Polis Model and District Educational Policy;149
12.6; Models in Conflict: The Case of District Instructional Reforms;149
12.6.1; Design of the Study;150
12.6.2; Setting for the Study;150
12.7; Cross-District Patterns in District Administrators Leadership Orientations;151
12.7.1; Nature of Information;151
12.8; Targets of Instructional Leadership;153
12.9; Source of Change;155
12.10; Tensions Created for School Administrators;155
12.11; Skepticism About Test Score Data;156
12.12; Knowing How Over Knowing That;156
12.13; Cooperation Over Competition;157
12.14; Explaining the Differences;158
12.15; Conclusion;159
12.16;References;160
13;8 Values-Based Leadership: At the Heart of Sustaining School Reform and Improvement;162
13.1; Introduction;163
13.2; Values-Based Leadership: At the Heart of Sustaining School Reform and Improvement;163
13.3; Summary;175
13.4;References;175
14;9 System-Sensitive Professional Leaders in Education;177
14.1; School Leadership: An Autonomous Profession?;177
14.2; Autonomy and Decentralisation of the Educational System;178
14.2.1; Autonomous Schools;178
14.2.2; The Institutional System;180
14.2.3; The Process of Decentralisation;181
14.3; What Are the Tasks and Responsibilities of a Professional Head Teacher in the Educational System?;184
14.3.1; Tasks of Head Teachers;184
14.3.2; Responsibilities of Head Teachers;185
14.3.3; Leadership or Management?;186
14.4; Professional Performance;188
14.5; From Profession to Professionality;188
14.6; School Leader Education;189
14.6.1; Content;189
14.6.2; Duration;190
14.6.3; Point in Time;190
14.6.3.1; In-Service Training;191
14.6.3.2; Pre-service Training;192
14.6.4; Methodical;193
14.7; Conclusion;193
14.8;References;194
15;10 Multiple Thinking and Creativity in School Leadership: A New Paradigm for Sustainable Development;196
15.1; Introduction;196
15.2; Leadership for Multi-level Organizational Learning;197
15.3; School Leadership as Action Learning;198
15.4; Two Types of Leadership Learning;199
15.5; Contextualized Multiple Thinking in School Leadership;200
15.6; Thinking in Technological Leadership;200
15.7; Thinking in Economic Leadership;204
15.8; Thinking in Social Leadership;205
15.9; Thinking in Political Leadership;206
15.10; Thinking in Cultural Leadership;207
15.11; Thinking in Learning Leadership;208
15.12; Levels of Thinking in Leadership;209
15.13; Upward Thinking in School Leadership;210
15.14; Hierarchy of Thinking in School Leadership.;210
15.15; Downward Thinking in School Leadership;211
15.16; Integrative Multiple Thinking in School Leadership;211
15.17; Integrative Upward Multiple Thinking in Leadership;212
15.18; Integrative Downward Multiple Thinking in Leadership;212
15.19; Multiple Thinking Styles of School Leadership;213
15.20; Hierarchy of Creativity in School Leadership;215
15.21; Creativity in Thinking and Action of Leadership;216
15.22; Single Creativity in School Leadership;216
15.23; Dual Creativity in School Leadership;216
15.24; Multiple Creativity in School Leadership;217
15.25; Creativity by Thinking Transfer in School Leadership;217
15.26; Conclusions and Implications;219
15.27; Applying Basic Thinking Strategies with Typology of CMT in Leadership;219
15.28; Applying Upward and Downward Thinking in Leadership;220
15.29; Applying the CMT Matrix and Profiling CMT Styles in Leadership;220
15.30; Applying the Hierarchy of Creativity in Thinking and Action;221
15.31;References;222
16;11 Realising the Potential of System Leadership;226
16.1; Defining and Conceptualising System Leadership;227
16.2; Segmentation and System Leadership;233
16.3; Towards a Model of System Leadership;237
16.4;References;239
17;12 Preparing School Leaders International Approaches in Leadership Development;240
17.1; International Approaches;241
17.2; International Trends;243
17.3; Central Quality Assurance and Decentralised Provision of Programs;243
17.4; New Forms of Cooperation and Partnership;244
17.5; Dovetailing Theory and Practice;245
17.6; Preparatory Qualification;246
17.7; Extensive and Comprehensive Programs;248
17.8; Multi-phase Designs and Modularisation;249
17.9; Personal Development Instead of Training for a Role;251
17.10; The Communicative and Cooperative Shift;251
17.11; From Administration and Maintenance to Leadership, Change and Continuous Improvement;252
17.12; Qualifying Teams and Developing the Leadership Capacity of Schools;253
17.13; From Knowledge Acquisition to Creation and Development of Knowledge;253
17.14; Experience and Application Orientation;254
17.15; New Ways of Learning: Workshops and the Workplace;254
17.16; Adjusting the Program to Explicit Aims and Objectives;256
17.17; New Paradigms of Leadership;256
17.17.1; Orientation Towards the School's Core Purpose;256
17.18; Conclusion;257
17.19; Centralised Guidelines for Quality Assurance Combined with a Decentralised Implementation;261
17.20; Suitable Recruitment of Teams of Highly Qualified Trainers with Appropriate Backgrounds;261
17.21; Selection of Participants;261
17.22; Clear and Explicitly Stated Definition of Aims, Using the Core Purpose of School as a Focus;261
17.23; Alignment According to Values and Educational Beliefs;262
17.24; Development as a Continuous Process;262
17.25; Importance of Declarative and Procedural Knowledge;262
17.26; Suitable Balance Between Theory and Practice;263
17.27; Orientation Towards the Actual Needs of the Participants;263
17.28; Active Involvement of the Participants;263
17.29; Inspiring Collegial Learning and Intensive Collaboration;264
17.30; Problem-Based Training in Workshops;264
17.31; Learning Opportunities at the Workplace;264
17.32; Focus on the Personal and Professional Development of the Participants as Well as on Improving Their Schools;264
17.33; Self-Organised and Reflective Learning Processes, Supported by Communication and Information Technology;265
17.34; Academically Grounded and Authentic Training Material;265
17.35; Presentations of Learning Results and Self-Evaluation of Learning Processes;265
17.36; Certification of Participants;266
17.37; Conceptually Established Support for the Actual Transition;266
17.38;References;266
18;13 Developing New School Leaders: Application of International and Local Knowledge to Practice;267
18.1; Introduction;267
18.1.1; Leadership Practices;268
18.2; Learning Leadership: A Shift in Assumptions;269
18.3; Inquiring Leaders for Improving Schools;271
18.4; School Leadership Inquiry Framework;271
18.5; Program Design and International Leadership Findings;272
18.6; Questions for New Leaders Programs;277
18.7;References;278
19;14 Investigating the Use of Capability and Standards -- Referenced Frameworks to Support the Professional Learning of Aspiring, New and Experienced School Leaders in the Public Education System in New South Wales, Australia;280
19.1; Introduction;281
19.2; A School Leadership Capability Framework (SCL);282
19.3; Strategies for School Leadership Development;283
19.4; Teacher Leader Program;283
19.5; Principal Preparation Program;284
19.6; Induction Support for School Leaders;284
19.7; Leadership Development Support for Experienced School Leaders;284
19.8; Online Leadership Development Support;285
19.9; Sharing and Developing Leadership Practice;286
19.10; Accreditation;286
19.10.1; Contextualising School Leadership;286
19.11; Distributing School Leadership;288
19.12; Focusing School Leadership;289
19.13; Researching School Leadership;290
19.14; Summary;291
19.15;References;291
20;15 Cloning Their Own: Aspirant Principals and the School-Based Selection Game;293
20.1; Introduction;293
20.2; Background to the Research;295
20.2.1; Issues of Definition;295
20.2.2; Australian Research;296
20.3; Researching Principal Aspirations;297
20.4; The Selection Game;298
20.5; Selecting Australian School Leaders;298
20.6; Selection Bias?;299
20.7; Playing the Selection Game;301
20.8; Taking the Risk of Applying;301
20.9; The Onerousness of Application Writing;302
20.10; Coping with Interview Stress;303
20.11; Perverse Selection Judgements;305
20.12; Unsupportive Feedback;306
20.13; Summary;307
20.14; Discussion;308
20.14.1; The Burden of Risk;308
20.14.2; Spreading the Burden of Risk;309
20.14.3; Consequences of Risk Aversion;310
20.15; Conclusion;311
20.16;References;311
21;16 The Recruitment and Selection of School Leaders First Findings of an International Comparison;314
21.1; Selection and Recruitment Around the World;316
21.2; England;316
21.2.1; Organization of the Selection Procedure;317
21.2.2; Advertising and Marketing;318
21.2.3; Prerequisites and Pre-selection;318
21.2.4; Job Profiles;319
21.2.5; Selection Methods;319
21.2.6; The Specific Role of the Assessment Centre;319
21.2.7; Selection Criteria;320
21.2.8; Evaluation of the Selection Procedure;320
21.3; Germany;322
21.3.1; Organization of the Selection Procedure;322
21.3.2; Advertising and Marketing;323
21.3.3; Prerequisites and Pre-selection;323
21.3.4; Job Profiles;324
21.3.5; Selection Methods;324
21.3.6; Selection Criteria;325
21.3.7; Evaluation of the Selection Procedure;326
21.4; Singapore;327
21.4.1; Organization of the Selection Procedure;328
21.4.2; Advertising and Marketing;328
21.4.3; Prerequisites and Pre-selection;328
21.4.4; Job Profiles;328
21.4.5; Selection Methods;328
21.4.6; Selection Criteria;329
21.4.7; Evaluation of the Selection Procedure;329
21.5; Australia;329
21.5.1; Organization of the Selection Procedure;330
21.5.2; Advertising and Marketing;330
21.5.3; Prerequisites and Pre-selection;331
21.5.4; Job Profiles;331
21.5.5; Selection Methods;331
21.5.6; Evaluation of the Selection Procedure;331
21.6; The United States;333
21.6.1; Organization of the Selection Procedure;333
21.6.2; Advertising and Marketing;333
21.6.3; Prerequisites and Pre-selection;334
21.6.4; Job Profiles;334
21.6.5; Selection Methods;334
21.6.6; Selection Criteria;335
21.6.7; Evaluation of the Selection Procedure;335
21.7; Conclusion;336
21.8;References;340
22;Index;342