Author: Pont Beatriz
Publisher: Organization for Economic
Release Date: 2008-08-06
Genre: Business & Economics
As countries strive to reform education systems and improve student results, school leadership is high on education policy agendas. But in many countries, the men and women who run schools are overburdened, underpaid and near retirement. Based on an OECD study of school leadership practices and policies around the world, and offering a cross country perspective, Volume 1 identifies four policy levers and a range of policy options to help governments improve school leadership now and build sustainable leadership for the future. Volume 2 explores what specialists are saying about system leadership for school improvement. Case studies examine innovative approaches to sharing leadership across schools in Belgium (Flanders), Finland and the United Kingdom (England) and leadership development programs for system improvement in Australia and Austria. As these are emerging practices, the book provides a first international comparison and assessment of the state of the art of system leadership.--Publisher's description.
Based on an OECD study of school leadership practices and policies around the world, this book identifies four policy levers and a range of policy options to help governments improve school leadership now and build sustainable leadership for the future.
Author: Specialists Schools and Academies Trust
Publisher: OECD Publishing
Release Date: 2008-08-26
Genre: Business & Economics
This book explores what specialists are saying about system leadership for school improvement. Case studies examine innovative approaches to sharing leadership and to leadership development programmes for system improvement.
As countries strive to reform education systems and improve student results, school leadership is high on education policy agendas. But in many countries, the men and women who run schools are overburdened, underpaid and near retirement. And few ...
Author: Paul E. Lingenfelter
Publisher: Stylus Publishing, LLC
Release Date: 2015-12-16
How can we “fix” our schools? Improve graduation rates in college? What works? These are questions that make the headlines and vex policy makers, practitioners, and educational researchers. While they strive to improve society, there are frequently gulfs of mutual incomprehension among them. Academics, longing for more influence, may wrongly fault irrationality, ideology, or ignorance for the failure of research to inform policy and practice more powerfully. Policy makers and practitioners may doubt that academics can deliver ideas that will reliably yield desirable results. This book bridges the divide. It argues that unrealistic expectations lead to both unproductive research and impossible standards for “evidence-based” policy and practice, and it offers promising ways for evidence to contribute to improvement. It analyzes the utility and limitations of the different research methods that have been applied to policy and practice, as well as the strengths and weaknesses of educational reform strategies. It explains why using evidence for “accountability” often makes things worse rather than better. Paul Lingenfelter offers educational researchers and policy makers a framework for considering such questions as: What problems are important and accessible? What methods will be fruitful? Which help policy makers and practitioners make choices and learn how to improve? What information is relevant? What knowledge is valid and useful? How can policy makers and practitioners establish a more productive division of labor based on their respective capabilities and limitations? He cautions against the illusion that straight-forward scientific approaches and data can be successfully applied to society’s most complex problems. While explaining why no single policy or intervention can solve complex problems, he concludes that determination, measurement, analysis, and adaptation based on evidence in specific situations can lead to significant improvement. This positive, even-handed introduction to the use of research for problem-solving concludes by suggesting emerging practices and approaches that can help scholars, practitioners, and policy leaders become more successful in reaching their fundamental goals.
Bringing together internationally recognised scholars this book focuses on the relationship between leadership and learning for the education community. It draws together a wealth of knowledge and research in the field across a variety of contexts, such as system leadership, professional learning communities and leading different cultures. Themes covered include: - exploring models for leadership and improvement - challenges in developing learning-focused leadership - broadening ideas of learning and knowledge work. This book will be of interest to educational leaders at all levels and in all sectors, as well as consultants, academics and those who wish to extend their knowledge in educational leadership whether engaging in further academic study or in reflective practice around the ideas presented. This book is essential for anyone taking advanced programmes in educational leadership and management.
School leaders are increasingly called upon to pursue meaningful partnerships with families and community groups, yet many leaders are unprepared to meet the challenges of partnerships, to cross cultural boundaries, or to be accountable to the community. Alliances are needed among educators, families, and community groups that value relationship building, dialogue, and power-sharing as part of socially just, democratic schools. This book brings together research perspectives that intersect the fields of leadership and partnerships to inform and inspire more authentic collaboration. Contributors from the fields of educational leadership, family engagement, school-community partnerships, and education for social justice come together to examine the role of educational leaders in promoting partnerships as a dimension of leadership for social justice. The volume offers a mix of empirical, conceptual, and reflective chapters with research representing qualitative, quantitative, and mixed methods approaches in urban, suburban, and rural schools. The chapter, "Conversations with Community-Oriented Leaders," includes candid advice from district and school-level administrators on this under-documented aspect of leadership. Situating leadership for partnerships within the leadership literature, this book proposes a model for addressing tensions embedded in home-school relations and leading schools toward more authentic relationships with stakeholders. This collection of original scholarly articles will be a unique resource for new and aspiring administrators and for researchers in both the fields of leadership and school-family-community partnerships.
Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. This book presents a series of policy recommendations for education systems to help all children succeed.
Improve instructional leadership practice with proven, easy-to-understand strategies for data-based decision making! This reader-friendly second edition of Schools and Data provides real-world examples and step-by-step procedures for collecting and organizing data, providing every school leader with the means to facilitate more appropriate and effective decision making. With a highly practical method for statistical analysis, this highly accessible resource places special emphasis on: Connecting statistics and educators’ daily work Integrating Excel and SPSS technology Strengthening educators’ data interpretation skills Increasing the focus on correlation and regression Building strong skills in problem analysis, program evaluation, data-driven decision making, and report preparation
Author: James P. Spillane
Publisher: John Wiley & Sons
Release Date: 2012-06-29
James Spillane, the leading expert in Distributed Leadership, shows how leadership happens in everyday practices in schools, through formal routines and informal interactions. He examines the distribution of leadership among administrators, specialists, and teachers in the school, and explains the ways in which leadership practice is stretched over leaders, followers, and aspects of the situation, including routines and tools of various sorts in the organization such as memos, scheduling procedures, and evaluation protocols. This book is a volume in the Jossey-Bass Leadership Library in Education—a series designed to meet the demand for new ideas and insights about leadership in schools.
This volume argues that districts are important as a lever for change given the limited success of school-by-school efforts. Policies that focus on skill development, recognize and support performance, create opportunities for collaboration, build leader capacity, and create networks of knowledge sharing hold great potential for improving districts but it will require a paradigm shift in the way we view our public school system and those who work within it - away from blame and toward complext systems change.