scholarly journals The emergence of leadership for learning beliefs among Flemish secondary school leaders

2021 ◽  
pp. 1-19
Author(s):  
Laurien Coenen ◽  
Annie Hondeghem ◽  
Wouter Schelfhout
Keyword(s):  
Secondary School ◽  
School Leaders ◽  
Learning Beliefs ◽  
Leadership For Learning

scholarly journals Promoting collaboration in a competitive context: school improvement networks in Chile

2019 ◽  
Vol 58 (2) ◽  
pp. 208-226
Author(s):  
Mauricio Pino-Yancovic ◽  
Constanza Gonzalez Parrao ◽  
Luis Ahumada ◽  
Alvaro Gonzalez
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
School Performance ◽  
School Leaders ◽  
National Study ◽  
Opportunities To Learn ◽  
Improvement Strategy ◽  
Content Type ◽  
School Networks ◽  
System Improvement

Purpose Chile has developed the school improvement networks (SINs) strategy to support the work of school leaders. The purpose of this paper is to analyze the functioning and effect of the SINs strategy as perceived by principals and curriculum coordinators across the country. Design/methodology/approach An adapted version of the Educational Collaborative Network Questionnaire was applied to a sample of 1,723 participants from 1,375 schools distributed in 398 networks. Descriptive, factor and sub-group statistical analyses by school performance categories and by different roles within these schools and networks are presented. Findings Results indicate that school leaders perceive SINs as an opportunity to work effectively in shared projects that can later be implemented in their own schools. Participants indicate that they can share knowledge in their networks and use it to solve problems in their own schools, which is especially relevant for secondary school leaders who work in difficult circumstances. Results suggest that it is important to facilitate greater autonomy for school leaders in their networks, especially regarding decision making about network goals and activities that are more significant to their contexts. Originality/value This is a national study of a recent school improvement strategy, which provides evidence, from the perspective of school leaders, of its strengths and improvement areas. This study shows that despite being in a competitive context, principals and curriculum coordinators value the opportunities to learn from and with others. These results can be of value for other contexts attempting to promote school networks as a means for school and system improvement.

scholarly journals Comparing CALL and VAL-ED: An Illustrative Application of a Decision Matrix for Leadership Feedback Instruments

2019 ◽  
Vol 29 (1) ◽  
pp. 84-112
Author(s):  
Jason Salisbury ◽  
Peter Goff ◽  
Mark Blitz
Keyword(s):  
Psychometric Properties ◽  
Leadership Practices ◽  
School Leaders ◽  
Comprehensive Assessment ◽  
Data Driven ◽  
Decision Matrix ◽  
Instrument Selection ◽  
Leadership For Learning ◽  
Leadership Accountability ◽  
Illustrative Application

Initiatives to increase leadership accountability coupled with efforts to promote data-driven leadership have led to widespread adoption of instruments to assess school leaders. In this article, we present a decision matrix that practitioners and researchers can use to facilitate instrument selection. Our decision matrix focuses on the psychometric properties of the instruments, the model of leadership used to construct the instruments, the feasibility of implementation, and the extent to which feedback lends itself to changes in behavior (actionability). We apply this decision matrix to two of the most prominent leadership feedback instruments, Comprehensive Assessment of Leadership for Learning and Vanderbilt Assessment of Leadership in Education. Through our decision matrix, we are able to reveal the commonalities between the measures and also identify tangible differences. We discuss the implications of the comparative strengths and drawbacks of the two instruments and how they might be deployed most effectively to improve leadership practices.

scholarly journals Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School

2021 ◽  
Vol 46 (7) ◽  
pp. 97-113
Author(s):  
Kathryn Gibbs ◽  
◽  
Wendy Beamish ◽  
Keyword(s):  
Secondary School ◽  
Differentiated Instruction ◽  
Administrative Support ◽  
School Leaders ◽  
Learning Opportunities ◽  
Experienced Teachers ◽  
Small Scale ◽  
Australian Study ◽  
Structured Interviews ◽  
Assessment Tasks

Circumstances in today’s schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities are provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied in their secondary campus to address diverse abilities and needs. Individual semi-structured interviews were conducted using Zoom. The analysis of data identified three themes related to DI: understandings, practices, and concerns. Findings showed that all participants understood many of the important elements of DI. Teachers reported using several well-known DI strategies, with experienced teachers applying a more considered approach. Teachers raised concerns about limited time for planning and instruction while school leaders expressed concerns about the adjustment of assessment tasks and feedback on progress to individual students. These findings provide starting points for more in-depth investigations at secondary schools. Implications linked to teacher preparation and administrative support in schools are presented.

Successful secondary school principalship in disadvantaged contexts from a leadership for learning perspective

2017 ◽  
Vol 38 (1) ◽  
pp. 32-52 ◽  
Author(s):  
Cristina Moral ◽  
Ana Martín-Romera ◽  
Estefanía Martínez-Valdivia ◽  
Marta Olmo-Extremera
Keyword(s):  
Secondary School ◽  
Leadership For Learning ◽  
School Principalship

scholarly journals School leadership, school inspection and the micropolitics of compliance and resistance: Examining the hyper-enactment of policy in an area of deprivation

2020 ◽  
pp. 174114321989847 ◽  
Author(s):  
Aly Colman
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
School Leaders ◽  
Leadership Teams ◽  
Local Context ◽  
Leadership Roles ◽  
School Inspection ◽  
Policy Enactment ◽  
Insight Into

This paper examines the influence of intense scrutiny from Ofsted on school leadership and policy enactment. Data was collected in a coastal area of deprivation, providing the setting for a detailed case study of school leadership in a state secondary school and a state primary school, both with recent or ongoing experience of intense scrutiny from Ofsted. Seventeen interviews were undertaken with staff involved in leadership roles. The analyses of data and discussion form an understanding of how policy is enacted in relation to the dual responsibility that school leaders negotiate between the local context at Seatown and Ofsted. This paper suggests that Ofsted forces a privileging of a compliant and consistent enactment of policy; a hyper-enactment of policy, that reduces the capacity of school leaders to address the significant social context of the school. Foucault’s work on self-disciplinary technologies provides insight into the micropolitical spaces which open up for some school leaders. The discussion on the micropolitics of compliance and resistance offers insight into the tensions pertinent to school leadership teams and explores issues relevant to those interested in policy and inspection activity, particularly those within areas of deprivation.

Insights into the shifting perspectives of members of the Gypsy and Traveller community on schooling, and implications for school leaders

2017 ◽  
Vol 31 (1) ◽  
pp. 14-20
Author(s):  
Anna RT Smith
Keyword(s):  
Secondary School ◽  
Interpretative Phenomenological Analysis ◽  
Formal Education ◽  
School Leaders ◽  
Formal Schooling ◽  
Female Adult ◽  
Cultural Aspects ◽  
Negative Perceptions ◽  
Adult Member ◽  
Primary And Secondary School

This article focuses on the perceptions and experiences of education of two female adult members of the Gypsy and Traveller community and one female adult member of the settled community who works closely with Travellers. Narrative interviews were conducted in England in 2016, to gain some understanding of the factors contributing to the persistently relatively low educational outcomes of Travellers. Data were analysed in accordance with the principles of interpretative phenomenological analysis (IPA). Findings suggest that traditional cultural aspects of the Traveller community strongly influence attitudes to education and whether formal education is accessed. Whilst there are indications that negative perceptions of formal schooling have been entrenched in the Traveller community, this research found that attitudes to education may be slowly changing, particularly with younger generations. This largely stems from a recognition of the need for a level of formal education and qualifications owing to changes in the availability of traditional forms of employment for Travellers. Nonetheless, it emerged that deeply rooted negative views about formal schooling remain, particularly with regard to the perceived dangers and safety concerns associated with secondary schools. There are far-reaching implications for school leaders. Pivotal to this is a need for schools to be fully inclusive to ensure that the cultural needs of Gypsies and Travellers are met, particularly since the Traveller Education Service (TES) has been vastly reduced. For this to be possible, educators, school leaders and governors require a deeper understanding of the culture of the Gypsy and Traveller community, which should inform proactively inclusive policies, procedures and practices in formal educational settings. This might encourage more Travellers to engage with and remain in formal education, at primary and secondary school and beyond, and could also help foster positive relationships with local communities.

scholarly journals Grading Principles in Pandemic-Era Learning: Recommendations and Implications for Secondary School Leaders

2020 ◽  
Vol 5 (S1) ◽  
pp. 8-14
Author(s):  
Matt Townsley
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Leaders ◽  
Previous Literature ◽  
Technology Access ◽  
Letter Grades ◽  
Do No Harm ◽  
Education School ◽  
K 12

As the COVID-19 pandemic unfolded in K-12 education, school leaders quickly pivoted from prioritizing continuous instruction and technology access to the output, grades.  In response to these unprecedented times, secondary schools utilized “do no harm” grading methods, such as freezing previous grades and replacing letter grades with pass-fail.  The purpose of this essay is to describe grading principles that secondary school leaders should consider during future pandemic era learning, and to suggest implications based upon previous literature.

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