The reflective processes of principals as an engine of school change

2022 ◽  
pp. 1-12
Author(s):  
Graciela Cappelletti ◽  
Mariana Paz Sajon
Keyword(s):  
School Change ◽  
Reflective Processes

New Principals in an Urban Bureaucracy: A Sense of Efficacy

1996 ◽  
Vol 6 (6) ◽  
pp. 661-690 ◽  
Author(s):  
Karen Osterman ◽  
Susan Sullivan
Keyword(s):  
Organizational Support ◽  
Role Models ◽  
School Change ◽  
Organizational Context ◽  
Leadership Behavior ◽  
Sense Of Self ◽  
Organizational Factors ◽  
Internal Factors ◽  
Mediating Role ◽  
Sense Of Efficacy

As principals assume their roles in an urban bureaucracy, what are some of the personal and organizational factors that support or restrict their efforts to bring about school change? Based on interviews with newly appointed principals, this study concludes that external and internal factors interact to influence leadership behavior. External factors, particularly role models, district expectations, and personal and organizational support, influence principals’ sense of self-efficacy. This internal factor, in turn, appeared to play an important mediating role influencing principals’ interpretation of the organizational context and their problem-solving processes.

Consulting: Facilitating School Change

1973 ◽  
Vol 2 (1) ◽  
pp. 20-25
Author(s):  
Jon Carlson
Keyword(s):  
School Change

Whole school change for literacy teaching and learning: purposes and processes

2021 ◽  
pp. 1-17
Author(s):  
Kitty te Riele ◽  
Sarah Stewart ◽  
Elaine Stratford
Keyword(s):  
Teaching And Learning ◽  
School Change ◽  
Literacy Teaching ◽  
Whole School

Beyond the status quo – setting the agenda for effective change

2017 ◽  
Vol 46 (3) ◽  
pp. 511-529 ◽  
Author(s):  
Allan R Morrison
Keyword(s):  
Work Environment ◽  
School Environment ◽  
Mixed Methods Research ◽  
School Change ◽  
International School ◽  
Educational Environment ◽  
Status Quo ◽  
Leadership Characteristics ◽  
Effective Change ◽  
The Status

In today’s competitive and rapidly evolving educational environment, the ability to implement appropriate and effective change is of critical importance to an international school’s ongoing success. This study examines leadership characteristics and styles that support the development and forward momentum of a change agenda within the context of an international school environment. Results from a mixed methods research design found that the leadership characteristics most frequently linked to effective change included: (i) being visionary; (ii) being committed to school/staff; and (iii) creating a collegial/supportive work environment. The paper analyzes these and other results through the lenses of: (i) setting directions; (ii) developing people; and (iii) developing the organization. Findings specific to the international school situation are also presented. Finally, suggestions for developing a framework for an international school ‘change management’ paradigm are presented.

scholarly journals Whole School SEND (WSS) Review: study protocol for a two-arm pragmatic parallel cluster randomised controlled trial in 160 English secondary schools

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Stephen Morris ◽  
Andrew Smith ◽  
Cathy Lewin ◽  
Peter Hick ◽  
Jordan Harrison
Keyword(s):  
School Change ◽  
English Language ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Whole School ◽  
Cluster Randomised ◽  
Educational Need ◽  
Randomised Controlled

Abstract Background The trial will study the effects of the Whole School SEND Review on secondary school pupils in English mainstream education, to understand the impact of the intervention on academic attainment, wellbeing, and school attendance. The Review is designed to facilitate whole-school change through providing enhanced, intensive and sustained support and training in inclusive education for school special educational needs coordinators and leadership teams. The trial will have a specific focus on pupils designated as having special educational needs or disabilities. Methods We recruited 160 English secondary schools (approx. 58,000 pupils across two cohorts) to a two-arm pragmatic parallel cluster randomised controlled trial, with allocation at the school level. Randomisation will be stratified by school region. The primary outcome is attainment in English language (using standardised national test results at 16 years) for pupils designated as having a special educational need (approx. 4000 pupils). Secondary outcomes will be measured for pupils both with and without a special educational need designation and include pupil wellbeing (measured using the Strengths and Difficulties Questionnaire), absences and exclusions, and attainment in Mathematics and English language at 16 years. The intervention will be implemented from July 2021 and analysis of outcomes (for the year 9 cohort) will take place in September 2023, with further analysis (for the year 8 cohort) in September 2024 if the evaluation shows that acceptable implementation fidelity has been achieved. Discussion Pupils with special educational needs represent a significant and often vulnerable part of the secondary school population, are disproportionately likely to be excluded from school, eligible for free school meals, or supported by children’s social care. Despite these multiple important areas of need, school leaders report substantial challenges in making additional provision for this group. Previous research has highlighted the development of inclusive school cultures (rather focusing primarily on targeted individualised approaches) as being important. This trial will investigate how an intervention designed to drive whole school change may lead to outcomes for pupils with and without a special educational needs designation. As such, this trial is expected to make an important contribution to research evidence and to UK educational policy. Trial registration ISRCTN registry ISRCTN11339306. Registered on 12 March 2020 (retrospectively registered).

Changing roles: Evaluator and teacher collaborating in school change

1997 ◽  
Vol 20 (1) ◽  
pp. 7-15 ◽  
Author(s):  
Genevieve Lau ◽  
Paul LeMahieu
Keyword(s):  
School Change ◽  
Changing Roles

Inquiring into Notions of Educational Improvement by Teaching Where We Think: Philosophical Meditations as a Practice of Teacher Education

2020 ◽  
Vol 122 (4) ◽  
pp. 1-26
Author(s):  
Maria Paula Ghiso ◽  
Stephanie A. Burdick-Shepherd
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
School Change ◽  
Educational Improvement ◽  
High Stakes ◽  
Global Marketplace ◽  
Assessment Scores ◽  
Theoretical Perspectives ◽  
Teachers And Students ◽  
Philosophical Meditation

Background This paper is part of the special issue “Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education.” Early childhood initiatives have joined a nexus of educational reforms characterized by increased accountability and a focus on measurement as a marker of student and teacher learning, with early education being framed as an economic good necessary for competing in the global marketplace. Underlying the recent push for early childhood education is what we see as a “discourse of improvement”—depictions of school change that prioritize achievement as reflected in assessment scores, data collection on teacher effectiveness, and high-stakes evaluation. These characteristics, we argue, foster increasingly inequitable educational contexts and obscure the particularities of what it means to be a child in the world. Purpose We use the practice of philosophical meditation, as articulated in Pierre Hadot's examination of philosophy as a way of life, to inquire into the logics of educational improvement as instantiated in particular contexts, and for cultivating cross-disciplinary partnerships committed to fostering children's flourishing. We link this meditational focus with feminist and de-colonial theoretical perspectives to make visible the role of power in the characterization of children's learning as related to norms of development, minoritized identities, and hierarchies of knowledge. Research Design: In this collaborative inquiry, we compose a series of meditations on our experiences with the logics of improvement inspired by 12 months of systematic conversation. Our data sources include correspondence between the two authors, written reflections on specific practices in teacher education each author engages with, and a set of literary, philosophical, and teacher education texts. Conclusions/Recommendations Our meditations illuminate the value of collective inquiry about what constitutes improvement in schools. We raise questions about how the measurement of learning is entwined in historical and present-day relations of power and idealized formulations of the universal “child” or “teacher” and argue that we must work together to reimagine the framings that inform our work. Ultimately and most directly, these meditations can support dynamic attempts to cultivate meaningful and more equitable educational experiences for teachers and students. Philosophical meditations at the crossroads of philosophy, teaching, and teacher education thus extend beyond critique toward imagining and enacting a better world in our classrooms, even though (and especially when) this path is not clear.

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