School Leadership Policy and Change in Principals´ Practices. Evidence after a Decade of Reforms in Chile (2009-2019)

2021 ◽  
pp. 1-16
Author(s):  
Javiera Marfán ◽  
Gonzalo Muñoz ◽  
José Weinstein ◽  
Matías Sembler
Keyword(s):  
School Leadership ◽  
Leadership Policy

scholarly journals School leadership for equity and learning and the question of school autonomy

2015 ◽  
Vol 3 (1) ◽  
pp. 65-79
Author(s):  
Pavlos Hatzopoulos ◽  
Andreas Kollias ◽  
Kathy Kikis-Papadakis
Keyword(s):  
School Leadership ◽  
Policy Development ◽  
Policy Network ◽  
School Autonomy ◽  
Policy Makers ◽  
European Education ◽  
Leadership Policy ◽  
Context Specific ◽  
Comprehensive Framework ◽  
Universal Solutions

The article draws from the work conducted in the context of the European Policy Network on School Leadership (EPNoSL). In particular, it is based on an in-depth review of school leadership policies in 21 European countries and the discourse that is taking place in EPNoSL’s webinars, national workshops and peer learning activities organised in several EU countries with the participation of a variety of school leadership stakeholders (including policy makers at European, national, and local levels, school leaders, teachers and other professionals, academics, researchers, parents and students). EPNoSL is a network of 42 European institutions that aims at improving policy on, and practice in, school leadership in Europe. The article discusses the question of school autonomy in the context of school leadership policy development in Europe. School autonomy is considered as a critical precondition for the development of comprehensive school leadership policies. Based on the comprehensive framework of school leadership policy development that has been developed in the context of this project, the article undertakes two main tasks. Firstly, it attempts to show that instead of searching for universal solutions on the question of school autonomy, it is important to reflect on context-specific policies on autonomy that aim at the attainment of concrete learning and equity goals. Secondly, it specifies seven general directions for policies on school autonomy that are adaptive to the divergent experiences of European education systems.

School Leadership Policy Trends and Developments: Policy Expediency or Policy Excellence?

2010 ◽  
Vol 47 (1) ◽  
pp. 71-113 ◽  
Author(s):  
Virginia Roach ◽  
L. Wes Smith ◽  
James Boutin
Keyword(s):  
School Leadership ◽  
Leadership Policy

“Tearing Down the Wall”: Making Sense of Teacher Leaders as Instructional Coaches and Evaluators

2020 ◽  
pp. 105268462096993
Author(s):  
Meghan Comstock ◽  
Jason Margolis
Keyword(s):  
Teacher Leadership ◽  
School Leadership ◽  
Teacher Leaders ◽  
School Leaders ◽  
School Level ◽  
Relational Dynamics ◽  
Instructional Coaches ◽  
Making Sense ◽  
School Norms ◽  
Leadership Policy

Some recent district-level teacher leadership programs have incorporated both instructional coaching and formal evaluations into teacher leaders’ (TLs) responsibilities, which research suggests could challenge the relational dynamics necessary for effective coaching. Using a sensemaking lens, we conducted a qualitative case study of one district’s effort to integrate coaching and formal evaluation in their teacher leadership policy. We conducted a total of 26 semistructured interviews with district administrators and school leaders, TLs, and teachers in two schools, and seven observations of teacher leadership activities. We coded interview transcripts and field notes deductively and inductively. We found that when granted autonomy, principals drew on varied sources for making sense of and enacting this policy, and the messages they conveyed through school leadership norms deeply influenced how teachers and TLs enacted and experienced the integration. The integrated district policy in and of itself did not hinder relationships between teachers and TLs; rather, what mattered most for teachers was the extent to which they perceived their TLs as part of a larger system of support or accountability. This study suggests that the school norms that school leaders put into place when enacting teacher leadership policies deeply influence teachers’ perceived relational dynamics with TLs. Teacher leaders have a unique role in implementation that is shaped by school-level norms and conceptions of effective leadership and coaching.

Between center and periphery: instructional leadership in Israeli rural schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Haim Shaked
Keyword(s):  
School Improvement ◽  
Instructional Leadership ◽  
School Leadership ◽  
Rural Areas ◽  
Monitoring And Control ◽  
Structured Interviews ◽  
Content Type ◽  
Inhibiting Factors ◽  
Leadership Policy ◽  
And Control

PurposeInstructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting factors for instituting instructional leadership in elementary schools located in rural areas in Israel.Design/methodology/approachThe participants of this qualitative study were a diverse sample of 64 rural school principals. Data were collected through semi-structured interviews. Data analysis proceeded in a three-stage process that involved condensing, coding and categorizing.FindingsThis study revealed that rural principals refrain from practicing instructional leadership because of two specific inhibiting factors: relationships within the community, which make it difficult for them to implement a school leadership policy that includes monitoring and control and characteristics of parents, who disagree with the instructional leadership's emphasis on learning and achievement.Originality/valueThe findings of this reinforce argument that propose context as an under-used theoretical lens for understanding differences in principals' practices across different contexts.

scholarly journals LEADERSHIP POLICY IN DEVELOPING OF ISLAMIC SCHOOL EDUCATION CURRICULUM AT DARULARAFAH BOARDING SCHOOL IN DELI SERDANG REGENCY

2019 ◽  
Vol 26 (1) ◽  
Author(s):  
Muhammad Hamzah ◽  
Syafaruddin Syafaruddin ◽  
Syaiful Akhyar
Keyword(s):  
School Leadership ◽  
Boarding School ◽  
School Curriculum ◽  
Internal Environment ◽  
Education Curriculum ◽  
Network Resources ◽  
Islamic School ◽  
Movement Organization ◽  
Leadership Policy ◽  
External Community

This study aimed to determine the process of formulating policies, implementing policies, performance, stakeholders support, and the policies of the boarding chairman in developing the Islamic school curriculum at the Darularafah Boarding School boarding school in Deli Serdang Regency. The data were obtained through interviews, observation, and documentation. The data analysis was done through data reduction, data presentation, and data verification. The results of this study were 1) The formulation of boarding school leaders' policies was carried out through annual meetings and deliberations attended by chairman, chiefs of fields, principals, teachers and communities to formulate five work programs related to the system of movement, organization and leadership, network, resources, and actions of service, 2) Implementation of formulation of the curriculumdevelopment program implemented at the Darularafah boarding school was carried out at the end of each year, then socialized to and through the prepared fields. 3) the performance of the implementation of the boarding schoolleadershippolicy was suited to its development as well as the boarding school’s  needs, 4) Stakeholder supported in implementing the policies of the boarding school leadership that was very supportive in the internal environment, as well as from the external / community

School leadership in Latin America 2000–2016

2017 ◽  
Vol 46 (2) ◽  
pp. 182-206 ◽  
Author(s):  
Joseph Flessa ◽  
Daniela Bramwell ◽  
Magdalena Fernandez ◽  
José Weinstein
Keyword(s):  
Latin America ◽  
School Leadership ◽  
School Site ◽  
Job Responsibilities ◽  
Policy Documents ◽  
Stage Of Development ◽  
Anglo American ◽  
Leadership Policy ◽  
School Site Leadership ◽  
Research And Policy

School site leadership has commanded the attention of researchers and policymakers in Anglo-American jurisdictions for at least two decades, but little is known about how many other parts of the globe have addressed this topic. This paper reviews published research and policy documents related to school leadership in Latin America between 2000–2016. Applying rapid mapping techniques used for scoping studies, we review 359 research and policy documents and give ‘coherent, meaningful shape’ to what we know and what we don’t know about school leadership in the region. Attention in research and policy to school leadership in Latin America was relatively slow to arrive: whilst it grew steadily in the first decade of this century it remains low compared to other regions of the world. We provide an overview of the school leadership policy environment in several countries, describing recruitment, selection, evaluation, and job responsibilities of principals; relevant leadership frameworks; and requirements for training or professional development. We speculate on what might explain the diverse ways that school leadership has been taken up in the region: degree of school system centralization; policy borrowing; stage of development; technocratic problem solving; and neoliberal accountability.

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