Framing school leadership preparation and development for Kenya: Context matters

2018 ◽  
Vol 48 (2) ◽  
pp. 396-413 ◽  
Author(s):  
Janet Mola Okoko
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Holistic Approach ◽  
Leadership Preparation ◽  
Interview Data ◽  
Leadership Positions ◽  
Head Teachers ◽  
Policies And Practices

This article uses interview data gathered from school leaders to recommend a framework for school leadership preparation and development (SLP&D) in Kenya. Data were gathered from head teachers and principals about the experiences that prepared them for leadership, the gaps in the existing SLP&D initiatives in Kenya, and how current initiatives could be improved. The findings revealed a lack of clarity with regard to SLP&D expectations among school leaders. However, the personal realities and needs of school leaders influenced decisions about when they took leadership positions, what they considered to be meaningful SLP&D, and the modes they preferred and engaged in. The need for a holistic approach to SLP&D was evident in the interconnectedness of: (a) their subjective realities, such as motivations and life commitments; (b) activities they engaged in for meaningful SLP&D, such as taking courses, gaining experience as they moved through the ranks, and mentorship; (c) what they considered to be the requisite competencies for school leadership; and (d) the systemic policies and practices they thought were essential, such as recruitment for SLP&D, standards, accreditation, funding, and partnerships. The article argues for a formalized SLP&D framework that embraces both the personal and contextual realities of the school leaders, the communities they serve, and the systems within which they work.

scholarly journals On not researching school leadership: the contribution of S. J. Ball

2013 ◽  
Author(s):  
Helen M. Gunter
Keyword(s):  
School Leadership ◽  
Cultural Context ◽  
Social Economic ◽  
School Leaders ◽  
Interview Data ◽  
The Political ◽  
Public Intellectuals ◽  
Critical Reading ◽  
Educational Professionals ◽  
Starting Point

Stephen Ball's research continues to make a contribution to describing, understanding and explaining the political, social, economic and cultural context in which educational professionals locate their practices. Therefore, Ball engages with issues about school leadership, but he does not set out to present solutions for school leaders. Based on critical reading and interview data, I show how by not researching school leadership he makes a robust and relevant analysis of school leadership for the profession. He makes a contribution to understanding the realities of doing and thinking about leaders doing leadership and exercising leadership, where his starting point is to work with the profession as public intellectuals.

Designer Leadership: The Emerging Global Adoption of Preparation Standards

2002 ◽  
Vol 12 (5) ◽  
pp. 552-578 ◽  
Author(s):  
Peter Gronn
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
School Administrators ◽  
Leadership Preparation ◽  
New Approach ◽  
Leader Preparation ◽  
Normative Basis ◽  
Recruitment And Selection ◽  
The Uk ◽  
The U.S

This article discusses designer leadership, a new approach to producing school leaders. Designer leadership is the product of the customization of leader preparation through the adoption of standards-based accreditation and licensing of school administrators. Designer leadership preparation is discussed in relation to its historical precursors, ascriptive and meritocratic leadership. The article contrasts the UK and the U.S. approaches to standards and highlights some significant discrepancies between the language of designer leader standards and the realities of practice. As part of what it will mean to play the new leadership game introduced by new standards regimes, the article foreshadows the emergence of a series of tensions for policymakers and practitioners concerned with school leadership career demographics, recruitment and selection, and the normative basis of standards.

White Racism, Antiracism, and School Leadership Preparation

2000 ◽  
Vol 10 (5) ◽  
pp. 374-415 ◽  
Author(s):  
Michelle D. Young ◽  
Julie Laible
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
School Leaders ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Leadership Programs ◽  
White Racism ◽  
White School ◽  
Educational Administration Programs ◽  
Administration Programs

This article emerges from a belief that an overwhelming majority of White school leaders do not have a thorough enough understanding of White racism or the ways in which they are perpetuating White racism in their schools, even though most are well-meaning individuals. The lack of understanding or awareness of different forms of racism and how White racism works is highly problematic. Indeed, it has appalling consequences, detrimentally impacting the lives and dreams of millions of children. In this article, we draw from both literature and experience to argue for the incorporation of antiracism in school leadership programs. We begin with the assertion that because Educational Administration programs function as important agents of socialization for our future school leaders, White racism in all its manifestations must be confronted in these programs. After building the case that racism is enacted by teachers and administrators in schools and demonstrating the harmful effects of White racism on both children and adults, we argue that racism is not being adequately addressed in educational administration programs. Subsequently, we offer guidance to our readers for promoting antiracism among future educational leaders.

The roles of school leaders in developing future-ready learners: the case of Singapore

2020 ◽  
Vol 35 (1) ◽  
pp. 249-269
Author(s):  
Choun Pei Wong ◽  
David Ng
Keyword(s):  
Communities Of Practice ◽  
School Leadership ◽  
Teaching And Learning ◽  
Design Methodology ◽  
School Leaders ◽  
Leadership Preparation ◽  
Traditional Teaching ◽  
Content Type ◽  
Future Society

PurposeAn education system can only be successful if it can develop future-ready learners who can continue to learn after graduation, take on their future lifework and thrive in the future society and environment. This article examines the economic, social and environmental trajectories of Singapore and proposes that it is important for future-ready learners to develop habits of practices that will support the skills, knowledge and values that are pertinent to these trajectories.Design/methodology/approachSchool leaders are responsible for creating environments and implementing practices that are conducive for fostering habits of practices that are crucial for future-ready outcomes. The authors discuss the inadequacies of traditional teaching and learning practices in supporting these habits and elucidate how newer paradigms such as constructivism, connectivism, coagency and communities of practice might be more useful in achieving this. The authors also present a case study of a school leadership preparation programme that aims to develop future-ready learners.FindingsThis paper provides insights into how newer paradigms of teaching and learning can be supportive for developing desirable habits of practices for future readiness.Originality/valueThis discussion piece introduces a fresh concept – habits of practices – that is relevant in preparing future-ready learners in Singapore.

Breaking Up Isn’t Hard to Do: Exploring the Dissolution of Teachers’ and School Leaders’ Work-Related Ties

2017 ◽  
Vol 53 (4) ◽  
pp. 616-648 ◽  
Author(s):  
James P. Spillane ◽  
Matthew Shirrell
Keyword(s):  
Social Network ◽  
School Leadership ◽  
School Leaders ◽  
Network Models ◽  
Organizational Level ◽  
School Staff ◽  
Leadership Positions ◽  
Individual Level ◽  
Work Related ◽  
The Individual

Purpose: School leaders are central to the development of work-related ties among school staff. Although prior work has examined the predictors of the presence of work-related ties, little is known about the breakup or dissolution of ties among school staff. This study examines the extent of tie dissolution among school staff, as well as both the individual- and organizational-level predictors of the breakup of ties. Research Methods: This study uses social network analysis of 4 years of survey data from 14 elementary schools in one suburban U.S. district. Social network models predict the likelihood of the breakup of a tie between school staff in three types of networks: close colleague networks, and instructional advice networks in mathematics and language arts. Findings: Work-related ties between school staff dissolve at high rates from year to year, and ties that dissolve generally do not re-form. Aspects of the formal school organization—particularly changing grade levels and losing leadership positions—predict the breakup of ties, while individual-level factors such as commitment to the school, perceptions of school leadership, and beliefs about instruction generally do not predict tie dissolution. Implications for Research and Practice: School leaders should carefully consider grade reassignments and changes in leadership positions, as these changes strongly predict the breakup of ties between school staff. School leaders should also invest in the promotion and maintenance of cross-grade ties after changes to grade-level assignments.

Holistic School Leadership: Development of Systems Thinking in School Leaders

2018 ◽  
Vol 120 (2) ◽  
pp. 1-40
Author(s):  
Haim Shared ◽  
Chen Schechter
Keyword(s):  
Data Analysis ◽  
Leadership Development ◽  
School Leadership ◽  
Systems Thinking ◽  
School Leaders ◽  
Holistic Approach ◽  
Maturity Stage ◽  
Preparation Programs ◽  
Research Attention ◽  
Prospective Principals

Background Systems thinking is a holistic approach that puts the study of wholes before that of parts. It does not try to break systems down into parts in order to understand them; instead, it focuses attention on how the parts act together in networks of interactions. Purpose This study explored the development of holistic school leadership— an approach where principals lead schools through the systems thinking concept and procedures— over principals’ different career stages, a topic that has received little research attention. Research Design Qualitative data were collected via 82 semistructured interviews, six focus groups, and 27 observations of three groups of principals: (a) prospective principals— 24 students attending three principal preparation programs; (b) novice principals— follow-up on 11 prospective principals during their first year after appointment; and (c) experienced principals— eight principals holding that position for 5+ years. Data analysis was conducted by generating themes through an inductive process of condensing, coding, categorizing, and theorizing. Findings Data analysis indicated that the development of systems thinking in school leaders consists of five stages: (a) preservice stage, typified by an expansion of view; (b) survival stage, typified by a slowdown in the development of systems thinking; (c) consolidation stage, typified by a gradual development of systems thinking; (d) role maturity stage, typified by a systemic view; and (e) possible decline stage, typified by some degree of difficulty to think systemically. Conclusions Systems thinking is not equally applicable to aspiring, novice, midcareer, and veteran school principals. This study's findings may help identify ways to enhance and accelerate the development of systems thinking in prospective and currently performing principals in a way that is compatible with the unique features and context of their specific stage.

Experience-Based Leadership Training: Reflections of African-American School Leaders

1995 ◽  
Vol 5 (3) ◽  
pp. 272-307 ◽  
Author(s):  
Maenette K. P. Benham ◽  
Edward Shepard
Keyword(s):  
African American ◽  
School Leadership ◽  
Leadership Training ◽  
Teaching And Learning ◽  
School Leaders ◽  
Leadership Preparation ◽  
The United States ◽  
American School ◽  
Preparation Programs ◽  
Professional Experiences

A variety of innovative pedagogues focused on improving school leadership preparation programs are currently under way throughout the United States. Coupled with these fresh approaches to teaching and learning that center on exploring the professional knowledge of the practitioner, more institutions are actively recruiting school leaders who represent a range of ethnic backgrounds. The intent of the following paper is to examine the usefulness of one innovative instructional approach, an experientially-based leadership retreat, for five African-American school leaders. The stories presented in this paper attempt to link the participants’ lives and professional experiences to the leadership retreat to answer the question “What did they learn about themselves through this experience?” The emergent themes have universal value and positive implications for current and future leadership preparation programs.

Merit selecting school leaders: Australian principals' perspectives

2020 ◽  
Vol 34 (8) ◽  
pp. 1303-1315
Author(s):  
Kevin Steed ◽  
John De Nobile ◽  
Manjula Waniganayake
Keyword(s):  
School Leadership ◽  
Professional Learning ◽  
Online Survey ◽  
School Principals ◽  
School Leaders ◽  
The State ◽  
Head Teachers ◽  
Content Type ◽  
Playing Field ◽  
South Wales

PurposeThis research paper explores the perspectives of Australian school principals in the state of New South Wales (NSW) regarding what they believe constitutes “merit” when selecting deputy principals, assistant principals (primary) and head teachers (secondary).Design/methodology/approachAn online survey was utilised to collect qualitative and quantitative data from school principals across the state of NSW to investigate their understanding of, and approach to, the merit selection of their respective school leadership cadres.FindingsStudy findings indicated a statewide variance in the perceptions of principals when identifying merit for the purposes of recruiting school leadership teams. These findings question the widely held view that candidates compete for school leadership positions on a level playing field.Practical implicationsIn practical terms, the findings indicate that NSW school principals would benefit from more intensive professional learning opportunities designed to enhance their ability to objectively identify and assess merit when selecting school leaders.Originality/valueThis study contributes to an enhanced understanding in an area where there is a paucity of research-based evidence focusing upon the perspectives of school principals regarding their understanding of meritocratic theory and its influence on their school leadership selection practice.

scholarly journals Rektorutdanningens potensial i en flerkulturell kontekst

2016 ◽  
Vol 10 (4) ◽  
pp. 103-123
Author(s):  
Fred Carlo Andersen
Keyword(s):  
Cultural Diversity ◽  
School Leadership ◽  
Culturally Diverse ◽  
School Leaders ◽  
School Context ◽  
Leadership Preparation ◽  
Leadership Quality ◽  
National School ◽  
Society Perspective ◽  
Multicultural School

I et samfunnsperspektiv er det nødvendig å gi økt oppmerksomhet til spørsmål som berører språklig og kulturelt mangfold, der skoleledere har et særskilt ansvar for å følge opp den nasjonale skolepolitikken på dette området. Utdanning av skoleledere, slik som rektorutdanningen som har vært tilbudt siden 2009, har som formål å utvikle skoleledernes kompetanse på mange områder. Evaluereringer av dette utdanningstilbudet har vist at deltakerne oppfatter utdanningens pedagogiske kvalitet og praksisrelevans som høy. Vi vet imidlertid mindre om hvordan rektorutdanningen bidrar til bedre ledelse i en flerkulturell skole. Formålet med denne artikkelen er å undersøke på hvilken måte rektorutdanningen har potensial til å utvikle ledere for en inkluderende, likeverdig og rettferdig flerkulturell skole. Analysen er bygd på intervjuer med skoleledere som har deltatt i rektorutdanningen i perioden 2013–2015. Resultatene, som er drøftet i lys av et kritisk perspektiv på ledelse, viser at temaer knyttet til språklig og kulturelt mangfold i skolen ikke var berørt i særlig grad. Analysen indikerer også at rektorutdanningen ikke har bidratt til økt kompetanse i å håndtere utfordringer knyttet til språklig og kulturelt mangfold. Ett unntak gjelder imidlertid utdanningsrettslige emner. Det er mye som tyder på at rektorutdanningen har et stort potensial når det gjelder å bidra til å utvikle skolelederes kompetanse for en språklig og kulturelt mangfoldig hverdag.Nøkkelord: skolelederes kompetanse, rektorutdanning, språklig og kulturelt mangfold, kritisk teoriAbstractFrom a society perspective it is necessary to pay increased attention to questions concerning linguistic and cultural diversity, where school leaders have a particular responsibility to follow up the national school policy within this area. The national school leadership program in Norway, which started in 2009, aims at developing school leaders in many areas. Evaluations have shown that the participants consider the pedagogical quality and the relevance for their praxis as very high. However, we do not know how the program contributes to increased leadership quality in linguistically and culturally diverse schools. This article aims at investigating the program’s potential to develop leaders for a more inclusive, equity oriented multicultural school. The analysis builds on reflection notes and interviews with school leaders who have participated in the program between 2013 and 2015. The results discussed in the light of critical perspectives on school leadership, show that themes related to linguistic and cultural diversity are rare. Except for juridical subjects, the analyses indicate that the program has not contributed to increased competence regarding leadership in a linguistically and culturally diverse school context. However, the program has a great potential to develop school leaders for this context.Kewwords: school leaders’ competence, school leadership preparation program, linguistic and cultural diversity, critical theory

scholarly journals Recruitment and Retention of Senior School Leaders: Meeting the Challenge

2009 ◽  
Vol 8 (3) ◽  
pp. 407-417 ◽  
Author(s):  
John MacBeath
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Head Teachers ◽  
Recruitment And Retention ◽  
Critical Friends ◽  
Supply Line ◽  
International Indicator

Whether or not it may be described as a ‘crisis' there are mounting concerns in many countries about the supply line of well-qualified principals or head teachers. This article contends that many of the strategies put in place to address the intensification of school leadership are necessary but insufficient. Collegial networking, confidantes, coaches and critical friends are important and welcome in alleviating the pervasive sense of loneliness that many school leaders express but these measures do not deal with the deeper lying issues. The phenomenon of ‘career deputies' is now a telling international indicator of a widespread reluctance to become the ‘ultimate Mister Fixit’. Resilience, professional solidarity and subversive qualities within the profession have to play a part in demonstrating to governments that there can be a better way.

Sign in / Sign up

Export Citation Format

Share Document