Participation in the Swedish national principal training programme: How does it intertwine with principals’ practice?

2021 ◽  
pp. 174114322199871
Author(s):  
Stina Jerdborg
Keyword(s):  
Leadership Development ◽  
Empirical Study ◽  
Professional Learning ◽  
School Principals ◽  
Training Programme ◽  
Principal Training ◽  
Continuous Learning ◽  
Leadership Practice ◽  
And Function ◽  
Situated Perspective

Blending principal education programmes and leadership practice has become a common feature in the education of school principals. However, the need for further research in how programme participants experience learning within an overall structure of a programme has been highlighted since the same programmes are experienced differently. This empirical study used a practice-based approach to explore how participation in the Swedish National Principal Training Programme intertwines with principals’ work in practice. A situated perspective was used, interviewing and observing principals in both their educational and their workplace practice. In addition, teachers were interviewed at their school. This study revealed processes of continuous learning, which connects practice to what was learned in the Principal Programme. These processes mend and bridge old practices with new practices and therefore facilitate change. The principal also becomes a broker, rendering legitimacy in practice. The analyses, however, also reveal processes of interrupted learning, which disconnects working in practice from the participation in the Principals’ Programme, leading to discontinuous processes and exits. Increasing consciousness of the value of working with bridging and brokering would support principals’ professional learning and function as a foundation for leadership development.

scholarly journals Developing a Program to Strengthen Learning Leadership of School Principals under the Secondary Educational Service Areas

2018 ◽  
Vol 11 (12) ◽  
pp. 86
Author(s):  
Aphisayarat Prarasri ◽  
Amnaj Chanawongse ◽  
Kowat Tesaputa
Keyword(s):  
Leadership Development ◽  
Learning Community ◽  
Professional Learning ◽  
School Principals ◽  
Phase 1 ◽  
Work Practice ◽  
Educational Service ◽  
Participatory Action ◽  
Job Experience ◽  
Service Areas

The purpose of this research was to develop the program on learning leadership strengthening for school principals under the secondary educational service areas. This study methodology was based on research and development (R&D) approach by the application of Participatory Action Research (PAR) with 4 phases. They were 1) finding the components and indicators of learning leadership, 2) study of the present and desirable condition of learning leadership, 3) developing learning leadership strengthening model, and 4) study of the implementation results program of learning leadership strengthening for school principals under the secondary educational service areas. The research findings reveal the program development comprises 70:20:10 ratio of learning leadership development—70 percent on the job experience and off the job experience, 20 percent professional learning community (PLC) process and personal feedback, and 10 percent training. The training involves 3 phases—phase 1 is training, phase 2 is integration with work practice, and phase 3 is follow up and evaluation.

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

2021 ◽  
pp. 1-14
Author(s):  
Judith Foggett ◽  
Robert Conway ◽  
Kerry Dally
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Professional Learning ◽  
School Principals ◽  
Individual Student ◽  
Group Model ◽  
Local Management ◽  
Problem Behaviour ◽  
Local Schools ◽  
The Individual

Abstract Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

Leadership development: School principals’ portfolios as an instrument for change

2011 ◽  
Vol 15 (2) ◽  
pp. 317-329 ◽  
Author(s):  
Vitallis Chikoko ◽  
Inbanathan Naicker ◽  
Siphiwe Eric Mthiyane
Keyword(s):  
Leadership Development ◽  
School Principals

scholarly journals Learning how to lead police investigations

2018 ◽  
Vol 20 (3) ◽  
pp. 185-195 ◽  
Author(s):  
Jon-Andre Nilsen ◽  
Terje Aaserud ◽  
Cathrine Filstad
Keyword(s):  
Leadership Development ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Learning Activities ◽  
Learning Methods ◽  
Leadership Practice ◽  
Police Investigation ◽  
Police Investigations ◽  
Reflection Time ◽  
New Learning

The aim of this article was to investigate how police investigation leaders learn leadership and whether the facilitation of learning activities and learning methods might bridge the well-known gap between teaching and learning leadership. Using action research, we constructed an ‘i-leader’ learning pool consisting of police investigation leaders. The pool provided interactive and collaborative learning activities that included reflection, knowledge sharing and social support. Participants were receptive to this learning initiative, but also argued that ‘learning by doing’ is most important because it allows for communication and cooperation between colleagues in the context of their everyday leadership practice. They acknowledged the need for reflection and argued that the pool provides important reflection time, which they lack in their everyday practice. Participants also found the learning methods, particularly the ‘group support methodology’ and the new network useful for their own leadership development. However, using these new learning methods ‘back home’ was more challenging. Participants did not have time to prioritize and develop this new network. Providing learning methods and building a network takes time and must be relevant to everyday leadership practice. The significance of their leadership practice and how to accumulate experience as the basis for reflection was acknowledged, but still needs to be applied within leadership practice. Bridging the gap between teaching and learning is not just about providing learning and reflection methods, but also about learning how to apply new knowledge through experience, where reflection ensures that learning in practice is not ‘due to change’.

scholarly journals Leierskapontwikkeling in ‘n verplegingskollege

Curationis ◽  
1997 ◽  
Vol 20 (2) ◽  
Author(s):  
E. Harms ◽  
M. Muller
Keyword(s):  
Leadership Development ◽  
Focus Group ◽  
Conceptual Framework ◽  
Descriptive Study ◽  
Focus Group Interviews ◽  
Leadership Practice ◽  
Group Interviews ◽  
Nursing College ◽  
Educational Staff

This study is conducted within the context of nursing colleges and focuses on the empowerment of educational staff in a nursing college to facilitate excellence in leadership practice. A qualitative exploratory and descriptive study was conducted in different phases: the views and expectations of educational staff as leaders, as well as the views and expectations of the fourth year students as followers and potential professional leaders were explored and described by means of focus group interviews. A provisional conceptual framework for leadership development in a nursing college was compiled, exposed to a literature control and a final conceptual framework was refined, together with guidelines for leadership development in a nursing college. This article focuses on the final conceptual framework as well as the programme for leadership development in a nursing college. It is recommended that this programme be implemented and exposed to purposeful evaluation.

scholarly journals From dialogue to a training field. The next challenge of professional learning of novice school principals in Israel

2018 ◽  
Vol 41 (1) ◽  
pp. 161-170
Author(s):  
Mali Nets
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Professional Learning ◽  
School Principals ◽  
Instructional Leader ◽  
Integrative Approach ◽  
Novice Principals ◽  
Principal Development ◽  
Northern District ◽  
The Impact

SummaryYear 2008 was a dramatic turning point in Israel concerning the professional development of school principals. This shift is reflected in the conception of the principal as an „instructional leader”22, thus Israel has formally adopted the integrative approach to principal development that emphasizes principal’s work in the post-modern era alongside the development of individual „managerial identity”; and the reflective abilities to strengthen implicit knowledge23. The professional development of novice principals provides a significant touchstone in the examination of the new training program that has been underway for the tenth year. This program assisting novice principal through two central mechanisms: peer support and personal guidance provided by veteran and retired principals. Key data from the evaluation of the training program for the novice principals in the Northern District will be presented. The main challenges of the current training program will be discussed, with questions to consider changes to increase the impact of personal guidance on the managerial capabilities of novice school principals24.

scholarly journals The Impact of School Principals' Practice of Re-Engineering Administrative Processes on Achieving Quality Assurance Standards from the Point of View of Educational Supervisors -An Empirical Study on the public schools in Kasbah Brigade-: أثر ممارسة مديري المدارس لأسلوب إعادة هندسة العمليات الإدارية في تحقيق معايير ضمان الجودة من وجهة نظر المشرفين التربويين- دراسة تطبيقية على المدارس الحكومية في قصبة عمان-

2020 ◽  
Vol 4 (14) ◽  
Author(s):  
Wafa' Mohamad Liswi
Keyword(s):  
Quality Assurance ◽  
Public Schools ◽  
Empirical Study ◽  
School Principals ◽  
Point Of View ◽  
Survey Method ◽  
The Public ◽  
Quality Assurance Standards ◽  
The Impact

This study aimed to identify the impact of school principals' practice of re-engineering administrative processes on achieving quality assurance standards from the point of view of educational supervisors in the Kasbah Brigade. A survey method was used. The sample consisted of (42) supervisors. The results of the study showed that the degree of practitioners of public schools to re-engineering administrative processes from the point of view of educational supervisors in the Kasbah Brigade was high. Furthermore, the degree of achieving the quality assurance standards from the point of view of the educational supervisors in the Kasbah Brigade was moderate. The study recommended that the principal should pay attention to continuously improve the administrative processes in all its aspects and devise new ways to manage the school and perform its various tasks.

scholarly journals From peer review to collaborative peer enquiry: Action research for school improvement and leadership development

2020 ◽  
Vol 18 (3) ◽  
pp. 373-389
Author(s):  
David M. Godfrey
Keyword(s):  
Leadership Development ◽  
Action Research ◽  
School Improvement ◽  
Peer Review ◽  
Professional Learning ◽  
Peer Reviews ◽  
Academic Knowledge ◽  
Critical Social Science ◽  
Type 3

School peer reviews are increasingly part of the evaluation and school improvement landscape for school leaders and teachers in a number of countries. This article describes the growth of peer review, particularly in England, and its emergence elsewhere (for example, Australia, across Europe and in Chile). While these approaches provide a useful form of professional and moral accountability, this article identifies ways in which they could go further to empower practitioners through the use of an enquiry approach, combining formal academic knowledge with practitioner knowledge and school-based data. The term collaborative peer enquiry (CPE) is suggested as a way to explore this potential. The article sets out a typology of action research as a form of professional learning (type 1), practical philosophy (type 2) or as a form of critical social science (type 3). Four examples are given of different peer review models, two of them CPE approaches, and these are analysed using the above typology. A distinction is made between some peer review models that mimic external inspections and err towards self-policing, and others that encourage open enquiry and learning. In particular, the CPE models show the potential as forms of type 2 and type 3 action research. The role of peer review and CPE in the accountability system, in leadership development, and challenges for these models are explored in the discussion.

scholarly journals “Choose Your Own Adventure”: Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals

2021 ◽  
pp. 194277512110469
Author(s):  
Steve Sider ◽  
Kimberly Maich ◽  
Jacqueline Specht ◽  
Carolyn Treadgold ◽  
Hillary Winger
Keyword(s):  
School Leadership ◽  
Case Studies ◽  
Inclusive Education ◽  
Professional Learning ◽  
School Principals ◽  
School Administrators ◽  
Function Form ◽  
Multiple Perspectives ◽  
Web Based ◽  
Inclusive School

We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These “choose your own adventure” case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.

Sign in / Sign up

Export Citation Format

Share Document