scholarly journals Re-thinking Contextualisation Attribution in Solomon Islands school leadership

2020 ◽  
Author(s):  
Martyn Reynolds ◽  
Kabini Sanga ◽  
Jack Maebuta ◽  
Seu'ula Johansson-Fua
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
Professional Learning ◽  
Solomon Island ◽  
Solomon Islands ◽  
Learning And Development ◽  
Delivery Model ◽  
Broad Term ◽  
Using Data ◽  
Programme Delivery

This article discusses the perceptions of Solomon Island mentors and regional administrators of a Solomon Islands aid-funded school leadership professional learning and development intervention. The focus is on contextualisation, used here as a broad term to refer to the adoption of ways of understanding, thinking and working recognisable and coherent within local practice. The scope of the article includes the significance of the configuration of relationships between delivery partners, the power of cause-based motivation, programme delivery protocols and ways of understanding successful outcomes. Using data drawn from two perspectives in a multi-facetted programme construction and delivery model, the article offers some provocations regarding the potential of re-framing relationships and practices in aid-funded development programmes in educational leadership and beyond.

scholarly journals Re-thinking Contextualisation in Solomon Islands school leadership professional learning and development

2021 ◽  
Author(s):  
Martyn Reynolds ◽  
Kabini Sanga ◽  
Jack Maebuta ◽  
Seu'ula Johansson-Fua
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
Professional Learning ◽  
Solomon Island ◽  
Solomon Islands ◽  
Learning And Development ◽  
Delivery Model ◽  
Broad Term ◽  
Using Data ◽  
Programme Delivery

This article discusses the perceptions of Solomon Island mentors and regional administrators of a Solomon Islands aid-funded school leadership professional learning and development intervention. The focus is on contextualisation, used here as a broad term to refer to the adoption of ways of understanding, thinking and working recognisable and coherent within local practice. The scope of the article includes the significance of the configuration of relationships between delivery partners, the power of cause-based motivation, programme delivery protocols and ways of understanding successful outcomes. Using data drawn from two perspectives in a multi-facetted programme construction and delivery model, the article offers some provocations regarding the potential of re-framing relationships and practices in aid-funded development programmes in educational leadership and beyond.

scholarly journals Re-thinking Contextualisation Attribution in Solomon Islands school leadership

2020 ◽  
Author(s):  
Martyn Reynolds ◽  
Kabini Sanga ◽  
Jack Maebuta ◽  
Seu'ula Johansson-Fua
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
Professional Learning ◽  
Solomon Island ◽  
Solomon Islands ◽  
Learning And Development ◽  
Delivery Model ◽  
Broad Term ◽  
Using Data ◽  
Programme Delivery

This article discusses the perceptions of Solomon Island mentors and regional administrators of a Solomon Islands aid-funded school leadership professional learning and development intervention. The focus is on contextualisation, used here as a broad term to refer to the adoption of ways of understanding, thinking and working recognisable and coherent within local practice. The scope of the article includes the significance of the configuration of relationships between delivery partners, the power of cause-based motivation, programme delivery protocols and ways of understanding successful outcomes. Using data drawn from two perspectives in a multi-facetted programme construction and delivery model, the article offers some provocations regarding the potential of re-framing relationships and practices in aid-funded development programmes in educational leadership and beyond.

Developing Leaders for International Baccalaureate World Schools

2018 ◽  
Vol 17 (2) ◽  
pp. 99-115 ◽  
Author(s):  
Gerard Calnin ◽  
Mark Waterson ◽  
Sue Richards ◽  
Darlene Fisher
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
International Baccalaureate ◽  
Deep Understanding ◽  
Global Scale ◽  
Learning And Development ◽  
Leadership Practice ◽  
School Network ◽  
Core Components ◽  
Leadership Research

A significant corpus of research now consistently confirms that school leadership is the second most important in-school variable to impact on student outcomes. Investing in leaders and aspiring leaders is therefore an imperative for schools and school systems. However, much of the educational leadership research emerges from national systems of education, with a largely Western set of norms and assumptions. To what extent, it can be asked, are the attributes and capabilities described in the literature applicable on a more universal or global scale? A paucity of research addresses this question and explores educational leadership in trans-national and multi-cultural settings. The International Baccalaureate (IB), with its 4500 schools in more than 135 countries, has responded to the challenge of developing leaders for its schools (known as IB World Schools). Regardless of the strength of research within particular national or cultural contexts, the IB’s complex and globally dispersed school network means that leaders cannot be expected to follow a single model or paradigm of leadership practice. The IB acknowledges that effective leadership takes into account the environment within which leaders work. At the heart of an IB school leader’s challenge is to develop strong capabilities in cultural and contextual awareness, as well as a deep understanding of the types of leadership practices that have the best chance of maximising student and organisational outcomes in different contexts. The IB has developed a distinctive leadership programme to support IB leaders and build their capabilities in these vital areas. This paper outlines the contexts, research and theorising that has led to the IB leadership professional development programme. It also presents the aims, guiding principles and key features, inclusive of the key capabilities and intelligences that are the core components of the learning and development experience. The question raised at the conclusion of this paper is: to what extent are these capabilities applicable for leaders not only in IB World Schools but in schools more widely?

Tok stori as pedagogy: an approach to school leadership education in Solomon Islands

2020 ◽  
pp. 1-8
Author(s):  
Kabini Sanga ◽  
Martyn Reynolds ◽  
Stanley Houma ◽  
Jack Maebuta
Keyword(s):  
School Leadership ◽  
Professional Learning ◽  
School Leaders ◽  
Solomon Islands ◽  
Development Aid ◽  
Leadership Education ◽  
Development Work ◽  
Teaching Process

Abstract Tok stori is a Melanesian form of dialogical engagement. Although it has been generally associated with informal activities, this article points to the potential of tok stori as a pedagogical or teaching process. Set in a school leadership programme spread across the Solomon Islands, the discussion illustrates the value of approaching the education of school leaders through their own experiences and in a manner to which they are accustomed. Data are drawn from the stories of programme mentors. Of particular relevance are the relational implications of tok stori as these frame learning, the kinds of learning facilitated by tok stori, gender and the restricted nature of some knowledge, and the openness of tok stori to encourage and promote learning beyond the initial scope of a programme. Although tok stori can be informal, the data suggest that effective professional learning can take place through tok stori as pedagogy. As one amongst a number of traditional oral forms across the region and beyond, the claims made for tok stori in this context provide further support for the inclusion of Indigenous approaches to development work in and beyond Solomon Islands. This is important if development aid is to move to a new level of efficacy.

An ineffective preparation? The scarce effect in primary school principals’ practices of school leadership preparation and training in seven countries in Latin America

2017 ◽  
Vol 46 (2) ◽  
pp. 226-257 ◽  
Author(s):  
José Weinstein ◽  
Ariel Azar ◽  
Joseph Flessa
Keyword(s):  
Latin America ◽  
Educational Leadership ◽  
School Leadership ◽  
Latin American ◽  
Leadership Practices ◽  
Formal Education ◽  
School Leaders ◽  
Linear Regression Models ◽  
Using Data ◽  
And Training

Latin American educational policy has relied on the assumption that better preparation can help school leaders improve their professional performance, thus improving quality of schools. Training programs for present or future school leaders have proliferated in the region, often publicly financed, but without enough evidence of their impact. Using data for seven Latin American countries from the Third Regional Comparative and Explanatory Study (TERCE), we seek to determine the association between school leaders’ formal education and training received, with well recognized dimensions of school leadership practices reported by their teachers. We estimated linear regression models for each country in Latin America to determine the relationship between principals’ preparation with indicators of educational leadership practices. Our results show that in most observed indicators of leadership practices the effect of education or training is marginal. We provide possible explanations for this finding, emphasizing the weaknesses in principals’ initial selection processes and their deficiencies. We also consider schools’ precarious conditions to support principals in order to put the knowledge they learned in training activities into practice. We point out the need to continue conducting specific studies on the effects of training on educational leadership among school leaders in the region, overcoming TERCE information restrictions.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

The Instructional Goals of the School Leadership Program: Future School Leaders’ and Educational Leadership Professors’ Perspectives1

1999 ◽  
Vol 9 (1) ◽  
pp. 79-91
Author(s):  
Jianping Shen ◽  
Chia-Lin Hsieh
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
School Leaders ◽  
National Sample ◽  
Leadership Program ◽  
Instructional Goals ◽  
Future School

Through analyzing data from 147 professors of educational leadership and 457 future school leaders in a national sample, the study (a) inquired into the di mensionality of the instructional goals of the school leadership program and (b) com pared the importance of these instructional goals as perceived by the two groups. It was found that the respondents perceived there were multidimensions to the instruc tional goals of the school leadership program and that there was more similarity than difference between the two groups. Implications of the findings were discussed in terms of developing and improving the school leadership program.

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