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E-grāmata: Leading School Renewal: A Guide for Educational Ground Breakers

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  • Formāts: 248 pages
  • Izdošanas datums: 14-Mar-2021
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781000358339
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Leading School Renewal: A Guide for Educational Ground BreakersPalielināt
  • Formāts: 248 pages
  • Izdošanas datums: 14-Mar-2021
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781000358339
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Leading School Renewal explores how school principal leadership behaviour impacts on school change endeavours, and in particular pedagogic renewal, which is a form of educational improvement that is primarily concerned with the growing of the knowledge, skills and beliefs of education in a manner that optimises students’ life options. The authors identify attributes of principals who have engaged in school renewal and examine the influences on their leadership behaviours and disposition towards renewing their schools while also acknowledging the influence of site-specific contextual variables. The authors propose that certain leadership behaviours exhibited by school principals are integral with renewing a school’s pedagogic focus. They argue renewal is a preferred form of sustainable educational change because it relates to deep-seated cultural changes in approaches to pedagogy, curriculum and school structures. Whilst also maintaining that leadership is at the heart of school improvement and principal leadership practices which are based on a clear sense of purpose, values and beliefs about learning and teaching can transform a school into a learning organisation.

Including a foreword by Professor John Hattie, this book is appropriate for all school leaders and educators who want to learn more about school leadership behaviours and highly effective school change.

Recenzijas

This is a must read for school practitioners, students, academics and policy makers and others whose central concern is renovation of schools. Authors Silcox and MacNeill have a wealth of experience academically, as school leaders, and in supervisory and administrative roles together they have more than 40 years experience of leading schools and school systems. The central concept of the book school renewal is nuanced and significant indicating that the focus of school leaders should be on formulating a school improvement agenda which secures collaborative commitment of stakeholders, and as a process is continuous and step-wise, touching all aspects of their schools-Prof. Clive Dimmock, Professor of Professional Learning and Leadership, School of Education, University of Glasgow, UK; Emeritus Professor, University of Leicester

This book is about focusing all stakeholders in the school in a common narrative, mission, evidence based and relentless focus on the learning lives of the students; it is about putting the impact of teaching at the forefront. Consequently, it is an illustration of collective efficacy in action-Prof. John Hattie, Laureate Professor, Melbourne Graduate School of Education, Melbourne University

"Leading School Renewal" offers mentoring that is aimed at the heart of what brilliant principals do to improve outcomes for students. The authors describe the nitty-gritty bits of school leadership that only practising leaders actually see and do. This is a great guide for all school leaders, aspirant leaders, academics and school community members who are seeking a construct on which to renew their schools-Ray Boyd, Western Australian Principal of the Year

INTRODUCTION

CHAPTER 1 DEFINING CONCEPTS ASSOCIATED WITH SCHOOL LEADERSHIP AND CHANGE:
RENEWING SCHOOL RENEWAL






Differentiating School Renewal from School Reform



Leadership of School Renewal



Concluding Remarks on
Chapter

CHAPTER 2 SCHOOL LEADER LEADERSHIP AND THE PROCESSES OF LEADING A SCHOOL
RENEWAL AGENDA






School Renewal



School Leader Leadership in Framing the School Renewal Agenda



School Leaders Behaviours Influencing the Teaching and Learning Enterprise



Building a Sense of Cohesion and Team in the School



Concluding Comments on
Chapter

CHAPTER 3 SCHOOL LEADER EFFICACY AND CHANGE






School leader and Teacher Pedagogic Efficacy



Teachers Pedagogic Knowledge Bases.



Student Learning and Teachers Efficacy.



Working with Teacher Self-Efficacy Instruments



Teacher Efficacy and Change



Putting it all Together: Collective Efficacy



Concluding Comments on
Chapter

CHAPTER 4 MORAL LEADERSHIP GUIDING SCHOOL CHANGE AND VISION SETTING






The Mission and Vision as the Starting Point of Change



The Purpose Statement and Pedagogy



The Impact of a School Leaders Personal Motivation and Flow on their Change
Predisposition



School Leader Leadership and Flow



The Importance of Moral Leadership in School Vision Setting



Moral Purpose and Shared Leadership



What is a Shared Moral Purpose?



Shared Leadership



Moral Leadership and Authentic Learning

CHAPTER 5 SYSTEM REFORMS AS CATALYSTS FOR SCHOOL RENEWAL






The System Reform: Moving Towards Greater Local Empowerment



Advantages of a Devolved System of Education



Building Classroom Relationships



The External Factors Influencing Classroom Culture



Pedagogy: A Better Way to go



Supporting Teachers



The Failure to Recognise that Business Models Provide a Better Understanding
of What is Happening in Some Education Change Models



The Illusion of Autonomy

CHAPTER 6 SITUATIONAL FACTORS AND THEIR IMPACT ON SCHOOL LEADERSHIP AND
CHANGE






Barriers to Change



Staff Resistance



Staff Union Resistance



Parents



System Level Barriers



Piggy in the Middle (Keep Away)



Toxic Management: A Culture Devouring Its Future!



Toxic Management



Toxic School Culture



Toxic, Reluctant Managers and Toxic, Self -promoting Managers



Toxic Culture Survey:



A Culture of Sycophantocracy is a Barrier to Change Initiatives



Leaders Achilles Heels



Sycophantocracy in School Systems



Developing a Field Guide for Identifying the Sycophantocracy



What to Do



General Comment on
Chapter

CHAPTER 7 PEDAGOGIC LEADERSHIP: A VIEW OF WHAT REAL SCHOOL LEADERS DO.






Towards an Understanding of Pedagogic Leadership



Pedagogy and Curriculum



Pedagogic Obsolescence: School Leaders as the Endangered Species



The Public Management Movement and its Implications for School Leadership



Pedagogic Leadership and Public Management Policy



Role Discontinuity: Killing School Leaders Softly



The Way Forward: The School Leader as a Significant and Credible Other in
the Work of Teachers



Staff Resilience and Work Practices

CHAPTER 8 THE "PEDAGOGIC WARS": A CHALLENGE FOR SCHOOL LEADERS






The "Pedagogic Wars": Deskilling Teachers



Using a Full Repertoire of Teaching Strategies: Tiger Woodss Golf Bag



Audit of Teachers Pedagogic Skills



Performance Management is a Conversation with a Purpose.



Coaching



Mentoring and Peer Observation



Pedagogic Profile and Performance Management



Rationale Behind the Pedagogic Profile



General Comment on
Chapter

CHAPTER 9 DISTRIBUTED LEADERSHIP IN MODERN SCHOOLING CONTEXTS: DELEGATION IS
NOT DISTRIBUTED LEADERSHIP.






Revisiting Distributed Leadership: All Hands to the Lifeboats.



High Stakes Testing and the Concept of Good in Education



School Leadership: The Importance of a School Leaders Beliefs



Distributed Leadership



One External Education Agency View of School Leadership



Distributed Leadership and Our Take on it.

CHAPTER 10 SCHOOLS AS LEARNING ORGANISATIONS: GROWING ORGANISATIONAL AND
BUILDING PROFESSIONAL CAPITAL






Defining a Learning Organisation



What Learning Organisations Look Like



Leadership in a Learning Organisation



Schools as Learning Organisation



Implementing Practices that Characterise the Learning Organisation at the
School Level



General Comments on
Chapter

CHAPTER 11 NEW SCHOOL LEADERSHIP: JETTISONING THE COMFORTABLE PRESENT






The Wild, Non-conformist Characteristics of Entrepreneurial School Leadership




Formal Performance Management of the School Leader



Concluding Comments on
Chapter

CHAPTER 12 VALUE ADDING AND STUDENT VOICE






Measuring Value Added



Assumptions Underpinning Value Adding in Educational Context



General Comments on
Chapter

CHAPTER 13 PROFILING SCHOOL LEADERS LEADERSHIP QUALITIES






Self-Assessment Issues in Profiling Leadership Behaviours



Profiling Professional Growth Using the Professional Standards for
Educational Leaders



General Comments on
Chapter

CHAPTER 14 SCHOOL LEADERS AND PSYCHOLOGICAL RESILIENCE AND MENTAL HEALTH






Lessons on Resilience from a Military Context



The Lessons for Education



School Leaders Dealing with a Range of Mental Health Issues Presenting in
Schools



The Growth of Mental Health Problems in Schools



The American Case of Adam Lanza



The Australian Case of Martin Bryant



Systemic Early Identification and Risk Management



General Comments on
Chapter

CHAPTER 15 CATALYTIC TEACHERS AND THE X FACTOR OF TEACHING AND LEARNING






How Teachers Learn and Accept Changes to their Practice



Catalytic Teachers and Teacher Leadership



The Characteristics of a Catalytic Teacher



Build the Capacity



Catalytic Teachers and the X Factor of Teaching and Learning

CHAPTER 16 ACCOUNTABILITY AND PUBLIC CONFIDENCE






The Tightening "Loose Coupling" Relationships of Schools



Venomous Accountability



General Comments on
Chapter

CHAPTER 17 INTRODUCING THE UNIVERSAL FIVE KEY STEPS TO SUSTAINABLE SCHOOL
RENEWAL: BRINGING IT ALL TOGETHER






Leadership and Change



Distributing the Leadership.



A Vision with a 13-Year Horizon



Pedagogic Leadership.



The Accountability Context



Introducing the Planning for School Renewal



The Universal Five Phases of Successful Sustainable Change



The Human Aspect of the Five Phase Change Model



Sequencing of Planning Development



Adaptable, Multi-skilled Leadership

CHAPTER 18 CONCLUSION






Sustainable School renewal An Ongoing, Continuous Improvement Orientation



A Summary of Our Beliefs About Educational Renewal and Change and School
Leaders Pedagogic Leadership

APPENDIX
Steffan Silcox has had an eclectic career in education including roles as both a primary and secondary school principal, district superintendent and Director of schools. He was a lecturer and coordinator of Curtin Universitys education degree practicum programme. Silcox gained his PhD from Curtin University with ground-breaking research in the area of school pedagogic leadership.

Neil MacNeill is a high-performing school principal, and has been a school superintendent, principal consultant, and lecturer in university Master of Education courses. A prolific writer, Neil constantly looks for better ways to promote teaching and learning, and he encourages younger teachers to write by offering co-authoring opportunities. Neil is currently a principal of a large primary school in Western Australia.
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