首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 359 毫秒
1.
This paper presents how some Australian schools are changing their approaches to leading the teaching and learning in their diverse and multi-characteristic contexts. Experiences of these schools shows that the development of a school wide approach to pedagogy and its implementation needs to be firmly embedded in the leadership of learning. Drawing on recent research conducted in the Sydney Catholic Education Office system in Australia (Crowther et al. in Leading and Managing 18(2):1–33, 2012) there is evidence of relationship between the development and implementation of a school wide approach to pedagogy and student achievement. There is also evidence to support leadership that is based on a mutualistic relationship between teacher leaders and the principal. This paper focuses on the way schools have used their visions and pedagogical frameworks to enhance whole of school quality outcomes. It highlights the power of teacher leaders taking responsibility for pedagogical development and implementation. In addition, it illustrates the power of mutualistic relationships (parallel leadership) when the principal takes responsibility for unleashing and trusting the creative expertise of teacher leaders in line with the role of strategic leadership and management.  相似文献   

2.
Building on evolving conceptions of teacher leadership in the literature, this article argues that an integration of both positional and empowering elements of teacher leadership are the seeds of an evolved approach to teacher leadership for instructional improvement. Using data from a study of quasi-formal teacher leadership, the research examines how teacher leaders play a positive role in schools and fulfil a series of needs of teachers. However, the constraints of teacher leaders’ instructional authority limits their ability to influence the instructional practices of their peers. The findings clarify the distinction between school-level and individual-level teacher leadership.  相似文献   

3.
When preparing TPACK ready teacher candidates, faculty must incorporate and model TPACK within the teacher education curriculum, which often requires an ongoing change process. But for change to take place we must consider the role leadership plays in the innovation of change. Leaders, deans and department heads must be an integral part of this process. The challenge for innovation, change and education technology leaders is to transform teacher preparation programs into fully realized TPACK environments and determine the necessary learning opportunities and support necessary to motivate college leaders and faculty to fully embrace the change process. This article outlines a collaborative ongoing process and blueprint that leaders should consider as they make plans for the effective integration of TPACK into their colleges. “Tomorrow’s teachers must be prepared to rethink, unlearn and relearn, change, revise, and adapt” (Niess, 2008, p.225). Leaders, deans and department heads must be an integral part of this process if it is to be successful. While technology can support changes in how teacher educators teach and future teachers learn to teach (Dilworth et al., 2012), teaching with technology is a “wicked problem” in that it has “incomplete, contradictory and changing requirements” (Koehler & Mishra, 2008, p.10). New and innovative ways of confronting this complexity must address core knowledge base components that include content, pedagogy, and technology. These components have been used as the foundation for a technology , pedagogy , and content knowledge (TPACK) framework known as technological pedagogical content knowledge, or TPCK (AACTE, 2008; Koehler & Mishra, 2008; Mishra & Koehler, 2006; Pierson, 1999). But what is the role of leaders where TPACK based processes are being implemented in university teacher preparation programs? Educational technology leaders often approach models for teacher preparation in collectives that examine them iteratively. The 2012 National Technology Leadership Summit brought together the American Association of Colleges for Teacher Education (AACTE) and its Innovation and Technology Committee. Representatives from college administrations met and examined leadership issues facing deans, directors and chairs as they work to support college-wide change facilitating faculty and teacher candidates in the task of becoming TPACK proficient. This work built upon a CITE (Contemporary Issues in Technology and Teacher Education) journal editorial focused on initial conversations around leadership needs for effective TPACK implementation (Dexter, Herring, & Thomas, 2012). A presentation at AACTE 2013 extended this work with teacher preparation and education technology leaders sharing “what worked” in their colleges around these processes. A panel presentation at the 2013 Society for Information Technology and Teacher Education (SITE) Conference also shared insights into a blueprint for key areas that leaders should consider as they make plans for the effective integration of TPACK into their colleges as well as several implementation case studies. This article compiles this iterative work from a leadership perspective. While the challenge is to transform teacher preparation programs into fully realized TPACK environments, leadership becomes the key in developing new ways of confronting this complex issue that must address core knowledge base components inclusive of content, pedagogy and technology. To accomplish this task, faculty are faced with incorporating modeling these ideas within a teacher education curriculum in concert with ongoing change processes. A solid understanding of the interactions of these components can result in effective teaching with technology in varied and diverse settings; but the critical role of leadership in making such changes must first be considered. The critical features of a blueprint for leaders is based upon the work of Leithwood and colleagues’ framework comprised of three key leadership functions associated with improved student outcomes (Day, Sammons, Leithwood, Kington, 2008; Leithwood, Harris & Hopkins, 2008; Leithwood & Jantzi, 2008; Leithwood & Riehl, 2003). The three major component of the Leithwood transformational leadership model are: (1) Building vision and setting direction (2) Developing people through understanding people and (3) Developing the organization through redesigning it. Leithwood, Begley and Cousins (1994) define transformational leadership as follows: The term ‘transform’ implies major changes in the form, nature, function and/or potential of some phenomenon; applied to leadership, it specifies general ends to be pursued although it is largely mute with respect to means. From this beginning, we consider the central purpose of transformational leadership to be the enhancement of the individual and collective problem-solving capacities of organizational members; such capacities are exercised in the identification of goals to be achieved and practices to be used in their achievement (p. 7). Transformational leaders can create significant change in both followers and the organization with which they are associated (Griffin, 2003). Transformational leaders also find common ground that allows them to enlist followers in processes of change. Fullan (2010) finds that for true reform to take place, resolute leadership that remains focused is critical when new ideas encounter serious difficulty, thereby sustaining and building on success. To achieve this task and create significant change, transformational education leaders realize that true technology integration means understanding and negotiating the relationships between the three components of knowledge and going beyond a “business” organizational model to create change in teacher preparation programs. Too often organizations start down the road to change without being clear on key factors that influence the outcomes of the initiative. Deans and educational leaders must develop a model for change based upon both the organizational culture and the environments they need a set of resources to help and guide them to integrate a framework like TPACK. Through ongoing collaboration and discussion the focus has been around the development of a leadership module which would help leaders establish a vision and set a direction for addressing TPACK. The purpose of a leadership module would be to provide Deans and other educational leaders with the tools they need for full-scale implementation and motivate them to redesign their programs while continuing to improve and sustain a developing / changing curriculum.  相似文献   

4.
In this article we discuss how school leaders address challenges when implementing innovative international education curricula, namely International Baccalaureate (IB) programs. Specifically, we frame challenges in curriculum implementation of and transition between IB programs from a “disconnection” perspective. We have often noticed when innovative programs are parceled together without preparation and thrust at great speed at schools, they become disconnected. The hasty implementation of multiple IB programs simultaneously at a school also causes disconnection. Drawing on extensive interview data from principals, mid-level leaders, and teachers in five IB schools adopting multiple IB programs in Asia, we detail curriculum disconnection facing IB schools and how school leaders, including teacher leaders, address such challenges by weaving various disconnected points, namely instrumental, intellectual, cultural, professional, and communicative disconnections. Based on findings from the multisite case study, we argue that school leaders in the case of IB schools adopt a range of leadership strategies to weave disconnection points. We reframe the leadership strategies as two aspects of distributed leadership: distributed instructional leadership and teacher leadership. In conclusion, we suggest that a central facet for successful leadership of IB schools that adopt multiple IB programs is about finding, focusing, and facilitating ways to address disconnections in curriculum implementation of and transition between different IB programs.  相似文献   

5.
This article explores the social and professional dynamics “when teachers face teachers” seeking to impact colleagues’ instructional practices to improve student learning. Specifically, it examines a group of 40 teachers leading staff development sessions at their schools in an effort to bring more literacy strategies into the pedagogies of disciplinary teachers. Drawing from the research on distributed leadership and teacher leadership, the study looks at how three factors impact teacher leaders: (1) the actions of the principal; (2) relationships among teachers; and (3) teachers’ own beliefs about leadership.

Using primarily qualitative methods, supplemented by pre‐and‐post quantitative survey data, the study found: strong administrative and collegial support for teacher leadership, the use of savvy and emotionally attuned leadership techniques by teachers, and overall impactful sessions. However, not all school environments were conducive to teacher leadership. The article concludes with suggestions for better utilizing teacher leaders for the local enhancement of education reforms.  相似文献   

6.
ABSTRACT

The introduction of innovation to a school doesn't just happen. Often it is the work of an interested and dedicated teacher. Such teachers are often frustrated in their efforts to change the curriculum because they lack both the leadership skills necessary for substantial change and an understanding of how innovation effects and spreads in an organization. School principals, in their position as curriculum leaders, should play a crucial role in bringing innovation to the classroom. Many, however, play an encouraging but less active role, supporting teachers’ efforts to change the curriculum. While this type of leadership has been sufficient in the past, the introduction of computer technology as an integral part of the instructional program requires active leadership because of its multifaceted nature and intense budgetary requirements. This paper suggests a model of school administration wherein already overburdened school administrators can share leadership in a meaningful way with interested teachers. It also presents a model for the diffusion of innovation by such leadership teams. The paper argues that innovation does not just happen; meaningful change requires both strong leadership and deep understanding of the politics of innovation. This is particularly true for the introduction of computers to schools because of the magnitude of the change required.  相似文献   

7.
Previous research indicates that supportive school leadership is a key condition of collaborative teacher learning. The purpose of this study was to develop a typology of how school leaders foster collaborative teacher learning. We adopted an integrative perspective on leadership by examining both learning-centred leadership and distributed leadership practices that are supportive of collaborative teacher learning. Data were gathered by means of interviews with ten school leaders and a questionnaire that was completed by 39 teachers from six secondary schools in the Netherlands. The aim of the interviews was to identify to what extent school leaders applied learning-centred leadership and distributed leadership practices. The questionnaire measured teachers' perceptions of the role of school leaders in teacher learning. As an outcome of this study, we constructed a typology that provides insights into how school leaders foster collaborative teacher learning. Four types of school leaders were distinguished: (a) integrators of teacher learning, (b) facilitators of teacher learning, (c) managers of teacher learning, and (d) managers of daily school practice. Our findings suggest that integration of learning-centred leadership and distributed leadership practices can help school leaders to support collaborative teacher learning.  相似文献   

8.
In this article I report on the application of the lens of Rogers’ (1995) change agent roles and Kezar and Lester’s (2011) adaptation of tempered radicals in order to understand the leadership roles assumed by three individual faculty members located at three distinct schools of education. These faculty leaders utilized the concepts and principles of the Carnegie Project on the Education Doctorate (CPED) to lead redesigns of their Ed.D. programs. Qualitative data were gathered during a larger study on institutional change. Findings contribute to understanding grassroots leadership and how it works in collaboration with top-down authorities.  相似文献   

9.
ABSTRACT

This special issue explores the relationship between practice-based research and the work of teacher leaders. Although teachers are called on with increasing regularity to share leadership in our nation’s districts and schools, it is not clear how teachers learn to practice effective leadership. The articles presented in this issue argue that systematic inquiry can help teacher leaders understand problems of leadership practice, implement support for professional learning, collect data related to their efforts and reflect on the outcomes of their leadership work.  相似文献   

10.
A substantial body of research emphasises school leadership as a major influence on quality improvement in schools. Although numerous studies have identified the importance of the principal, fewer studies have examined the middle management level within schools, the deputy heads and assistant principals. Influenced by international trends, local education authorities in Norway have reorganised a traditional administrative deputy head role into a new role with expanded leadership responsibility for teacher staff and for performing instructional leadership. The primary objective of the present qualitative study is to provide additional insight into how deputy heads make sense of increased responsibility and power distribution as members of the leadership team and as leaders of the teachers in lower secondary schools. Drawing on focus group interviews and observations, the findings show that the reorganisation may open for a change from traditional administrative roles towards becoming learning-focused leaders. However, the findings also indicate that the shift can produce tensions between autonomy and control for the new leader role in the middle.  相似文献   

11.
In response to increased performance expectations, schools and districts are turning to nonsupervisory, school-based, instructional teacher leader roles to help improve teachers’ instruction and enhance student learning. Increased opportunities to learn about teacher leadership may facilitate the implementation and institutionalization of instructional teacher leader roles. We discuss how institutions of higher education could develop programs for instructional teacher leaders, provide related coursework to school administrators and preservice teachers, and educate school communities about the potential usefulness of these roles.  相似文献   

12.
The phenomenon of teachers taking on leadership tasks beyond their classroom duties has become widespread internationally. While presented as a catalyst for educational improvement, it blurs the traditional division between teaching and leading and therefore challenges the conventional professional relationships in schools as well as the professional self-understanding of teacher leaders. This article reports on an exploratory study of the perceptions of teacher leaders in Flemish primary and secondary schools. By conducting semi-structured interviews of 26 teacher leaders, we collected data concerning their tasks and the consequences for both their social–professional relations with teacher colleagues and school leaders and their professional self-understanding. From a micro-political perspective, the results demonstrate how teacher leadership introduces new structures of interactions in schools that makes teacher leaders find themselves continuously juggling between two different agendas of professional interests: obtaining recognition as a teacher leader by their colleagues as well as maintaining their social–professional relationships with their colleagues.  相似文献   

13.

This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools. The university and district partners worked together to achieve the district’s mission of providing every student with high-quality instruction and equitable learning opportunities in mathematics by building the district’s capacity to conduct school-based PD for mathematics teachers. Given the power of school-based subject-specific PD for improving instructional quality, we worked with Teacher Leaders from participating schools to prepare and support them to lead PD workshops at their schools. In this paper, we examine how Teacher Leaders learn and adapt key elements of a PD model over three school years through the lenses of Prediger et al.’s Three-Tetrahedron-Model (2019) and the university’s Learning to Lead model. Over 3 years, we see that Teacher Leaders use the key structures of the PD model; make adaptations in response to school goals, interests, and priorities; and gain confidence in their work with colleagues. By viewing the adaptations through the lens of pedagogies of practice as well as the relationships illustrated by the 3-T model, this work offers insights into the complexities of teacher leadership development.

  相似文献   

14.
ABSTRACT

The purpose of this qualitative study was to examine the challenges professors of educational leadership encounter as they prepare aspiring principals to be instructional leaders. Drawing upon an open-ended questionnaire and semi-structured interviews of professors from across the U.S.A., we analyzed significant statements and created themes that illuminate the challenges facing university faculty in preparing aspiring principals for instructional leadership. From the analysis of the combined data sources, five overarching challenges emerged for preparing future principals for the role of instructional leader. These challenges are: (a) teaching instructional leadership via online courses, (b) time in the internship to focus on instructional leadership, (c) instructional leadership mindsets, (d) pedagogical knowledge for use in instructional leadership and (e) the professor’s knowledge/experience in instructional leadership. The five challenges presented in the findings highlight the need for continuous program evaluation and collaboration among faculty to address coursework both in the classroom and in the internship. Additionally, the challenges highlight the need for more research in how to prepare aspiring principals to be culturally responsive and adopt a growth-mindset when it comes to teacher development, and how to create powerful learning experiences for aspiring principals in varying program contexts.  相似文献   

15.
Spurred by Race to the Top, efforts to improve teacher evaluation systems have provided states with an opportunity to get teacher evaluation right. Despite the fact that a core reform area of Race to the Top was the use of teacher evaluation to provide on-going and meaningful feedback for instructional decision making, we still know relatively little about how states’ responses in this area have led to changes in teachers’ use of these sources of data for instructional improvement. Self-determination theory (SDT) and the concept of functional significance was utilized as a lens for understanding and explaining patterns of use (or non-use) of Compass-generated evaluation data by teachers over a period of 3 years in a diverse sample of Louisiana elementary schools. The analysis revealed that the majority of teachers exhibited either controlled or amotivated functional orientations to Compass-generated information, and this resulted in low or superficial use for improvement. Perceptions of the validity/utility of teacher evaluation data were critical determinants of use and were multifaceted: In some cases, teachers had concerns about how state and district assessments would harm vulnerable students, while some questioned the credibility and/or fairness of the feedback. These perceptions were compounded by (a) the lack of experience of evaluators in evaluating teachers with more specialized roles in the school, such as special education teachers; (b) a lack of support in terms of training on Compass and its processes; and (c) lack of teacher autonomy in selecting appropriate assessments and targets for Student Learning Target growth.  相似文献   

16.
This mixed-method study examines Arizona principals’ capacity-building skills and practices in Tier III schools aimed at developing potential for sustained improvements in student outcomes. Data sources included surveys (62 individuals) and semistructured interviews (29 individuals) of principals and staff (e.g. teachers, instructional coaches, assistant principals) who participated in grant-funded leadership training over an 18-month period. The theoretical framework consisted of leadership in the sociocultural dimension (Ylimaki et al. in Leadersh Policy Sch 11(2):168–193, 2012) and capacity building for sustainable improvement in high-capacity Schools (Mitchell and Sackney in Sustainable improvement: building learning communities that endure. Sense Publishers, Rotterdam, 2009). Findings indicated that: (1) schools were not at high-levels of capacity building; (2) those schools in process of building capacity for sustainable improvement demonstrate a directive leadership approach; (3) school development towards high capacity focused on micro-level processes (e.g., professional learning communities); and (4) little attention was given to leadership in the socio-cultural dimension. Implications of the study suggest future research test a leadership development model for Tier III schools that links capacity building leadership and student achievement. The next generation of educational leaders must also have the knowledge, skills, dispositions, and analytical tools to lead schools in both the accountability culture and the macro socio-cultural dimension.  相似文献   

17.
The gulf between educational leadership theory and contemporary curriculum scholarship is becoming increasingly problematic now that principals have been legally mandated to add curriculum monitoring to their duties as instructional leaders. Lacking familiarity with curriculum theory and practice, many overburdened administrators are turning to Management by Walking Around (MBWA) as a way of dealing with their ever burgeoning list of responsibilities. This article briefly reviews a particular MBWA model, the Three-Minute Classroom Walk-Through (Downey et al. 2004) and then interprets it through the lens of Henderson and Kesson’s (2004) arts of inquiry, a heuristic developed for helping curriculum workers think through the current multitude of reform proposals. This provides one example of the way that dialogue between the fields of curriculum studies and educational leadership may augment possibilities for lasting and positive reform of instructional supervision.  相似文献   

18.
This paper examines middle leadership of the heads of English, maths and science departments in four international secondary schools in Malaysia. It focuses on their roles, responsibilities, role relationships, instructional engagement and leadership involvement within the theoretical framework of instructional, distributed and teacher leadership. The study is a qualitative multi-method case study, involving observation, documentary analysis, and semi-structured interviews with 12 heads of department, 36 teachers, and four principals. With respect to the middle leaders’ roles and responsibilities, the findings illustrate cross-school and in-school differential developments, with contextual factors contributing to uneasy role relationships. The results also show that, while broad-based leadership opportunities are limited for the middle leaders and teachers, the most powerful and common feature of all these international schools is the centrality of teaching and learning.  相似文献   

19.
Abstract

Although the South African government has made numerous strides in addressing equity and social justice in education, significant inequalities still exist in learner performance, especially in many impoverished schools. One of the reasons cited for poor learner achievement is the ineffective leadership role of school management teams (SMTs). This article reports on a study that explored the instructional leadership role of SMTs of public schools with the view to closing the achievement gap in poor performing schools. To gain better insights into the SMTs’ realities and experiences of their work as curriculum leaders, qualitative research located within the interpretivist paradigm was undertaken. The findings revealed that SMTs of impoverished schools exhibit consistently low to moderate instructional leadership competencies which ultimately affect student learning. In order to close the achievement gap in poor performing schools, SMTs should play a more pronounced instructional leadership role by leading and managing core curriculum matters and educational resources effectively and efficiently.  相似文献   

20.
ABSTRACT

The contextual, purpose-driven challenges facing schools and school systems across the world call for creative and innovative responses to revitalize school practices. The process of revitalization will require new thinking, new mindsets within an adaptive school culture and new leadership roles (formal and informal). Often the perception of leadership held within a school is that it is the province of the principal; however, if we move from a top-down model of leadership we can ulitize the capacity of others within to lead the learning. To enable this to happen, teacher leaders need to work with agency and principals need to nurture and grow their formal and informal leadership roles within the school. For many teachers, the question is how they can establish and commit to leadership roles and responsibilities within the school community while remaining in a teaching position. This case study examined the practices of teachers as they experienced leadership across three cross-cultural contexts: Colombia, Canada and Australia. It presents exemplars of teacher leadership in action and provides images of teacher leadership as enacted in addition to an understanding of the factors that were important in supporting their leadership actions.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号