By Christopher Day, Kenneth Leithwood
The management of college principals is an greatly strong impact at the caliber of colleges and the educational of students. whereas the paintings of principals has been tested intensively during the last twenty years, nearly no attempt has been made to appreciate the function from a global or cross-cultural viewpoint. This e-book contributes considerably to our knowing of winning college leaders by way of describing similarities and variations within the paintings of such leaders in nations starting from England to Australia, the USA to Norway, Sweden to Hong Kong. Bringing jointly case research study, the booklet is helping clarify what all profitable principals do and the ways that context shapes a few of their work.
'The study mentioned within the e-book current an attractive and wealthy photo of winning principals in several socio-cultural contexts and their reponses to nationwide responsibility regulations. This booklet will make a major contribution to the present physique of data approximately management practices.'
Prof.dr. P. Sleegers, college of Social- and Behavioural Sciences, college of Amsterdam, The Netherlands
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Additional resources for Successful Principal Leadership In Times Of Change: An International Perspective
Sample text
So that we’re not planning in isolation if you like, there is an overall vision, an overall goal of where we want to be. Successful school outcomes that were valued by the community can be categorized into three groups: teaching and learning outcomes, student outcomes, and community social capital outcomes. Teaching and learning outcomes Findings in relation to teaching and learning outcomes illustrated clear links to the principals’ values and the school vision/mission, in that successful teaching and learning outcomes derived from a social justice framework, and focused on student responsibility for their own learning.
Evidence from the case studies indicates that professional learning facilitated critical reflection on the link between vision, teaching and learning, and outcomes, and encouraged staff to experiment with new ways of doing things. The following comment from a teacher was typical: we are also analysing our approaches [to] what we’re doing, so that will flow through to student outcomes. If we’re reflecting on our practice and often after a staff meeting where we’ve discussed something I’m sure people go home and think, that’s a really good idea, what can I do to address that, or [is] what I’m doing in the classroom really engaging the children, [and] if not, what can I do?
Findings from the case studies indicated that when the whole school community was involved in school leadership, a much broader definition of the valued outcomes of learning emerged (Feinstein, 2000), extending well beyond traditional measures of academic achievement. For example, the growing importance of community social capital outcomes was noted, supporting findings by Kilpatrick et al. (2002). Although other research (Silins & Mulford, 2002) has not found a link between the community focus of schools and student outcomes, our study suggests that community social capital outcomes were important in their own right, particularly in low SES and rural schools.