Download Transforming Schools Through Collaborative Leadership by Helen Telford L PDF

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  • March 28, 2017
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By Helen Telford L

Concentrated round the subject of faculty management, this publication addresses the problems and demanding situations which current themselves to varsity leaders around the western global. all of the proof is basic and secondary school-based.

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Extra info for Transforming Schools Through Collaborative Leadership (Student Outcomes and the Reform of Education, 2)

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These five urban schools, their staff, their students and their parents, provided the context for this research and the source of its findings. Not all schools were fully collaborative in all aspects. The findings have been drawn from those areas where the majority of participating schools were collaborative. It is not to be implied, therefore, that all findings necessarily apply to all schools. Whilst for the purposes of analysis, findings have been separated into the structural, human resource, political and symbolic frames, it is acknowledged that these four aspects are inextricably interrelated, and are simultaneously interwoven in practice.

In this book, the notion of collaborative leadership is extended into structural, human resource and political domains, in addition to symbolic perspectives, providing a fuller picture and a more comprehensive base for interpretation of the leadership milieu. As with collaborative leadership, this extended view has direct implications for the notion of a collaborative culture of a school, for instead of viewing culture as purely symbolic in its roots, it can be seen as inclusive of structural, human resource and political dimensions.

As a result, norms of not sharing their professional work develop, and a common culture is inhibited. Teachers are student-centred and their primary interest lies in the classroom, with the needs of children and how best to address them. However, uncertainty characterizes the mood of teachers, who are not sure whether or not they have had an influence on their students, or, indeed, whether they live up to the expectations of a ‘good’ teacher. Lortie’s studies have been confirmed in numerous other inquiries (Clark and Yinger, 1977; House and Lapan, 1978; Huberman, 1983).

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