Future schools and innovation
Effective school leaders consciously support innovation and keep a focus on education’s ever-changing landscape as it moves into the future.
Shifting to 21st Century Thinking
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The term ’21st century learning’ is a kind of shorthand for what needs to be different in schools if young people are to be well prepared for life in the Knowledge Age.
Meet the Changemakers
by Angela Spencer
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This article is succinct, practical, and relevant. It provides ideas for schools thinking about environmentally sustainable issues. It describes the efforts made by several schools in the UK to tackle the challenge of focusing on future-oriented education.
Schooling for Tomorrow: OECD Scenarios
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These six scenarios from the Schooling for Tomorrow series developed by the Organisation for Economic Co-operation and Development's (OECD) Centre for Education for Research (CERI) are clustered into three categories: attempting to maintain the status quo, re-schooling, and de-schooling.
The New Enterprise Logic of Schools: The Leadership Challenge
by Brian Caldwell
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This article presents some interesting ideas about the future of schooling and implications for school leaders. The author suggests that school leaders must not be risk averse. He emphasises the need for schools to be in a range of partnerships, and discusses global convergence.
The School of the Future: Key Issues for School Leaders
by David Bennett
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This article looks at the challenges that leaders of schools in the future may need to face, together with five sets of leadership qualities to meet them.
Eight Forces for Leaders of Change
by Michael Fullan, Claudia Cuttress, and Ann Kilcher
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This article considers the process of leading change in schools. The 'eight' forces are guidelines that provide ways to think about the process, and suggest topics for discussion and evaluating the process.
OECD Report: Improving School Leadership
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This report prepared by the Ministry of Education describes the policy setting for improving school leadership in New Zealand.
