Leadership for School Improvement
- Comments (0)
- Comment on this article
Overview
This 30-page monograph from Mid-continent Research for Education and Learning (McRel) explores ideas about leadership and change management. Its two sections look at different kinds of change and what it means to lead fundamental change
All change is not the same
This section looks at the differences between incremental and fundamental change. Incremental change (continual adjusting) is seen as a normal, ongoing part of any effective organisation. Fundamental change is seen as altering or transforming the very essence or identity of a system. It means introducing a significant departure from past ways of doing things. These kinds of dramatic changes are regarded as usually being imposed from outside the school.
Leading fundamental change
This section looks at the 'adaptive challenges' (competing demands) that leaders face when implementing fundamental change. It focuses particularly on the kinds of leadership skills (standards) necessary to do this effectively, and sets out these features as crucial for leading schools through fundamental change:
- Recognise that leadership is not the same as management.
- Give up the notion of the 'hero-leader'.
- Develop broad-based leadership.
- Encourage individual initiative.
- Develop a learning organisation.
- Take a balcony view.
The monograph explores each of the features in depth.
Reflective questions
These reflective questions can be used to guide your reading of this paper:
- How do you take account of both incremental and fundamental change in your school plan?
- Compare the Standards for School Leadership (see page 8 of Leadership for School Improvement) with New Zealand’s professional standards for principals (see Interim Professional Standards on the Ministry of Education site). What do they have in common; what are the differences? What are the implications for you?
- How can we create a common vision about what schools should be like when both schools and society in general are so diverse? Are there ways you can work with the diverse needs of your school community to develop this vision?
- What are your strategies for building individual initiative in your school?
- What evidence do you have that your shared sense of leadership is alive in the school community?
References
Leadership for School Improvement (rev. ed.). (2001). Aurora, CO: McREL (www.mcrel.org).
Readers' comments
There are no comments.
Post a comment
Not registered? Register now to comment.
