Developing Specialist Leaders of Education: a research engagement approach

Close, Paul; Kendrick, Ann

doi:10.1080/19415257.2018.1500391

Cited by 4 publications

(3 citation statements)

References 24 publications

(15 reference statements)

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“…More recent research has focused attention on system leadership and the growing number of school leaders and practitioners working across more than one institution. Close and Kendrick (2019) note that there are now several thousand ‘system leaders’ working as consultants on aspects of school‐to‐school collaborative support in England. At the same time there has been no systematic consideration of the long‐term professional development of these individuals and the skills and dispositions they require to operate across the system.…”

Section: Resultsmentioning

confidence: 99%

“…In addition to these collaborative arrangements there are a growing cadre of national, local and specialist leaders of education, successful school leaders and practitioners that work across the system to support schools that are underperforming (Close & Kendrick, 2019). There are also a number of regional and local networks of schools that have emerged across the English system to facilitate context‐specific improvement, some of which have been mapped in the literature (e.g.…”

Section: School‐to‐school Collaboration In England: An Overview Of Comentioning

confidence: 99%

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School‐to‐school collaboration in England: A configurative review of the empirical evidence

Armstrong

Brown

Chapman

2020

Review of Education

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In recent years school‐to‐school collaboration in the English context has been promoted by a myriad of policy initiatives. Many of these initiatives have been directed at structural reforms seeking to facilitate a 'self‐improving system' in which schools support one another to raise standards of teaching and learning and address educational inequality. Yet, at the same time, the English school system remains a deeply marketised and competitive arena while there are debates concerning the extent to which collaboration between schools can meaningfully facilitate educational improvement and equity. Taking these issues as a starting point, this paper reports on findings from a configurative review of the empirical evidence on school‐to‐school collaboration in England. Drawing on 46 peer‐reviewed empirical studies from 2000 onwards, the paper provides insight into the reasons why schools enter into collaborative arrangements and the conditions and factors that can facilitate and hinder such activity, as well as the possible benefits that can result from collaboration between schools. A number of weaknesses within the field are also identified. For example, there is a need for more conceptual and terminological clarity and a stronger theoretical basis for research in this area. We also argue that the field is deficient in respect of critical perspective and interpretation (of collaborative practice). Furthermore, research into school‐to‐school collaboration is lagging behind policy and practice, presenting a formidable challenge for a system increasingly underpinned by an expectation that schools will work in partnership with one another.

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Section: Resultsmentioning

confidence: 99%

Section: School‐to‐school Collaboration In England: An Overview Of Comentioning

confidence: 99%

School‐to‐school collaboration in England: A configurative review of the empirical evidence

Armstrong

Brown

Chapman

2020

Review of Education

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“…Subject leadership within primary schools could be described as part of a 'self-improving' system, where teachers and schools are responsible for their own improvement (Close and Kendrick 2019), 'teachers as change agents' (Buchanan et al 2020: 581). But Jackson and Temperley (2007) propose that: 'the school as a unit is too small scale and isolated to provide scope for professional learning' (p45), arguing for the need for a network.…”

Section: Subject Leadership In Primary Sciencementioning

confidence: 99%

What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?

Earle

Bianchi

2021

Professional Development in Education

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Frameworks for professional learning offer models of progression that analyse and describe changes in learner behaviours and practices. This paper argues that frameworks for teacher professional learning offer theoretical models that can enhance teachers' agency in their own development.Teachers' use of two primary science frameworks are considered: the Trajectory of Professional Development (TOPD) (Bianchi 2017) for subject leadership, and the Teacher Assessment in Primary Science (TAPS) (Davies et al. 2017) for assessment leadership. Analysis of teacher survey data on use of the frameworks identified teacher agency and the impact of shared professional language as key themes. The paper's conclusions build on the work of Kennedy (2014) in suggesting frameworks offer malleable tools for reflective dialogue between teachers. The authors discuss how the explicit identification of progression in behaviours and practices within the two frameworks supported teachers to develop a shared language and understanding of subject leadership, identifying next steps for their own professional learning. They make the case that the frameworks are not sufficient on their own, they can only offer non-situated explanations of development, and that for them to be of greatest benefit they need to stimulate professional dialogue and exemplification in relation to the learner's own context.

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Market mirages and the state’s role in professional learning: the case of English mathematics education

Boylan

Adams

2023

Journal of Education Policy

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Developing Specialist Leaders of Education: a research engagement approach

Cited by 4 publications

References 24 publications

School‐to‐school collaboration in England: A configurative review of the empirical evidence

School‐to‐school collaboration in England: A configurative review of the empirical evidence

What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?

Market mirages and the state’s role in professional learning: the case of English mathematics education

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