Globally-Minded Leadership: A New Approach for Leading Schools in Diverse Democracies

Abstract

Global migration, global markets, and technological advances have connected the world at an unprecedented scale and have diversified the communities with which people engage and the schools in which educators teach. This study explores the school leadership attributes that facilitate the learning of critical competencies needed to thrive in a diverse, interconnected world. Using a grounded theory approach to analyze in-depth interviews with eleven practicing school principals, ten globally minded leadership practices emerged from the data. These fell under the constructs of setting the direction, developing people, redesigning the organization, and situating glocally. Findings hold implications for how educational leadership programs and professional development providers can utilize this emerging framework to cultivate globally minded leaders.

Desenvolver e medir a competência global nos professores: Uma revisão sistemática

“…Esto puede conllevar al riesgo de asimilar o usar indistintamente el concepto de competencia intercultural con competencia global, cuándo este último integra además aspectos como la ciudadanía global que promueve una acción crítica y reflexiva para cuestionar las estructuras de poder dominantes en las sociedades que generan desigualdades entre países y culturas y la solidaridad entre los pueblos en aras de alcanzar una mayor justicia social. Otro tema abordado es la comunicación en diferentes lenguas, que efectivamente es incluida en distintos marcos como habilidad necesaria para la competencia global (OECD, 2018;TICHNOR-WAGNER et al, 2019), pero que tratado de manera aislada sin tener en cuenta la educación intercultural y para la ciudadanía global quizá no se pueda reconocer como una formación expresamente dirigida a la competencia global.…”

“…La dimensión socioafectiva y moral son valoradas por los diversos marcos que conceptualizan la competencia global (BOIX-MANSILLA; JACKSON, 2011, OECD, 2018, TICHNOR-WAGNER et al, 2019 sin embargo, en los trabajos analizados falta un enfoque específico desde lo emocional y moral, tanto en las experiencias formativas como en las evaluaciones. Es por lo que creemos que puede ser una línea de investigación futura sobre la que indagar: Cómo las emociones que se vivencian en los procesos formativos influyen en el desarrollo de la competencia global o si la inteligencia emocional o el nivel de desarrollo moral del individuo predice o favorece la adquisición de esta competencia, podrían ser algunas preguntas e hipótesis que valorar.…”

Introduction

“…Innovation and leadership practices can be drivers of research. As education continues to evolve globally, educational leaders play a crucial role in creating and cultivating the environments that facilitate deep, sustainable implementation of global teaching and learning (Tichnor-Wagner & Manise, 2019). As research in leadership continues to evolve, influencing organizational innovation and developing strategic partnerships are just as critical (Agbor, 2008; Chongcharoen, 2018).…”

Administrative strategies to advance co-teaching for students with disabilities

“…Building cultural competence extends beyond the classroom through school-wide instructional (a program of studies, language immersion, and teacher development programs to increase personal and pedagogical knowledge) and structural supports (cohesive and collaborative vision, decision-making, community) (Hargreaves et al, 2007;Perry & Richardson, 2022;Tichnor-Wagner, 2019). A coherence framework incorporates the processes necessary to align efforts for the shared vision of increased student access and equity.…”

“…A coherence framework incorporates the processes necessary to align efforts for the shared vision of increased student access and equity. Successful leadership is embedded in setting the direction via a shared vision and priorities, developing people through capacity-developing activities, and reforming the organization through collective efficacy (Perry & Richardson, 2022;Tichnor-Wagner, 2019) Educational leaders need to ensure that the organizational elements and stakeholders are leveraged to develop and strengthen the critical lens to enact change (Cheatham et al, 2020). No one educator can close the gaps caused by racial inequality in schools despite their best intentions and considerable efforts.…”