School and Community

Webber, Charles F.; Mulford, Bill

doi:10.1007/978-1-4020-6022-9_7

Cited by 4 publications

(3 citation statements)

References 24 publications

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“…Leadership roles and responsibilities Webber and Mulford (2007) highlighted four main influences on schools and their communities: professional leadership, pluralism and multiculturalism, globalization, JEA 46,6 and information and communication technology. It is within this context, which is very different from that encountered by previous generations of educators, that today's leaders fulfill their responsibilities as instructional leaders, accountability facilitators, and managers.…”

Section: Good Leadership Developmentmentioning

confidence: 99%

Evidence‐based leadership development: the 4L framework

Scott

Webber

2008

Journal of Educational Administration

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Access to this document was granted through an Emerald subscription provided by emerald-srm:198285 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper aims to use the results of three research initiatives to present the life-long learning leader (4L) framework, a model for leadership development intended for use by designers and providers of leadership development programming. Design/methodology/approach -The 4L model is a conceptual framework that emerged from the analysis of one study conducted in Canada and two others conducted in international settings. Findings -The 4L framework contains eight dimensions that leadership development programming should address: career stage, career aspirations, visionary capacity, boundary breaking entrepreneurialism, professional skills, instructional design and assessment literacy, crisis management, and approaches to leadership development. Research limitations/implications -As with all research, findings are subject to researcher biases and limitations. Practical implications -The 4L framework can be used as the basis for graduate programs in leadership, small-and large-scale leadership development initiatives, and cross-cultural leadership development. Implications of the 4L framework are discussed in relation to stakeholder roles, e.g. leaders, professional developers, university leadership preparation programs, employers, policy makers, and researchers. Originality/value -The 4L is a framework for leadership development not only applicable within the field of education but also in broader contexts such as business and industry, health and social services, sports, and government. The 4L framework merits serious consideration by professional development providers and institutions of higher learning as a vehicle for leadership training and nurturing. It is comprehensive in that it suggests particular learning content for leadership development initiatives but it also addresses the processes for effective professional development of adult learners.

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Section: Good Leadership Developmentmentioning

confidence: 99%

Evidence‐based leadership development: the 4L framework

Scott

Webber

2008

Journal of Educational Administration

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“…Various studies claim that teachers can use a variety of communication formats and channels in order to promote parental involvement in building a sense of community between home and school (Harris and Goodall 2008, Webber and Mulford 2007, Shirvani 2007, Epstein and Sanders 2006, Graham-Clay 2005, Epstein 2001) as well as improving a child's learning environment (Lynch et al 2013, Oostdam and Hooge 2013, Fan and Chan 2001. In the era of Internet society, the rapid evolution of communication technology has broadened the channels and formats of communication between families and school (Thompson and Mazer 2012, Graham-Clay 2005, Jennings and Wartella 2004.…”

Section: Introductionmentioning

confidence: 98%

The Role of Innovation Policy in the National Innovation System: The Case of Estonia

Palts¹,

Harro-Loit²

2015

Trames

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Taking dialogue-based communication as a precondition, this study aimed to analyse Estonian parents' attitudes towards the school communication. By using the empirical data from six focus group interviews this study proposes five communication patterns that take into consideration the degree of activity and the positive-negative attitude towards interacting with the teacher. The results showed that parents with low communication activity were concerned mainly about grades and health issues. Active parents were also discussing the feedback and evaluation system. Different patterns would enable teachers to apply different communication strategies to efficiently involve parents in supporting the development of their child. Karmen Palts and Halliki Harro-Loit 152dominant. Parents are not expected to actively support their children and the school does not expect adequate information about the child's needs from the parents.3. 'Active-positive' parents Most parents in this group belonged to a large city (FG4) and medium and a large rural school (FG6 and FG8). In these schools extra attention was paid to communication and the school culture assumed proactive teachers, who establish the communication culture. A large number (14) of the representatives stated that teachers were able to rely on these parents for assistance in their everyday work.4. 'Passive-negative' parents There were parents belonging partly to this group in most of the school types (FG 8; FG10; FG11) except the large city school (FG4). However, we still have little information about this group because respondents described these parents as 'most complicated', causing problems in the overall communication culture as their communication literacy is low and they have preconceived ideas about schools and teachers.5. 'Active-negative' parents Most parents in this group were from the medium-sized rural school (FG6) and the small rural school (FG10). These parents could probably benefit from support to enhance their social skills, which would help the teachers in building up communication cultures to support the students' development.The five types of communication patterns would enable teachers to plan their communication strategically. It is important to note that parents with normative attitudes are influenced by their previous experience and memories. In the case of parents who focus on problems, it would be beneficial to find out what is difficult for them and how they feel in different school-based communication situations. Taking the different types of parents into consideration will strengthen the partnership between schools and parents.Parent-teacher communication patterns are also linked to the issues and aims of the interaction. Thompson (2007:208) states that "research on the parents and teachers e-mail communication brings out five main issues of parent-teacher communication: grades (most common, e.g. under-achieving students, find out reasons for underachievement, and look for ways of improvement), scheduling, health issues, behaviour and miscel...

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“…There are calls for greater coherence across teaching, learning, and assessment and, also, for accountability to policy makers and society as a whole for the quality of learning outcomes (Webber, Aitken, Lupart, & Scott, 2009). As well, school leaders are required to establish strong linkages among community stakeholders for the purpose of promoting positive relationships and social cohesion through sound communication (Webber & Mulford, 2007).…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurialism for Canadian Principals

Scott

Webber

2012

Journal of Research on Leadership Education

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This article explores the various elements of Canadian educational entrepreneurialism as manifested yesterday, today, and tomorrow and in relation to the social and political influences of the time. This discussion is informed by the findings of the International Study of the Preparation of Principals (ISPP) and represents an expansion of the dimension of boundary-breaking entrepreneurialism contained in the Life Long Learning Leader (4L) leadership development framework. The showcasing of entrepreneurialism in Canada is offered in an attempt to advocate for and to demystify the dimensions of principled and socially responsible educational entrepreneurship needed by tomorrow's leaders. The article closes with conclusions intended to inform leadership development in other cultural contexts.

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School and Community

Cited by 4 publications

References 24 publications

Evidence‐based leadership development: the 4L framework

Evidence‐based leadership development: the 4L framework

The Role of Innovation Policy in the National Innovation System: The Case of Estonia

Entrepreneurialism for Canadian Principals

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