Secondary Department Chair Roles: Ambiguity and Change in Systemic Reform

Bliss, Traci; Fahrney, Caroline; Steffy, Betty E.

doi:10.1177/105268469600600102

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…First, previous studies related to PLCs have frequently used mathematics and language departments as objects of research (Lomos et al, 2011). Furthermore, mathematics and language teachers have previously been found to consider consultation with subject colleagues to be very important (van Veen et al, 2001), and heads of language and mathematics departments have reported a strong inclination toward facilitation and instructional leadership, rather than emphasizing their administrative role (Bliss, Fahrney, & Steffy, 1996). In addition, these subjects have a high ratio of full-time staff in Flanders, which tends to supports stronger departmental practices (Turner & Bolam, 1998).…”

Section: Background and Samplementioning

confidence: 99%

The Role of Departmental Leadership for Professional Learning Communities

Vanblaere

Devos

2017

Educational Administration Quarterly

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Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for teachers’ continuous professional development, it is highly relevant to study how department heads can facilitate PLC characteristics in their department. Research methodology: This study examines how two dimensions of departmental leadership (group- and development-oriented) relate to interpersonal PLC characteristics in departments. Survey data were collected from 248 experienced mathematics and French teachers in 62 departments in secondary schools in Flanders (Belgium). Two multilevel regression analyses were conducted with collective responsibility and reflective dialogue as dependent interpersonal PLC characteristics. We controlled for several demographic teacher variables and structural departmental variables. Findings: Our results nurture optimism about the potential of departmental leadership for interpersonal PLC characteristics. More specifically, teachers who perceive high group-oriented departmental leadership experience more collective responsibility in their department. Furthermore, teachers’ perceptions of both group-oriented and development-oriented departmental leadership are significantly related to the reported frequency of teachers’ reflective dialogues. Implications: This study suggests that department heads play a critical role in facilitating interpersonal PLC characteristics in departments. As a result, department heads need to be carefully selected and adequately supported. As this article is one of the first to offer a quantitative perspective on this matter, it offers an instrument for future studies and informs policy about departmental leadership practices.

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Section: Background and Samplementioning

confidence: 99%

The Role of Departmental Leadership for Professional Learning Communities

Vanblaere

Devos

2017

Educational Administration Quarterly

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“…Oftentimes, department chairs report that they should be focusing on instructional leadership but lack the time and resources for these activities (Adduci, 1990;Bliss, Fahrney, & Steffy, 1995;Zepeda & Kruskamp, 2007). Departmental members also report frustration over the lack of instructional support provided by department chairs, going as far as to describe this lack of instructional support as the largest need not met by chairs (Bliss et al, 1995).…”

Section: Defining the Role Of Department Chairmentioning

confidence: 99%

Defining and Activating the Role of Department Chair as Instructional Leader

Kelley

Salisbury

2013

Journal of School Leadership

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With strong connection to schoolwide policy and vision and to the realities of the daily life of teachers and students, the department chair is uniquely positioned to play an important role in advancing instructional effectiveness (Printy, 2008; Weller, 2001). This article provides an in-depth look at the efforts of three urban comprehensive high schools to revision the role of department chair as instructional leader. The case studies identify building a shared vision, trust, role clarity, professional development, modeling, and application as critical elements of leadership development. The article defines the role of department chair as instructional leader and examines the effects of efforts to strengthen this role. Findings suggest that department chairs found their new role to be motivating and enriching, but significant training and reshaping of school norms were needed to provide the skills and legitimacy for them to lead instructional improvement in their departments. Urban schools educate half of the minority students in the United States and about 20% of White students (National Center for Education Statistics, 2005). Urban high schools represent a particularly significant challenge for educational leaders, due to their large size, cultures of professional isolation, diffuse academic goals, economic and cultural diversity, and the magnitude, complexity, and urgency of presenting problems (Hipp & Weber, 2008). Intensified new instructional leadership demands have been added to the list of traditional responsibilities shouldered by urban high school principals for successful management of school structures, cultures, and daily operations. Within this environment, urban high school principals have had

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“…While the concept of role ambiguity has historically been a theme in some of the literature on secondary school department chairs (Bliss et al, 1996;Mayers & Zepeda, 2002;Weller, 2001;Zepeda & Kruskamp, 2007), more recent discussion has suggested role ambiguity is not nearly as relevant anymore because it has been addressed in part through standardizing role descriptions. It is not an issue at the present time because of the established guidelines that emphasize role standardization (see NAIS Guidelines of Professional Practice for Department Chairs, 2011; National Education Association, 2020).…”

Section: Standards For Teacher Leadershipmentioning

confidence: 99%

“…Additionally, the concept of role ambiguity is reevaluated in this study because this concept was historically a topic in the literature on secondary school department leaders (Bliss et al, 1996;Mayers & Zepeda, 2002). Role ambiguity means that the department leader may have substantially different roles depending on the school and so there can be a lack of clarity for this type of leadership position.…”

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confidence: 99%

A Content Analysis of Secondary School Department Leader Position Descriptions

Attwood

2023

International Journal of Curriculum Development and Learning Measurement

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This study examines a sample of secondary school department leader position descriptions in the United States to compare understanding of the change and continuity in the role of the secondary school department chair as a curriculum leader and manager of learning. Position descriptions include general descriptions for all content areas as well as a specific position description for K-12 computer science, art, and social studies. These are compared for their thematic similarities and differences with implications for how the role of secondary school department leader has been officially envisioned and what these data suggest in comparison to the literature. As such, this study addresses a gap in the literature on department leader roles in reference to their official job descriptions. Implications for teacher leadership are discussed for instructional leadership and the department chair's role in learning measurement.

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Secondary Department Chair Roles: Ambiguity and Change in Systemic Reform

Cited by 7 publications

References 6 publications

The Role of Departmental Leadership for Professional Learning Communities

The Role of Departmental Leadership for Professional Learning Communities

Defining and Activating the Role of Department Chair as Instructional Leader

A Content Analysis of Secondary School Department Leader Position Descriptions

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