The complex task of leading educational change in schools

Holmes, Kathryn; Clement, Jennifer; Albright, James

doi:10.1080/13632434.2013.800477

Cited by 43 publications

(37 citation statements)

References 8 publications

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“…Conceptual and empirically based literature in this field has been available since the 1970s (see among many others Cameron 2010; Hall and Hord 1987;Havelock 1976;Havelock and Hamilton 2004;Lippitt 1979;Miles et al 1988;Reid 1990;Sarason 1982Sarason , 1995Sarason and Fried 2003;Sanders 2012;Shachar et al 2010; see for overviews i.e. Hazle Bussey et al 2014;Holmes et al 2013;Hord 1992;Tajik 2008).…”

Section: The International State Of Researchmentioning

confidence: 97%

Professional background and working practices of consultants in school development: Initial empirical findings from Germany

2014

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In Germany, it can be observed that schools increasingly take advantage of experts from the outside in their further pedagogical and organizational development. Regarding their profession and the area of content to which they are assigned, these experts represent a heterogeneous group. This contribution assumes that several patterns can be observed that have to do with the professional background of the consultants as well as with the content and the way these consultants work. It takes up insights from a larger research project conducted in the German state of North Rhine-Westphalia from 2009 to 2012. The project's findings were gained by means of a standardized survey of 957 school administrations and case studies at six schools with standardized interviews of teachers (20-87 per school), qualitative interviews with school administrations and teachers (5-8 per school), as well as document analyses on the design, the process and results of the external consultation of schools. The results indicate that there are two different types of consultation: the consultation of the entire teaching staff in the area of teaching development with a consultant who is directly connected to the school system (type 1), and a consultation of subgroups of the teaching staff in the area of organizational and personnel development with a consultant from outside the school system (type 2). This contribution provides new insights into a field that has in the German speaking context so far not been well researched.

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Section: The International State Of Researchmentioning

confidence: 97%

Professional background and working practices of consultants in school development: Initial empirical findings from Germany

2014

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“…The exploration of partnerships with external stakeholders became a key strategy in re-defining policy (Elmore, 2010;Labaree, 2011;Robinson, 2006). The current environment has now expanded to include the importance of defining an inspiring and inclusive vision, strong public engagement, achievement through investment, corporate educational responsibility, students as partners in change and 'mindful' learning which embraces personalized learning and lively learning communities (Christensen et al, 2011;Hargreaves & Shirley, 2009;Harris & Jones, 2010;Holmes, Clement & Albright, 2013;Labaree, 2011;Leithwood et al, 2004;Stewart, 2004;Wahlstrom et al, 2010;Willms et al, 2009).…”

Section: The Challenge: Adult Learners Preparing For Societal 'Readinmentioning

confidence: 96%

“…Authentic change is not about simply 'fixing' an existing product, but taking the nucleus of that product through an innovative revolutionary adaptive change -one which is intentional and planned, involves many organizational components, and eventually creates a better or more effect product (Cawsey & Deszca, 2007;Holmes, Clement & Albright, 2013). Basom and Crandall (1991) pinpoint several barriers that cause resistance to educational change innovation.…”

Section: Managing the Change Processmentioning

confidence: 97%

Self-directed Learning, Andragogy and the Role of Alumni as Members of Professional Learning Communities in the Post-secondary Environment

Egizii

2015

Procedia - Social and Behavioral Sciences

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Framed around the context of the historical policies and practices that have brought us to the current state of affairs in the education sector, this paper presents several key themes which focus on the need for schools to provide educated adults who can enter the society and the workplace fully prepared and ready to contribute to the organizations and corporations of a 21 st century global economy. This preparedness now includes both work readiness and the development of global citizenry (diversified, culturally sensitive and fully contributing social citizens). The challenge of educating such citizens becomes particularly poignant to post-secondary (PSE) institutions. The paper explores self-directed learning, a stronger focus on andragogy (versus pedagogy) and re-visiting the role of the multidimensional stakeholders who have a vested interest in the success of adult learners. A theory of action is presented as a starting point for educational leaders to leverage collaborative relationship-building, connectivity and linkage to key groups such as alumni and community leaders.

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“…Virtually all of the findings from the management consulting literature were also found in the literature on scaling up education reforms and effective school system partnerships. For example, with respect to effective school leader practices for leading educational change, a review of the literature conducted by Holmes, Clement, and Albright (2013) found that creating shared vision (Fullan 2010;Leithwood, Harris, and Hopkins 2008;Mulford 2006), and a primary focus on core mission (Fullan 2010;Leithwood, Harris, and Hopkins 2008;Robinson 2010) were all characteristics of effective leadership practice in an education setting. Thus, we choose to focus below on factors that diverged from or were especially pronounced in the education literature relative to the management consulting literature.…”

Section: Successful School System Characteristics and Practicesmentioning

confidence: 99%

Effective consultants: a conceptual framework for helping school systems achieve systemic reform

Bussey

Welch

Mohammed

2013

School Leadership & Management

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A growing number of organisations -universities, non-profits, independent consultants -are emerging as partners to school systems pursuing systemic improvement. This proliferation invites questions probing the interaction between school systems and their consulting partners. Drawing on a cross-disciplinary review of literature, this theoretical paper (1) explores the processes and strategies used by consulting organisations as partners to school systems and (2) proposes a conceptual framework as a starting point for implementation and evaluation of effective consulting for systemic improvement.Keywords: education change; school partnerships; leadership IntroductionAs a result of the Great Recession, leaders of public organisations around the world have faced budget constraints while also responding to demands for improved performance. Public school leaders are no exception: they face strong policy pressure to improve test scores, poor technical assistance from agencies who are ostensibly there 'to help', (American Institute for Research 2008), budget cuts that have placed strains on the educational system (Johnson, Oliff, and Williams 2011) and waning support from the general public (Johnson, Rochkind, and Dupont 2011).In response to resource constraints and greater accountability standards, many school systems are turning to outside organisations to help facilitate systemic improvements. Additional motivations for partnerships include a desire to deliver higher-quality services, shared professional values and legal mandates (Davies and Hentschke 2006). In the United States, the federal government's competitive grant program Race to the Top incentivises partnerships, and a growing number of organisations are emerging to provide consulting support to school leaders in pursuit of comprehensive school improvement. Similar initiatives can be seen around the globe. In the United Kingdom, for example, the new Research Councils UK has issued a national funding call, 'to create a structured and strategic mechanism for Higher Education Institutions to work in partnership with secondary schools' (RCUK 2012). Similarly, the Australian Government and state and territory governments have entered into several partnerships which encourage school systems to engage with higher education providers and to form external partnerships with parents, businesses and local communities (Australian Government Department of Education 2013). This growing emphasis on the need for external support in school *Corresponding author. Email: jwelch@uga.edu School Leadership & Management, 2014 Vol. 34, No. 2, 156-178, http://dx.doi.org/10.1080/13632434.2013 (1) What are the appropriate measures for distinguishing between effective and ineffective consulting organisations? (2) What are the practices that characterise organisations that successfully help public education systems build leadership capacity and achieve systemic improvement? (3) What is the theory of action that can guide education systems and consulting organisations to successfully pur...

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The complex task of leading educational change in schools

Cited by 43 publications

References 8 publications

Professional background and working practices of consultants in school development: Initial empirical findings from Germany

Professional background and working practices of consultants in school development: Initial empirical findings from Germany

Self-directed Learning, Andragogy and the Role of Alumni as Members of Professional Learning Communities in the Post-secondary Environment

Effective consultants: a conceptual framework for helping school systems achieve systemic reform

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