Educational Leadership for Organisational Learning and Improved Student Outcomes

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Springer Science & Business Media, Oct 14, 2005 - Education - 269 pages
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The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues.
How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts.
The book is made up of four sections:
1.An introductory rational in which the case for using only quality evidence in school reform efforts is argued. Results from a quality research project are then presented. These results are organised around six questions: how is the concept of OL defined in schools ('teacher voice')? what leadership practices promote OL in schools ('teacher voice')? what are some outcomes of schooling other than academic achievement ('pupil voice')? what are the relationships between the non-academic and academic outcomes of schooling? does school leadership and/or organisational learning contribute to student outcomes? And, what other factors contribute to student outcomes? The section concludes with a plea that given the accumulation and consistent quality of the evidence from across systems and countries, we no longer need to involve ourselves with just impressions of effective leadership. We have a way forward that links leadership to organisational learning and improved student outcomes.
2.Advice for using the book.
The reasons for the choice of problem-based learning as the vehicle for the professional development materials that form the major part of this book are detailed. Suggestions are then made for use of the book, including a one-day and two- day workshop, and advice on group development and warm-up activities for such group development before moving to the problem-based learning package in Section 3;
3.A problem based-learning, evidence informed, professional development package for aspiring and actual school leaders based on real schools and their leaders.
4.A challenge.
The final section provides refined versions of the diagnostic instruments used in the research and challenges readers to use them in their own schools. The book concludes with the references used and a list of other readings.
 

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Contents

THE CRITICAL ROLE OF LEADERSHIP FOR ORGANIZATIONAL LEARNING AND IMPROVED STUDENT OUTCOMES
1
Sorting the Wheat From the Chaff
3
The Evidence
4
Four Implications
12
No Need to Continue to Build in Canvas?
19
Organization of the Book
22
USING THE BOOK
23
PROBLEMBASED LEARNING A VEHICLE FOR PROFESSIONAL DEVELOPMENT OF SCHOOL LEADERS
25
Learning Objectives
53
Resources
54
Guiding Questions
56
THE ALTONA CASE STUDY
57
THE HERONWOOD CASE STUDY
97
SURVEY DATA
139
Heronwood
148
A CHALLENGE
163

Why ProblemBased Learning?
26
Before During and After a OneDay Workshop
30
Before During and After a TwoDay Workshop
32
GROUP DEVELOPMENT AND WARMUP ACTIVITIES
35
IceBreaker
39
Interdependence
41
Trading
47
THE PROBLEMBASED LEARNING PACKAGE
49
WORKSHOP PROBLEMSITUATION OUTLINE
51
SituationProblem
52
THE SURVEY INSTRUMENTS AND A CHALLENGE TO USE THEM IN YOUR OWN SCHOOL
165
Validity and Reliability
166
The Short Form of the LOLSO Project Questionaires
169
CONDITIONS FOSTERING ORGANIZATIONAL LEARNING IN SCHOOLS
187
LEADERSHIP FOR ORGANIZATIONAL LEARNING IN AUSTRALIAN SECONDARY SCHOOLS
217
THE ALTONA CASE STUDY SHORT VERSION
243
THE HERONWOOD CASE STUDY SHORT VERSION
253
References
263
Other Readings
269
Copyright

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Popular passages

Page 265 - Murphy, J. (1990). The educational reform movement of the 1980s: A comprehensive analysis. In J. Murphy (Ed.), The reform of American public education in the 1980s: Perspectives and cases (pp.
Page 265 - MacGilchrist (2001) Views of pupils, parents and teachers: vital indicators of effectiveness and for improvement. In J. MacBeath and P. Mortimore (eds.) Improving School Effectiveness, Buckingham, UK: Open University Press.
Page 265 - Evans, B. (1992). Making schools more effective (Report of the Australian Effective Schools Project).

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About the author (2005)

Dr. Leithwood is Professor of Educational Leadership and Policy at OISE/University of Toronto. His research and writing concerns school leadership, educational policy and organizational change. Dr. Leithwood has published more than 70 referred journal articles, and authored or edited more than thirty books. For example, he is the senior editor of both the first and second" International Handbooks on Educational Leadership and Administration "(Kluwer Publishers, 1996, 2003). His most recent books (all with Corwin Press) include "Leadership With Teachers' Emotions In Mind "(in press), "Making Schools Smarter" (3rd edition, 2006) and "Teaching for Deep Understanding "(2006). Among his current research projects is a large, five-year, Wallace Foundation study, with colleagues, aimed at determining how state, district and school-level leadership influences student learning. Dr. Leithwood is the recent recipient of the University of Toronto's "Impact on Public Policy" award.

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