Transforming Schools through Collaborative Leadership

Transforming Schools through Collaborative Leadership

Transforming Schools through Collaborative Leadership

Transforming Schools through Collaborative Leadership

Synopsis

Centred around the topic of school leadership, this book addresses the difficulties and challenges which present themselves to school leaders across the western world. All the evidence is primary and secondary school-based.

Excerpt

Since the early 1980s educators in Australia, and around the world, have been faced with continual, radical change in both their schools and the systems that support them. These changes have dominated the workplace. Moreover, the economic and political nature of many of these changes seems to be increasingly taking the reform agenda out of the hands of educators, leaving them with an abiding sense of unease and disorientation. As well, a multiplicity of complex educational demands are being placed at the feet of teachers and administrators. Some schools, such as those in the inner city areas of large cosmopolitan cities are experiencing accelerated changes in the socio-cultural make-up of their student populations, an increasing array of educational expectations and, at the same time, school closures, amalgamations and restructuring at the school and system levels. As these factors converge and impact on those who work, or assist the work, in schools, a shifting context becomes the norm, displacing the once stable and secure basis of educational programs, structures and staffing. Clearly, then, what leaders do to accomplish success in their schools in such unsettling times is of paramount importance. of particular interest is the contribution of leadership to school improvement in urban schools where perhaps some of the most difficult and intractable conditions prevail. Leaders in these schools are compelled to confront the enigmatic nature of their work head-on if they are to achieve desired outcomes for students, staff and the school as a whole. As a result, successful leaders need to apply peculiar insights and capacities to their workplace, drawing on a sophisticated modus operandi which enables them to deal effectively with the problematic school context which faces them on a day-to-day basis. It is with this modus operandi that this book is concerned, as it is one which can be practised by not only those who aspire to gain mastery over the crisis conditions that prevail in schools at the present time, but those who also strive to become enlightened leaders of successful schools.

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