School leaders should have certain qualities and character traits such as honesty, decency, perseverance,empathy, and respect. "Reform churn" often constrains efforts at organizational improvements. Studies of successful districts that applied more systemic approaches to organizational change.
School leaders should have certain qualities and character traits such as honesty, decency, perseverance,empathy, and respect. "Reform churn" often constrains efforts at organizational improvements. Studies of successful districts that applied more systemic approaches to organizational change.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online from Scribd
School leaders should have certain qualities and character traits such as honesty, decency, perseverance,empathy, and respect. "Reform churn" often constrains efforts at organizational improvements. Studies of successful districts that applied more systemic approaches to organizational change.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online from Scribd
Like leaders of any other organization, school leaders
should have certain qualities and character traits such as honesty, decency, perseverance,empathy, and respect (Marlow, 2007).
According to Rutherford (2006) the continual expansion of a
principal’s role makes it difficult for many principals to accomplish all their daily obligations. In Leadership is needed in organizations and social institutions because the success or failure of an organization or social institution dependson the leadership (Kaiser, Hogan, & Craig, 2008). This “reform churn”, while intended to improve performance,often constrains efforts at organizational improvements as change-weary schools often engage reforms with a lack of depth and breadth (Coburn, 2003; Datnow et al., 2006; Hubbard et al., 2006). Hargreaves, A. and Fink, Above all, the balance of this work suggests the need for a D. (2006), Sustainable Leadership, Jossey-Bass, more interconnected systems approach to organizational San Francisco, CA change (Fullan, 2005; Hargreaves and Fink, 2006; Fullan, M. (2005), McLaughlin and Talbert, 2003), requiring that district and Leadership and Sustainability: System site leaders, “think systemically about schools and their Thinkers in Action, Corwin development and see educational organizations in terms of Press,Thousand Oaks, CA. their interdependent parts” (Smylie et al., 2003, p. 155). McLaughlin, M.W. and Talbert, J.E. (1993), Studies of successful districts that applied more systemic Contexts that Matter for approaches in developing Teaching and Smylie, M., Wenzel, S. and Fendt, C. (2003), “The Chicago Annenberg Learning,Context Center challenge: lessons on leadership for school development”, in Murphy, on Secondary School J. and Datnow, A. (Eds), Leadership Lessons from Comprehensive Teaching, Palo Alto, CA. School Reforms, Sage Publications, Thousand Oaks, CA, pp. 135-58. Chrispeels, J. (2004), Studies of successful districts that applied more systemic Learning to Lead Together: The Promise and approaches in developing collaboration across teams Challenge of suggest a range of specific strategies that educators can SharingLeadership, Sage engage in building stronger intra-organizational ties Publications, Thousand Oaks, CA. (Chrispeels, 2004; Honig, 2004; Togneri and Anderson, Honig, M. (2004), “Crafting 2003). These strategies include: creating structures for coherence: how schools increased collaboration and knowledge exchange within strategically manage multiple, schools (McLaughlin and Talbert, 2003); externaldemands”, enhancing communication channels and support focusing Educational Researcher, on teaching and learning (Agullard and Goughnour, 2006); Vol. 33 No. 8, pp. 16-30. distributing leadership (Leithwood et al., 2007; Spillane, Togneri, W. and Anderson, S.E. (2003), Beyond 2006);\ providing opportunities for input on decision-making Islands of Excellence: (Brazer and Keller, 2008);and . building a collective sense What Districts Can Do to of efficacy (Goddard et al., 2004). Improve Instruction and Goddard, R.D., Hoy, W.K. and Hoy, A. (2004), “Collective efficacy: Achievement in All theoretical development,empirical evidence, and future directions”, Schools, The Learning First Educational Researcher, Vol. 33 No. 3, pp. 3-13. Alliance and the Leithwood, K., Mascall, B., Strauss, T., Sacks, R., Memon, N. and Association for Supervision Yashkina, A. (2007), and Curriculum “Distributing leadership to make schools smarter: taking the ego out Development, Washington, DC. of the system”, Leadership and Policy in Schools, Vol. 6 No. 1, pp. 37-67. Agullard, K. and Goughnour, D.S. (2006), Brazer, S.D. and Keller, L.R. (2008), “A design research approach to Central Office Inquiry: investigating educational decision making”, in Kelly, A.E., Lesh, R.A. Assessing Organization, and Baek, J.Y. (Eds), Handbook of DesignResearch Methods in Roles, Science, Technology, Engineering, and Mathematics Learning and and Actions to Support Teaching, Routledge/Taylor and Francis, New York, NY, pp. 284-96. School Improvement, WestEd, San Francisco, CA.