Nurturing the leadership that matters in a time of uncertainty
2019, 64, Numer 2
Uniwersytet Warszawski, Wydział Pedagogiczny, Katedra Dydaktyki i Pedeutologii
University of Malta, Faculty of Education
Data publikacji
Model publikowania
Rodzaj licencji
Dziedzina
Dyscyplina
Język publikacji
Pliki do pobrania
PDF 158 KB
Liczba wyświetleń:150
Liczba pobrań:30
Cytowania Crossref:0
Wynik Altmetric:0
Abstrakt
This paper aims to challenge school principals, teachers and teacher educators to seriously engage with concepts that are deemed central to educational improvement, namely positive leadership and authenticity. It is argued that when teachers as leaders work with and for others to build communities that are relevant and meaningful they can have an impact on collective growth. The paper adopts a different approach, one that encourages the reader to engage not only at the conceptual level but to move from in inward to an outward perspective. The intention being to get the reader to make personal decisions that can have an impact at the personal and collective level. It is argued that only in this way can change be brought about.
Bibliografia
Bezzina C. 2006. The Road Less Travelled: Professional Communities in Secondary Schools, “Theory into Practice”, 45 (2), 159–167.
Bezzina C. 2018. Making a case for empowerment: the missing key ingredient, [in:] Teacher Leadership, ed. J. Madalińska-Michalak, Foundation for the Development of the Education System, Key Concepts Series, Vol. 2, Warsaw, pp. 66–79.
Bezzina C. 2018. The Multicultural School in Malta: The Leadership Challenge, “Leading & Managing”, 24 (2), 1–13.
Bezzina C. & Farrugia M. 2018. A professional learning community model for a Maltese Catholic Church Primary School: A case study, [in:] Teacher Education Policy and Practice. International Perspectives and Inspirations, eds. M. A. Tonna and J. Madalińska-Michalak, Foundation for the Development of the Education System, Key Concepts Series, Vol. 1, Warsaw, pp. 314–342.
Bezzina C. & Michalak J. M. 2006. Authentic Educational Leadership: the challenges ahead, Wydawnictwo Uniwersytetu Łódzkiego, Łódź.
Bremer M. 2015. Dare you be authentic?, “Leadership & Change”, 18, 3–7.
Cormier R. & Olivier D. F. 2009. Professional Learning Communities: Characteristics, Principals and Teachers, Paper presented at Annual Meeting of the Louisiana Education Research Association, 5–6 March, Lafayette, Louisiana.
Coyle D. 2018. The Culture Code, Bantam Books, New York, NY.
D’Innocenzo L., Mathieu J. E. & Kukenberger M. R. 2014. A Meta-analysis of Different Forms of Shared Leadership – Team performance relations, „Journal of Management”, 20 (10), 1–28.
Day C., Harris A., Hadfield M., Tolley H. & Beresford J. 2000. Leading schools in times of change: A multiperspective study of effective headteachers, Open University Press, Buckingham.
Day C., Sammons P., Leithwood K., Hopkins D., Gu Q., Brown E. & Ahtaridou E. 2011. School leadership and student outcomes: Linking with learning and achievement, Open University Press, Maidenhead.
DuFour R., DuFour R. & Eaker R. 2008. Revisiting professional learning communities at work, Solution Tree Press, Bloomington, IN.
Flores M. A. 2018. Perspectives on Teacher Leadership, [in:] Teacher Leadership, ed. J. MadalińskaMichalak, Foundation for the Development of the Education System, Key Concepts Series, Vol. 2, Warsaw, pp. 260–280.
Flores M. A., Fernandes E., Flores M. & Forte A. 2016. Conditions for teacher leadership and professional development in challenging circumstances, [in:] Professional Learning in Education. Challenges for Teacher Educators, Teachers and Student Teachers, eds. B. De Wever, R. Vanderlinde, M. Tuytens and A. Aelterman, Academia Press, Gent, pp. 113–133.
Frost D., ed. 2017. Empowering Teachers as Agents of Change: A non-positional approach to teacher leadership, University of Cambridge Press, Cambridge.
Harris A. & Jones M. 2010. Professional learning communities and system improvement, „Improving Schools”, 13 (2), 172–181.
Hayes D., Mills M., Christie P. & Lingard B. 2006. Teachers & Schooling: Making a Difference, Allen & Unwin, New South Wales.
Jacobson S. & Bezzina C. 2008. Effects of Leadership on Student Academic and Affective Achievement, [in:] International Handbook on the Preparation and Development of School Leaders, eds. J. Lumby, G. Crow & P. Pashiardis, Routledge, Taylor & Francis, London.
Leithwood K. & Louis K. S. 2012. Linking leadership to student learning, Jossey-Bass, San Francisco, CA.
Leithwood K., Harris A. & Strauss T. 2010. Leading School Turnaround, Jossey-Bass, San Francisco, CA.
Leithwood K., Louis K. S., Anderson S. & Wahlstrom K. 2004. How Leadership Influences Student Learning, The Wallace Foundation, New York. Available at www.wallacefoundation.org/ knowledge-center/school-leadership/key-research/Documents/How-Leadership-InfluencesStudetn-Learning.pdf
Louis K. S. 2015. Linking leadership to learning: state, district and local effects, „NordSTEP”, 1 (3), 7–17.
MacNeil A. J., Prater D. L. & Busch S. 2009. The effects of school culture and climate on student achievement, “International Journal of Leadership in Education”, 12 (1), 73–84.
Madalińska-Michalak J. 2018. Introduction, [in:] Teacher Leadership, ed. J. Madalińska-Michalak, Foundation for the Development of the Education System, Key Concepts Series, Vol. 2, Warsaw, pp. 9–12.
Madalińska-Michalak J. 2018. Educational Leadership – challenges of theory and practice, [in:] Teacher Leadership, ed. J. Madalińska-Michalak, Foundation for the Development of the Education System, Key Concepts Series, Vol. 2, Warsaw, pp. 16–39.
Madalińska-Michalak J., Flores M. & O’Dorethy T. 2018. Editorial. Teachers and teacher education in uncertain times, “European Journal of Teacher Education”, 41 (5), 567–571.
Marzano R. J., Waters T. & McNulty B. A. 2005. School Leadership that Works: From Research to Results, Association for Supervision and Curriculum Development, Alexandria, VA.
Muscat M. 2017. The Journey into Leadership – Listening to the Educational Leader’s Voice in Gozo, Unpublished Master of Arts in Educational Leadership and Managment, Faculty of Education, University of Malta.
Poekert P. E. 2012. Teacher leadership and professional development: examining links between two concepts central to school improvement, “Professional Development in Education”, 38 (2), 169–188.
Robinson V., Lloyd C. & Rowe K. 2008. The impact of leadership on student outcomes: An analysis of the differential effects of leadership types, “Educational Administration Quarterly”, 44 (5), 635–674.
Sharma R. 2018. The 5am Club. Own your morning elevate your life, Thorsons, London.
Swaffield S. 2017. Editorial. Reframing views, lifting up voices and ensuring everyone is visible?, “Professional Development in Education”, 43 (4), 493–496.
Tutwiler W. D. 2016. School culture, school leadership, and professional learning communities: The effect on literacy scores, Unpublished doctoral thesis, Union University, Jackson, Tennessee.
York-Barr J. & Duke K. 2004. What do we know about teacher leadership? Findings from two decades of scholarship, “Review of Educational Research”, 74 (3), 255–316.
White R. P., Hodgson P. & Crainer S. 1996. The future of leadership, Pitman Publishing, Lanham.
Williams G. 2015. Should you, and can you be authentic?, “Leadership & Change”, 18, 49–60.
Inne artykuły z tego numeru
Spis treści/Contents
- New Education / Progressive Educationanimationpersonality stimulationactive methods
Gaston Mialaret. Ostatni animator idei Nowego Wychowania
Irena Wojnar
- evolutionevolutionismnaturecultureeducation
Ewolucjonizm wobec kwestii: natura versus kultura – konteksty edukacyjne
Stefan Mieszalski