IEJLL: International Electronic Journal for Leadership in Learning
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Developing Leadership Capacity within the Teaching Ranks: One District’s Approach, 11(9)
No full textWith the increased state and national focus on student achievement, school leaders are pursuing a variety of strategies to better serve their students. Many effective principals are embracing distributive leadership, relying on their best teachers to also provide instructional leadership. Yet, many effective teachers have not had training (and often not the desire) to step into leadership roles. To respond to the challenge of increasing student achievement while building the instructional leadership capacity within its teaching staff, one district developed the concept of The Instructional Team, referred to in the district as The “I” Team. Three years after implementation, district teachers were surveyed and some participated in focus groups regarding The “I” Team’s impact oninstructionalteachingstrategies. Although The “I” Team seemed to enjoy support among the teaching ranks and scores on state-mandated tests were improving, changes in the administrative leadership prompted a scaling back of this successful program
Reivindicación del espacio y el diálogo en la educación de adultos, 10(9)
No full textEsta ponencia critica las tendencias actuales en la educación de adultos en contraste con el trasfondo de una práctica que en su momento fue testimonio de un modelo educacional que se extendió más allá de los marcos del aprendizaje formal y los programas de interés para los negocios y la industria. Los educadores que se desempeñan en la enseñanza de adultos están llamados a reivindicar su identidad como líderes, en apoyo a un cambio de perspectiva y práctica, más alineados a la hora de abordar las necesidades a largo plazo de las sociedades. La reivindicación del “espacio” y la participación en un “diálogo” significativo son dos elementos cruciales para llevar a vías de hechos este cambio
Preamble & Introduction to the IEJLL Special Edition: Leadership for Learning in the Context of Social Justice: An American Perspective, 10(19)
No full textTeachers as designers in computer-supported communities of practice, 10(3)
No full textSchool classes can be conceptualized as bounded communities of practice made up of teachers and students working together to build knowledge. Teachers make design decisions about physical and virtual spaces supported by information and communications technologies, and about curriculum. Design influences how students go about their work, and their learning outcomes, but its processes are rarely observed. This paper, based on observations and conversations in schools, explores how teachers engage in designing learning environments. It argues that while most teachers display leadership in design decisions for their classes, they should build on this experience to influence policy and become more involved in designing beyond the classroom walls
Who Leads? A Contextualized Perspective On Organizational Leadership & Learning, 10(4)
No full textThis article considers the question of how current understandings of leadership might be situated, characterized, and expressed through study and practice in organizations. The perspective presented in the article asserts a broad base for the possibility of leadership action – it is not restricted ground. My assumption is that although the extensive leadership literature still presents varied understandings of its definition and character, both the function of leadership and its necessity are the focus of some consensus. I propose here a conceptual framework expressed as a contextual model for situating and studying leadership and for designing leadership-focused professional growth activities. My intent is to encourage a broadened conception of leadership and strengthened approaches to preparation for, and development in, that work
Ethics, Values, and Social Justice Leadership: Embarking on a Moral Quest for Authenticity, 10(30)
No full textThe purpose of this narrative inquiry is to share a story of self-reflection and deliberations about issues of ethics, values, social justice, and educational leadership. It begins as a story of reflections about one College of Education team’s struggle for authenticity in the development of a new educational leadership program. However, the story takes a turn in light of the storyteller’s renewed deliberations about authenticity in the wake of Hurricane Katrina. In the process, relevant ethical leadership and social justice principles are applied to examine, critique, and evaluate this struggle for authenticity. The narrative is an attempt to capture the multifaceted human dimensions embedded in the successes, achievements, challenges, and frustrations of striving for personal and professional integrity
Leadership and gender: Conclusions drawn from Wildrose School, 10(14)
No full textIn this article, I present the findings of a single-site case study which examined the role of gender in constituent group perceptions of effective female leadership. First, a brief description of the Wildrose School community context is presented followed by an overview of relevant literature on female leadership. The emergent themes regarding the principal leadership in Wildrose School are then given. These include the importance of relationships, the role of self-awareness in leadership, and the life of a leader. Finally, the impact of gender on perceptions of leadership efficacy and success are discussed
School Reform And Freire’s Methodology Of Conscientization, 10(25)
No full textThis article addresses school reform and the challenges presented to educational leaders working toward social justice which is not limited to only academic achievement. Social justice as used here is education for emancipatory social change resulting in freedom to, that is, the opportunity for individuals to pursue work they value, and, ultimately, to discover and create a life of worth for self and community. To examine such reform and the implications for educational leadership, I use Freire’s (1989) concept of conscientization, possessing a conscious understanding of one’s lived reality, as a framework by which to analyze two particular reforms, Success for All and Professional Development Schools. From that analysis, I suggest that educational leadership that seeks to liberate students to make social changes creates space and spaces for trust; and nurtures participatory, equitable and just relationships rather than simply managing programs and services, and facilitates “the opportunity for empowerment rather than ‘delivering it’” (Grinberg as cited in Larson and Murtadha, 2001, p.8)
Underrepresentation of Women in Public Primary School Administration: The Experience of Greece, 10(5)
No full textThe purpose of this paper is to attempt to investigate the factors accounting for the lack of ambition among Greek female teachers in reaching managerial positions in the higher echelons of education’s hierarchical structure. The analysis was performed on data collected from 304 female primary teachers during the academic year 1999-2000, randomly selected from 10 Greek prefectures. Statistics and binary logistic regression are used to analyze the determinants of female primary teachers’ underrepresentation in school administration. Results suggest that avoidance of managerial responsibilities and lack of encouragement offered by the Greek school administration are among the reasons for the underrepresentation of Greek women in school administration