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Leading schools in changing times

Leading schools in changing times. Ola Hoff Kaldestad 2009. Schools are complicated institutions. Peter Senge : Schools that learn (2000). Systems Thinking. The Knowledge promotion Reform 2006. In order to climb the PISA ladder. FOUR PILLARS OF EDUCATION (UNESCO, 1996).

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Leading schools in changing times

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  1. Leadingschools in changing times Ola Hoff Kaldestad 2009

  2. Schoolsarecomplicatedinstitutions

  3. Peter Senge: Schoolsthatlearn (2000)

  4. Systems Thinking

  5. The Knowledgepromotion Reform 2006

  6. In order to climbthe PISA ladder

  7. FOUR PILLARS OF EDUCATION(UNESCO, 1996)

  8. New Public Management (in England) • Individual responsibility* • Risk-minimisation (e.g. ‘educational triage’) • Transmissive teaching (e.g. closely defined syllabi and teaching strategies) • A focus on measurable outcomes * • Detached relationships, related to performance (e.g. commodification of pupils) • Competitive working relationships seen as key to create improvement * • Trust based primarily on systems of monitoring and motivation (theory X) (also see Elliot, 2001, O'Neill, 2002) • Customer-supplier relationships with the environment (e.g. parents) * • Conformity, associated with external control and risk minimisation (Thrupp & Willmott, 2003) • Strong ‘heroic’ leadership (e.g. ‘superhead’ ) Critics: e.g. Ball (2001); Thrupp and Willmott (2003); Alexander (2003) NPM: e.g. *Hood (1991); Enteman (1993); Fergusson (2000)

  9. To be a true teacher, you must be a learner first: Indeed, teachers` own passion for learning inspires their students as much as their expertise do (Senge 1999: 332). OLA HOFF KALDESTAD

  10. Schools-as-learning-communities • Shared responsibility among all members • Considered risk-taking and experimenting to improve teaching and learning • Social constructivist thinking & reflective practice, prevalent and dominant • A focus on activities which improve every member’seducational experience • Mutual care & respect • Working relationships that tend to be collaborative, but embrace diversity, and seen as key to improvement • Mutual trust (theory Y) • Partnerships with the environment (for example, parents) • Diverse interests and talents embraced • Distributed leadership e.g. Jeffrey, B. & Woods, P. (2003)Mitchell and Sackney (2000); Sergiovanni (1999); Retallick et al (1999); Fielding (1999)

  11. Inservice-training program for newschoolleaders • A ministry-made curriculum frame • Invitation to universities and teacher-training colleges to tender • Cooperation betweeninstitutionsthatdelivered tender • Three outof eleven wereselected • My institution in cooperationwithfivenabour-institutions in Western Norwaygotoneofthecontracts

  12. To become a leader, you must first become a human being. Confusius

  13. OurModel • The roleofschoolleadership, attitude, educational credo, how to create trust • Cooperation and teambuilding. Building a learningorganization • Development and improvement. Leading a learingorganization • The learningenvironment and pupilslearning • Schoolmanagement

  14. The leader as a Servant • It has been shown again and again in combat that when people`s lives are at stake, they will only reliably follow commanding officers who they trust, who they perceive as having their well-beeing at hart (Senge 1999:334). OLA HOFF KALDESTAD

  15. OLA HOFF KALDESTAD

  16. Aims and ValuesareofImportance Learning and change are facilitated when values and goals are articulated, shared, consistent, and connected. OLA HOFF KALDESTAD

  17. OLA HOFF KALDESTAD

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