Leadership for improving the quality of secondary education: Some international developments
Palabras clave:
Leadership, accountability, international developments, professional learning communityResumen
Internationally, this is a “golden age” of school but it is taking place in the face of tremendous pressure for schools to be more publicly accountable. This mix of leadership and accountability has created a very new working context for both teachers and school leaders. There is a clear need to better understand the consequences of that context for the work of secondary school leaders. To help with this understanding, this paper identifies some of the international developments in that context in education and school leadership. It first focuses on work emanating from the OECD and then moves to recent developments in UK and Australia. All start at the broadest level by questioning what kind of education best serves society now and in the future. They then move to the question of how the education system is best organised in order to met the new demands, especially in terms of its governance and leadership. Three clear areas are identified from this work that involve a broadening of what counts for good schooling, governance and school leadership. A second focus on recent reviews of research on school leadership effects on student learning finds them consistent with these international and national developments, as well as suggesting directions forward for effective secondary school leadership.Citas
ACER. (2005). Disponible en http://www.acer.edu.au/
Berliner, D. (2005). Our impoverished view of educational reform. Teachers College Record. Disponible en http://www.terecord.org
DfES. (2005). Disponible en http://www.everychildmatters.gov.uk/aims/
Feinstein, L. (2000) The Relative Economic Importance of Academic, Psychological and Behavioural Attributes Developed in Childhood. London: Centre for Economic Performance, London School of Economics and Political Science, University of London. Disponible en http://cep.lse.ac.uk/pubs/download/dp0443.pdf
Henton, D., Melville, J. & Walesh, K. (1997). Grassroots leaders for a new economy: How civic entrepreneurs are building prosperous communities. San Francisco: Jossey-Bass.
Kilpatrick, S., Johns, S., Mulford, B., Falk, I., and Prescott, L. (2001). More than education: Leadership for rural school-community partnerships. Canberra: Rural Industries Research and Development Corporation. Disponible en http://rirdc.gov.au/reports/HCC/02-055sum.html
Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Random House.
Leadbeater, C. (2004a) Learning about personalisation: How can we put the learning at the heart of the education system? London: UK Department for Education and Skills. Disponible en www.standards.dfes.gov.uk/innovation-unit
Leadbeater, C. (2004b) Personalisation through participation. London: Demos. Disponible en www.demos.co.uk
Leadbeater, C. (2005). The shape of things to come. London: DfES Innovation Unit. Disponible en www.standards.dfes.gov.uk/innovation-unit
Leithwood, K., & Day, C. (forthcoming). (eds). Making a difference: Successful school leadership in eight countries. Boston: Springer.
Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research. Paper presented at AERA, Montreal.
Leithwood, K., & Riehl, C. (2003) What do we already know about successful school leadership? Paper presented at AERA, Chicago.
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. N.Y.: The Wallace Foundation. Disponible en
Lemke, M., et al. (2001). Outcomes of learning. Washington, DC: US Department of Education, National Centre for Education Statistics.
Mulford, B. (2003a), School Leaders: Changing roles and impact on teacher and school effectiveness. Commissioned paper by the Education and Training Policy Division, OECD, for the Activity “Attracting, Developing and Retaining Effective Teachers”. Paris: OECD. Disponible en http://www.oecd.org/dataoecd/61/61/2635399.pdf
Mulford, B. (2003b). The role of school leadership in attracting and retaining teachers and promoting innovative schools and students. Commissioned paper by the Commonwealth Department of Education Science and Training for their “Review of Teaching and Teacher Education”. Disponible en http://www.dest.gov.au/NR/rdonlyres/161EEEC9-713A-40CD-9E87-2E5ACA1E19A3/1661/leadership.pdf
Mulford, B. (2005). Accountability policies and their effects. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livingstone. (eds). International Handbook of Educational Policy (London: Springer). Pp. 281-294.
Mulford, B. (in press a). Overview of Research on Australian Educational Leadership 2001-2005. Australian Journal of Education.
Mulford, B. (in press b). The challenge of building social capital in professional learning communities. In L. Stoll, & K. Seashore Louis. (eds). Professional learning communities: Divergence, detail and difficulties. London: Open University Press/McGraw Hill.
NCSL, (2005a). Corporate Plan 2005-08: Summary. Disponible en http://www.ncsl.org.uk/media/9E1/EA/543_Mini_AW1.pdf
NCSL. (2005b). International perspectives on networked learning. www.ncsl.org.uk/nlc
OECD, (2001). What schools for the future? Paris: OECD. Disponible en
http://www.oecd.org/document/34/0,2340,en_2649_34859774_35413922_1_1_1_1,00.html
OECD, (2005a). Emerging Education Policy Issues in OECD Countries – Meeting of OECD Education Chief Executives. Disponible en http://www.oecd/document/10/0,2340,en_2649_33723_35378698_1_1_1_1,00.html
OECD. (2005b). Improving School Leadership: Guidelines for Country Participation. Paris: OECD Directorate of Education.
OECD. (2005c). School Factors Related to Quality and Equity: Results from PISA 2000. Paris: OECD. Disponible en http://www.pisa.oecd.org/dataoecd/15/20/34668095.pdf
OECD. (2005d). Teaches Matter: Attracting, Developing and Retaining Effective Teachers. Paris, OECD. http://www.oecd.org/document/9/0,2340,en_2649_34521_11969545_1_1_1_1,00.html
Rusch, E. (2005). Institutional barriers to organisational learning in school systems: The power of silence. Educational Administration Quarterly, 41(1), pp. 83-120.
Smith, J. (14/12/2005a). Disponible en http://www.dfes.gov.uk/pns/DisplayPN.cgi?pn_id=2005_0157
Smith, J. (13/10/2005b). Disponible en http://www.dfes.gov.uk/speeches/
Teaching Australia. (2005). Disponible en http://www.teachingaustralia.edu.au/
Tasmanian Department of Education. Disponible en http://www.education.tas.gov.au
UNESCO. (2005). Decentralisation in education: National policies and practices. Paris: UNESCO. Disponible en http://portal.unesco.org/education/en/ev.php-URL_ID=44937&URL_DO=DO_TOPIC&URL_SECTION=201.html
Waters, T., Grubb, S. (2004). The leadership we need. Aurora, COL: McRel. Disponible en http://www.mcrel.org
Wheatley, M. (2005). Finding our way: Leadership for an uncertain time. San Francisco: Berrett-Koehler Publisher.
Descargas
Publicado
Número
Sección
Licencia
En el momento en que una obra es aceptada para su publicación, se entiende que el autor cede a la Revista PROFESORADO (en adelante RECP) en exclusiva los derechos de reproducción, distribución y venta de su manuscrito para su explotación en todos los países del mundo en formato de revista de papel, así como en cualquier otro soporte magnético, óptico y digital.Los autores cederán también a RECP los derechos de comunicación pública para su difusión y explotación a través de Intranets, Internet y cualesquiera portales y dispositivos inalámbricos que decida el editor, mediante la puesta a disposición de los usuarios para consulta online de su contenido y su extracto, para su impresión en papel y/o para su descarga y archivo, todo ello en los términos y condiciones que consten en la web donde se halle alojada la obra. A su vez, la RECP autoriza a los autores de los trabajos publicados en la revista a que ofrezcan en sus webs personales o en cualquier repositorio de acceso abierto una copia de esos trabajos una vez publicados. Junto con esa copia ha de incluirse una mención específica de la RECP, citando el año y el número de la revista en que fue publicado el artículo o nota de investigación y añadiendo, además, el enlace a la web de la RECP.
La RECP también recomienda y permite a sus autores que licencien su obra bajo la licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (CC BY-NC-ND 3.0 ES), que implica que el artículo y la nota de investigación pueda copiarse, distribuirse y comunicarse públicamente bajo la condición de que en los créditos se reconozca explícitamente al autor y la obra bajo la forma establecida por éste, sin derecho a su explotación comercial y la elaboración de obras derivadas.
