Difference between revisions of "Portal:Education Leadership and Management"
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Revision as of 19:22, 30 May 2013
Education Leadership and Management
Schools need to provide an environment where meaningful learning takes place on a regular basis. However schools are able to accomplish their goals as learning organizations only when a wide variety of inputs and support mechanisms are adequately brought into place. Amongst the variety of inputs that schools require, is the need to closely examine schools as organizations, the role of leadership and management provided in and for a school, by the members of the school and the support agencies.
This applies even more to the school system as a whole, comprising of institutions that take responsibility for policy, academic and administrative support to schools.
Education Leadership and Management (ELM) seeks to study the roles of the different actors in the education system and how their actions and relationships can serve the aims of the system.
Selected Article
Over thirty years of systematic research on school effectiveness and school improvement reveals a number of characteristics that are typical of more effective schools. Most scholars agree that effective leadership is among the most important characteristics of effective schools, equally important to effective teaching. Effective leadership includes leader qualities, such as being firm and purposeful, having shared vision and goals, promoting teamwork and collegiality and frequent personal monitoring and feedback. Several other characteristics of more effective schools include features that are also linked to the culture of the school and leadership: Maintaining focus on learning, producing a positive school climate, setting high expectations for all, developing staff skills, and involving parents. In other words, school leadership matters as much as teacher quality. ...
For more visit
What if Finland’s great teachers taught in U.S. schools? by Pasi Sahlberg
Selected Educator
Michael Fullan has focused his work on educational change. His model focused on "the human participants taking part in the change process" (Ellsworth, 2001). Ellsworth (2001) commented that Fullan and Stiegelbauer's (1991) The New Meaning of Educational Change presents guidelines for resisting, coping, or leading change efforts from perspective ranging from the student to the national government. Different from Rogers, whose work focused more on the characteristics of the innovation and the adopters, Fullan (1982, 1991) focuses on the roles and strategies of various types of change agents.
More on Fullan's ideas on educational change. More on Fullan
Resources
In Kannada
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In English