Principios de un liderazgo sostenible.

Artículo original disponible en: Educational Leadership, vol. 61, n. 7. www.ascd.org

El Modelo educativo de bolonia y competencias docentes. Aportaciones desde el coaching educativo

Las competencias del docente universitario están actualmente en revisión para ajustarse a los requisitos del modelo universitario europeo. En este trabajo se toman en consideración las competencias emocionales, las competencias comunicativas- relacionales y las competencias de liderazgo docente. Se exponen los resultados de las formaciones realizadas en torno a las mismas y se aporta un modelo de coaching educativo estructurado en cuatro grandes bloques: inteligencia emocional, liderazgo, coaching y estrategias relacionales. Se exponen los beneficios de introducir el rol de líder-tutor-coach para facilitar el desarrollo competencial del alumnado

Women primary principals in independent schools : creativity and inspiration

The purpose of my research is to reinvigorate educational leadership through improved understandings of women primary principals in Independent schools, thereby rethinking the current directions. By 'reinvigorate' I mean investigate what serves as inspiration for current women primary leaders and explore how this might be better used to generate the kinds of educational change that lead to more dynamic primary school leadership. These 'improved understandings' are expected to suggest a reconceptualizing of primary school leadership by, what I coin 'response-ability'. By 'response-ability' I mean to expose untapped potentials in primary leadership performance so that the leader utilizes the full range of their knowledge, skills and values. <br /><br />There are acknowledged gaps in the primary school Independent sector concerning women in leadership both theory and practice and in this instance the Victorian context. Considerable research surrounds educational leadership [Peter Hill (2003), Neil Cranston (2001), Frances Townsend (1999),Helen Telford.(1996) and Caldwell &amp; Spinks (1992)]. In particular Jill Blackmore's, (1999) research analysed a number of projects focusing on women secondary principals. As a critique of leadership her research exposed the gendered influences reinforced through culture, values and language <br /><br />However there has been limited research into women in primary leadership and the implications for the Independent sector. In summary this research aims to understand women in primary educational leadership and investigate the significance of their untapped knowledge, skills, attitudes and values. Furthermore to propose what may constitute 'Response-able' leadership that could serve to highlight ethical principles, authenticity and creativity.<br /><input type="hidden" id="gwProxy" /><!--Session data--><input type="hidden" onclick="jsCall();" id="jsProxy" /><div id="refHTML"></div>

Principals, politics and change : confronting school resilience to radical renewal

Governments expect school principals to lead and manage significant change to implement school improvement agendas. Research evidence suggests, however, that schools are slow to change (Evans, 1996; Duignan, 2006), that many teachers resist change (Marzano, Waters &amp; McNulty, 2005), and that change is often cursory or short lived &ndash; not disrupting dominant cultures and existing arrangements (Johnson, 2004). This paper discusses the resistance to major change encountered by Australian principals, and their perceptions of its causes. Emergent themes demonstrate that the success or otherwise of change rests heavily on the political astuteness of principals, which suggests the need for ongoing professional learning and leadership support around the issue of leading and managing change.<br />

But, where are the children?

We examine the position and positioning of children in leadership studies through describing a project where we have worked with children as researchers and policymakers. The research group that we are a part of is located in a successful secondary school, and we have worked together over the past two years to find out more about student and staff perceptions of bullying with a view to developing and implementing a revised school policy. We examine the findings from this work, and show how it challenges current notions regarding pupil voice, and how the potential exists to think differently about what leadership is and how it is practiced.<br />

New Zealand higher education in the age of technological convergence

There are competing discourses within New Zealand higher education on the impact of the converging 'forces' of technology, globalisation and corporatisation. Educational leadership in NZ exhibits a demonstrably weaker response compared with the literature and elsewhere. The current behaviour of media organisations may be indicative of any future educational response.

An impact study of the United Education Initiative Professional Development Programme

The implemented cirriculum of the UEI-PDP with regular follow-up and feedback enabled personal and professional growth of participants. This led to institutional capaciey building and transfer of learning into the classrooms. Collaboration, open communication, persistence and accountability facilitated the transfer of learning.

Principals' perceptions of the use of total quality management concepts for school improvement in Mauritius : leading or misleading?

As a small island country, Mauritius is relying on its human capital and innovative hi-tech industry to ensure future economic viability in the global market. As such, Mauritian education authorities are seeking ways to raise educational standards. One idea being canvassed is that Total Quality Management (TQM) could provide the framework for Mauritian school leaders to deliver imperatives for change and improvement and to achieve the aim of &lsquo;world- class quality education.&rsquo; This paper reports the findings of a research into Mauritian principals&rsquo; current practices in line with TQM tenets and their perceptions about the usefulness or otherwise of ideas implicit in TQM. The findings indicate that whilst principals agree with current progressive notions and thinking compatible with the TQM philosophy, they have not fully translated them into their practice. The paper identifies challenges and opportunities worthy of discussion for school improvement in twenty-first century Mauritius with its high-tech, world-class ambitions.

Above and beyond the bottom line

Education is BIG BUSINESS! Stakeholders are many&mdash;governments and governors, parents and students, employers and corporations, communities and nations&mdash;all with their own agendas, demands and expectations. The business surrounding education is hidden from public view, but is integral to education and student learning.<br /><br />Above and Beyond the Bottom Line:The extraordinary evolution of the education business manager provides insights into the dynamic evolution and exponential expansion of education business and the rise of the education business manager&mdash;now an indispensable member of educational leadership teams.<br /><br />No longer is the business manager an invisible back-office employee who balances the books. The role is highly complex and accountable and the scope of the work wide-ranging and changeable. Education business managers are professionals holding knowledge, skills and ideas that increase organisational capacity, viability and provision and enable other educational leaders to focus on learning and teaching. Building on research from around the world, this book fills a huge gap in our understandings about educational leadership in its most comprehensive sense, while discussing current issues and considerations for the future.<br /><br />Above and Beyond the Bottom Line will be an invaluable resource for business managers from all education settings&mdash;schools, universities, kindergartens, training colleges&mdash;and their professional associations; educational leaders and councillors; education policymakers; advisors and auditors; and scholars and researchers interested in finding out about the extraordinary developments occurring behind the scenes in educational leadership, management and administration.

(Un)ethical practices and ethical dilemmas in universities : academic leaders’ perceptions

In this paper we report on the qualitative component of a study that explored middle-level academic leaders&rsquo; experiences of (un)ethical practices and ethical dilemmas in&nbsp;their daily work. An electronic survey was distributed to academic leaders from universities across three Australian states. There are three major findings in this study. First, the messy context of universities is providing a fertile ground for ethical&nbsp;dilemmas to flourish. Second, the two main categories of unethical practices identified by participants were academic dishonesty and inappropriate behaviour towards staff and students. Third, the ethical dilemmas that emerged focused on the academic leaders&rsquo; strong sense of professional ethics that were in conflict with an ethic of care, supervisors&rsquo; directives, and the rules and policies of the organisation.