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• W2208236838 abstract "The flat structure of American schools is ill-suited for meeting today's demands to improve education. Even with unprecedented pressure to raise performance, America's schools remain organized much as they were a century ago--with a single principal presiding over a largely egg-crated faculty. Is this structure sufficient to build the capacity of teachers at each grade level and in each content area to meet today's higher expectations? Historically, American schools have addressed this instructional support deficit with a patchwork of poorly defined roles and responsibilities--underused department chairs, fitful coaching models, and informal teacher leaders who generally lack the training and authority to influence the practice of their peers. How exactly do these roles fit into contemporary schools' strategies for improving teaching and learning? How can we more systematically build the capacity of school leaders to engage with and overcome the challenges of continuous school improvement? One place to look for fresh ideas about leadership development is England. Over the past 15 years, educational reformers in England have made several important revisions in how schools organize leadership, develop leaders, and integrate leadership into the larger educational infrastructure. American policy makers and reformers can learn much from these experiences. This article examines the evolution of the educational leadership development system in England. It is based on an in-depth examination of that leadership development system described in a research report from the Consortium for Policy Research in Education, Building a Lattice for School Leadership: The Top-to-Bottom Rethinking of Leadership Development in England and What It Might Mean for American Education (2014). The research report was based upon a year of research on school leadership in England that included extensive background research, site visits to schools and leadership programs, and over 20 interviews with government officials, teachers, school leaders, university researchers, union officials, and both for-profit and nonprofit school leadership program developers and providers. England's evolution England is a small nation packed with many schools. The country is geographically the size of Alabama but publicly funds about 20,000 schools--equivalent to the number of public schools in California and Texas combined. The story of England's leadership system refinement begins in 2000 with the development of a set of clear roles and responsibilities for school leaders at multiple levels of a school, including head teachers (i.e. principals), senior leaders, and middle leaders. Particularly striking from the U.S. perspective is the set of explicit responsibilities for middle leaders to oversee and be accountable for teaching, learning, and student behavior in subject areas or grade levels within a school. This approach is distinctively different from the American model of teacher leadership. A refined school leadership structure adds depth to the instructional support for teachers and moves both support and responsibility for instructional improvement closer to the classroom. The multiple-level leadership structure also creates pathways for teachers to become leaders and for leaders to develop and refine their skills across their professional careers. In 2000, to establish a school leadership development system, England's government charged a quasi-governmental organization--the National College of School Leadership--with defining the knowledge and skills necessary to lead at each of the three levels of school leadership and with developing a high-quality curriculum to build the capacity of leaders to competently perform at each level. The curriculum that effort yielded brought together a rich set of blended learning experiences to culminate in an assessment for a nationally accredited certification for each leadership level. …" @default.
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• W2208236838 date "2015-11-01" @default.
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• W2208236838 title "School Leadership Lessons from England: Over the Past 15 Years, England Has Carried out a Three-Stage Effort That Shored Up School Leadership Ranks, an Area That Traditionally Has Been Remarkably Thin in the U.S" @default.
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