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• W98884310 abstract "lems together more effectively. Maintaining a collaborative culture. In collaborative school cultures, staff members often talk, observe, critique, and plan together. Norms of collective responsibility and continuous improvement (Little 1982. Hargreaves 1990) encourage them to teach one another how to teach better. Our case study of 12 improving schools (Leithwood and Jantzi 1991) identified a number of strategies used by their leaders to assist teachers in building and maintaining collaborative profes sional cultures. These strategies included involving staff members in collaborative goal setting and reducing teachers' isolation by creating time for joint planning. Bureaucratic mecha nisms were used to support cultural changes; for example, leaders selected new staff members who were already committed to the school's mission and priorities. These school leaders actively communicated the school's cultural norms, values, and beliefs in their day-to-day interper sonal contacts; and they also shared power and responsibility with others through delegation of power to school improvement teams within the school. Fostering teacher development. One of our studies (Leithwood et al. 1991) suggests that teachers' motivation for development is enhanced when they adopt a set of internalized goals for professional growth. This process is facilitated when they become involved in establishing a school mission they feel strongly committed to. School leaders can do their part by helping to ensure that such growth goals are clear, explicit, and ambitious enough to be challenging but not unrealistic. Feedback from colleagues about discrepancies between their goals for growth and their current practices can be especially helpful. School leaders can further enhance teachers' development when they give them a role in solving nonroutine prob lems of school improvement within a school culture that values continuous professional growth. Improving group problem solving. Staff members sometimes want to and often have to work harder in order to bring about any meaningful school improvement. Transformational lead ership is valued by some because it stimulates them to engage in new activities beyond classrooms and put forth that extra effort (Sergiovanni 1991). But our third study of transfor mational school leaders uncovered practices they used primarily to help staff members work smarter, not harder (Leithwood and Steinbach 1991). In this study of how such leaders solved problems in collaboration with teachers during staff meetings, we found that they ensured a broader range of perspectives from which to interpret the problem by actively seeking different interpretations, being explicit about their own interpretations, and placing individual problems in the larger perspective of the whole school" @default.
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• W98884310 date "1992-01-01" @default.
• W98884310 modified "2023-09-25" @default.
• W98884310 title "The Leader's New Role: Looking to the Growth of Teachers." @default.
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