Developing Expert Leadership For Future Schools

Leithwood, Kenneth; Begley, Paul T.; Cousins, J. Bradley

doi:10.4324/9780203975831

Cited by 79 publications

(66 citation statements)

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“…The explanation most frequently given is that people will be motivated to identify and solve problems (Kolb, 1984;Leithwood et al, 1992). However, Huberman demonstrated that teachers are amazingly resilient when it comes to tolerating their own lack of mastery and their approach to resolving problems of practice tends to be ad hoc and uncritical (1993, p. 256).…”

Section: Conceptualizing Cpdmentioning

confidence: 95%

“…As part of exploring the effects of the programme a team from the Universities of Stirling and Glasgow set out to investigate if, and how, candidates' conceptions of school leadership and management changed whilst they were on the course. Given the link between perception and action (Leithwood et al, 1992;Wright & Taylor, 1994;Eraut, 1994), conceptual change seemed to us to be a significant intermediate variable in changing behaviour (Reeves et al, 2001).…”

Section: Introductionmentioning

confidence: 97%

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Changing their minds: the social dynamics of school leaders' learning

Reeves

Turner

Morris

et al. 2005

Cambridge Journal of Education

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This paper questions whether a focus on individual development is appropriate when it comes to attempting to change professional practice. Based on a study of the conceptual development of candidates on the Scottish Qualification for Headship Programme (SQH), the paper examines evidence from detailed case studies of the learning of some of the students. These were constructed using the reflective commentaries written by the candidates at the end of each year and the outcomes of semi-structured interviews to explore their experiences of the course and what they felt they had learned as a result. The evidence indicated that there was a complex dynamic involved in learning to change practice where the conceptual development of individuals was closely related to their experience of enacting new behaviours in the social setting of the workplace. The sense that candidates made of school leadership and management was shaped and embedded in their social experience. Change and development on their part was closely bound to the capacity and willingness to change on the part of others.

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Section: Conceptualizing Cpdmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 97%

Changing their minds: the social dynamics of school leaders' learning

Reeves

Turner

Morris

et al. 2005

Cambridge Journal of Education

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“…In terms of school leadership expertise, earlier research has focused mainly on the extent and nature of differences in problem solving processes between "expert" school administrators and their more typical colleagues (Leithwood & Stager, 1989;Leithwood & Steinbach, 1993;Leithwood et al, 1992). This work suggests that expert problem solvers differ from routine building managers in several ways, including the nature of their goals, the strategies they use to influence schooling, and their decision-making processes (Leithwood, Begley, & Cousins, 1992).…”

Section: The Nature Of Principal Leadership Expertisementioning

confidence: 95%

“…This work suggests that expert problem solvers differ from routine building managers in several ways, including the nature of their goals, the strategies they use to influence schooling, and their decision-making processes (Leithwood, Begley, & Cousins, 1992). Expert school principals, for example, are better able to regulate their own problem-solving processes, analyze and clarify problems more easily, focus more of their energy on the goals to be achieved through problem solving, and are more sensitive to both task demands and the social contexts within which tasks are to be solved (Leithwood & Stager, 1989;Leithwood & Steinbach, 1995).…”

Section: The Nature Of Principal Leadership Expertisementioning

confidence: 99%

Measuring the Learning-Centered Leadership Expertise of School Principals

Goldring

Huff

Spillane

et al. 2009

Leadership and Policy in Schools

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We as a field believe that school principals can acquire new expertise by participating in principal preparation and professional development programs; however, we have few methodologies to measure leadership expertise, especially expertise that links leadership to improved student learning. In this article, we present the results of a study that examines two instruments for measuring leadership expertise, principal surveys and open-ended scenarios. First we make the case regarding the need for measurements of expertise. Next we discuss the conceptual definitions of expertise in general and present the specific domains of leadership expertise we attempt to measure. Finally, we present the results of a study that implemented two measures of leadership expertise: principal surveys and open-ended scenarios. The descriptive statistics, correlations, and examples we present in this article offer mixed results regarding the strengths and weaknesses of the various methods to conceptualize and measure leadership expertise.

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“…This work, chiefly in the hypotheses-generating mode, documents differences in problem-solving processes between "expert" school administrators and their more typical colleagues (Leithwood & Stager, 1989;Leither, Steinbach, & Raun, 1995). Expert problem solvers differ from their more typical colleagues on dimensions that include the nature of their goals, strategies they use to influence the work of schools and decision-making processes (Leithwood, Begley, & Cousins, 1992). Expert principals are better able to regulate their own problem-solving processes and are more sensitive to the task demands and social contexts within which tasks are to be solved .…”

Section: School Principals' Problem Solving Processesmentioning

confidence: 99%

School Principal Expertise: Putting Expert-Aspiring Principal Differences in Problem Solving Processes to the Test

Spillane

White

Stephan

2009

Leadership and Policy in Schools

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This article reports on differences between expert and aspiring principals. Following the work of Leithwood and colleagues, we asked expert and aspiring principals to respond to ill-structured written problem scenarios. Our sample of 44 included 20 expert principals and 24 aspiring principals. The aspiring principals were from a cohort of participants in a professional development program for aspiring principals in a large Midwestern urban school district. Drawing from that same school district, the expert principals were selected based on an analysis of longitudinal teacher survey data and student achievement data. We found statistically significant differences between expert and aspiring principals on five problem-solving processes, three of which were in line with prior hypotheses generating research on principal expertise.

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Developing Expert Leadership For Future Schools

Cited by 79 publications

References 0 publications

Changing their minds: the social dynamics of school leaders' learning

Changing their minds: the social dynamics of school leaders' learning

Measuring the Learning-Centered Leadership Expertise of School Principals

School Principal Expertise: Putting Expert-Aspiring Principal Differences in Problem Solving Processes to the Test

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