2013
DOI: 10.1080/13632434.2013.849684
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Effective consultants: a conceptual framework for helping school systems achieve systemic reform

Abstract: A growing number of organisations -universities, non-profits, independent consultants -are emerging as partners to school systems pursuing systemic improvement. This proliferation invites questions probing the interaction between school systems and their consulting partners. Drawing on a cross-disciplinary review of literature, this theoretical paper (1) explores the processes and strategies used by consulting organisations as partners to school systems and (2) proposes a conceptual framework as a starting poi… Show more

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Cited by 12 publications
(2 citation statements)
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“…An outsider may think less in terms of the dependency structures of the school system and thus may be open to alternative approaches to problems. Adviser teams made up equally of insiders and outsiders should also be able to cover the wide range of skills expected of advisers and which has generally been confirmed empirically for external school development consultancy (Hazle Bussey, Welch, & Mohammed, 2014). This is because substantial content expertise (knowledge, experience and credibility in topic-specific work), process skills (ability to strengthen collaboration and to solve complex communication situations) and interpersonal skills (authentic interest in the actors and the aims being pursued in order to set up a relationship of confidence with the consultancy system) are all urgently needed at failing schools.…”
Section: Consultancy On School Development At Failing Schools – Concementioning
confidence: 92%
“…An outsider may think less in terms of the dependency structures of the school system and thus may be open to alternative approaches to problems. Adviser teams made up equally of insiders and outsiders should also be able to cover the wide range of skills expected of advisers and which has generally been confirmed empirically for external school development consultancy (Hazle Bussey, Welch, & Mohammed, 2014). This is because substantial content expertise (knowledge, experience and credibility in topic-specific work), process skills (ability to strengthen collaboration and to solve complex communication situations) and interpersonal skills (authentic interest in the actors and the aims being pursued in order to set up a relationship of confidence with the consultancy system) are all urgently needed at failing schools.…”
Section: Consultancy On School Development At Failing Schools – Concementioning
confidence: 92%
“…Hajisoteriou et al, 2018, für den deutschsprachigen Raum Holtappels et al, 2017van Ackeren et al 2020). Schul-entwicklung und Schulentwicklungsberatung sind international (Lunenburg, 2010;Hazle Bussey, Welch & Mohammed, 2014) Rolff, 2018). Das Ziel von Schulentwicklung besteht in der Verbesserung der Qualität schulischer Prozesse und Leistungen (Altrichter et al, 2021).…”
Section: Introductionunclassified