Improving the Capacity of School System Leaders and Teachers to Design Productive Learning Environments

Sheppard, Bruce; Dibbon, David

doi:10.1080/15700763.2010.502610

Cited by 12 publications

(8 citation statements)

References 27 publications

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“…Crucially they are willing to shoulder system leadership roles because they believe that to change the larger system you have to engage with it in a meaningful way. (Pont, Nusche, and Hopkins 2008, 9) In the macro sense, therefore, system leaders are collectively charged with the development of others and the improvement of the system (Sheppard and Dibbon 2011;Hopkins et al 2014) where their sphere of influence varies according to role, responsibility, and level.…”

Section: Macro Levelmentioning

confidence: 99%

System leaders and system leadership: exploring the contemporary evidence base

Harris

Jones

Hashim

2021

School Leadership & Management

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This article outlines the findings from a contemporary review of the evidence base on system leaders and system leadership. This article provides analysis, commentary, and insights about system leaders and system leadership based on a review of the current evidence. The review also includes insights from country experts and offers countryspecific examples of system leaders and leadership in action. This is not a systematic review of the literature but rather an overview of findings from a contemporary exploration of the evidence base, over a specified period (2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020). The review encompasses peer-reviewed articles, books, chapters, and the grey literature. It focuses on the roles, responsibilities, actions, functions, and outcomes of system leaders and highlights the origin of the system leadership concept.

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Section: Macro Levelmentioning

confidence: 99%

System leaders and system leadership: exploring the contemporary evidence base

Harris

Jones

Hashim

2021

School Leadership & Management

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“…Effective leaders make connections with the community to promote broad participation from parents, families and other external stakeholders who can contribute to a positive learning experience for students (Salfi, 2011;Sheppard & Dibbon, 2011). Effective leaders acknowledge that external partners, particularly in urban schools, are untapped resources.…”

Section: Connecting With External Partnersmentioning

confidence: 99%

Systematic Review of Key Leader Practices Found to Influence Student Achievement

Hitt

Tucker

2016

Review of Educational Research

290

253

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The field of educational leadership has accrued a body of research that explains how leaders influence student achievement through the enactment of various practices. Yet, differences exist in the substance of the frameworks that assert the areas to which leaders should attend. The specific purposes of this article are to identify and synthesize the empirical research on how leadership influences student achievement and to provide evidence on how school leaders should direct their efforts. During the literature review, we consulted experts for recommendations and searched peer-reviewed journals from 2000 to 2014. The literature review yielded 56 empirical research studies of relevance to the topic and 3 frameworks consisting of clustered practices. We then grouped the 28 practices according to systematic criteria and found 5 overarching domains. In doing so, this study unifies existing frameworks through developing a cohesive set of practices to inform the work of researchers and practitioners.

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“…De entre todos los tipos de liderazgo existentes, gran parte de las investigaciones incluidas en la revisión abogan por la selección de modalidades distribuidas de liderazgo (Hauge, Norenes y Vedøy, 2014;Hulpia et al, 2012;Javadi, Bush y Ng, 2017;Lahtero, Lång y Alava, 2017;Liljenberg, 2015;Mifsud, 2017;Sheppard y Dibbon, 2011;Stevenson et al, 2016;Wang, 2016), en las que se abran paso a nuevas formas de organización escolar, que rompan con la dinámica de las culturas escolares heredadas. En esta línea, investigaciones como las llevadas a cabo por Barnes y otros (2010), López-Yáñez y Sánchez-Moreno (2013) o Hauge, Norenes y Vedøy (2014), identifican a la arraigada tradición cultural de estructuras rígidas como un factor crucial que limita la implementación de cambios a lo largo de la organización.…”

Section: Discusión Y Conclusionesunclassified

“…Se realizaron esfuerzos concertados para crear estructuras alineadas y procesos que apoyan la investigación colectiva, y para desarrollar una cultura de aprendizaje colaborativo que construya capacidades colectivas. (p. 210) De igual modo, el establecimiento de un ambiente de confianza (Piyaman, Hallinger y Viseshsiri, 2017) a lo largo de la organización se postula como un factor necesario, tanto para establecer relaciones de colaboración entre el personal enfatizando la participación docente, como para implementar cambios a nivel interno hacia la mejora, que se sostengan a lo largo del tiempo (Sheppard y Dibbon, 2011).…”

Section: Discusión Y Conclusionesunclassified

Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo Distribuido. Una Revisión Sistemática

García‐Martínez¹,

Higueras-Rodríguez²,

Valdivia³

2018

reice

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El presente artículo se corresponde con una revisión sistemática que analiza la relación del liderazgo, en su variante distribuida con las comunidades profesionales de aprendizaje, ambos conceptos muy demandados por las investigaciones internacionales. El proceso ha seguido patrones llevados a cabo en otras revisiones sistemáticas indexadas en revistas de gran impacto, para augurar la sistematicidad del mismo. Durante el mismo, se hizo una búsqueda minuciosa de artículos ubicados en la base de datos Scopus, durante el periodo 2008 a 2017. Tras la aplicación de los criterios de inclusión, 18 artículos constituyeron la muestra del presente artículo. Los artículos seleccionados ponen de relieve la fuerte influencia del liderazgo en la transformación de los centros educativos en comunidades profesionales de aprendizaje. A su vez, se ha corroborado una tendencia hacia modalidades distribuidas de liderazgo como mecanismo garante de mejoras instruccionales en los centros. Existe cierta coincidencia en resaltar la importancia de ciertos factores como la colaboración docente, una mayor flexibilidad de las estructuras organizativas o el empoderamiento del profesorado como vía para potenciar el capital profesional del personal, al tiempo que se generan cambios internos en la organización conducentes a una mejora escolar.Descriptores: Liderazgo; Educación; Cultura; Organización; Comunidad.This article corresponds to a systematic review that analyzes the relationship of leadership, in its distributed variant with professional learning communities, both concepts highly demanded by international research. The process has followed patterns carried out in other systematic reviews indexed in high impact journals, to predict its systematic. During the same, a thorough search was made of articles located in the Scopus database, during the period 2008 to 2017. After the application of the inclusion criteria, 18 articles constituted the sample of the present article. The selected articles highlight the strong influence of leadership in the transformation of educational centers into professional learning communities. At the same time, a trend toward distributed leadership modalities has been corroborated as a guarantor mechanism for instructional improvements in the schools. So is a certain coincidence in highlighting the importance of certain factors such as teacher collaboration, greater flexibility of organizational structures or the empowerment of teachers as a way to enhance the professional capital of staff, while generating internal changes in the organization leading to a school improvement.

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Improving the Capacity of School System Leaders and Teachers to Design Productive Learning Environments

Cited by 12 publications

References 27 publications

System leaders and system leadership: exploring the contemporary evidence base

System leaders and system leadership: exploring the contemporary evidence base

Systematic Review of Key Leader Practices Found to Influence Student Achievement

Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo Distribuido. Una Revisión Sistemática

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