Managing Change and Pedagogical Leadership

Andrews, Mandy

doi:10.4135/9781446279564.n4

Cited by 17 publications

(15 citation statements)

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“…Related to the findings of educators' desire to increase both their professional confidence (vs. imposter syndrome) and their access to quality professional development for career advancement is the notion of the need to develop leadership in the ELCC field. As suggested by several pieces of research, one of the single most important predictors of educational institutions is the strength of its leader(s) (Day & Sammons, 2013), in particular the strength of its pedagogical leadership (Andrews, 2009;Coughlin & Baird, 2014;Wenger, 1998). With all of the system change that has occurred in PEI, directors of ELCC centres are left as the primary mentors of their staff on a daily basis.…”

Section: Developing Leadership In the Ec Field Through Plcsmentioning

confidence: 99%

Exploring early childhood educators’ notions about professionalism in Prince Edward Island

O'Keefe¹,

Hooper²,

Jakubiec³

2019

J Child. Stud.

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Despite policy changes in a growing number of countries to increase the quality of early years education through the introduction of national curricular frameworks, conceptualizations of early childhood professionals remain distinctly variegated. Early learning curriculum frameworks have become embedded into the 21st-century early learning movement, creating a shift in professional deliverables and system expectations. This study explores how early childhood educators (ECEs) in Prince Edward Island (PEI) understand the concept of professionalism in their everyday practice. The researchers used qualitative methodology and a variety of methods, including workshops, interviews, and field notes, to gain insight into how ECEs understand professionalism. The data was analyzed through thematic analysis and understood through the lens of sociocultural theories of learning that embrace communities of practice as a positive way to promote professional learning. Primary findings explore (1) how ECEs understand professionalism in PEI, (2) positive and negative impacts on their understanding of professionalism in their daily practice, and (3) professional development opportunities that impact professionalism in the early childhood field.

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Section: Developing Leadership In the Ec Field Through Plcsmentioning

confidence: 99%

Exploring early childhood educators’ notions about professionalism in Prince Edward Island

O'Keefe¹,

Hooper²,

Jakubiec³

2019

J Child. Stud.

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“…The absence of an agreed explanation of pedagogical leadership has posed a challenge, however, for researchers who have encountered a lack of sufficient research based evidence on the concept (Cheeseman, 2007;Siraj-Blatchford, 2009;Andrews, 2009;Sumsion et al, 2009). The research that exists normally refers to responsibilities of the leaders that are not related with management and are limited to a dualistic relationships between teachers and learners and "[…] lack of conceptual clarity and consensus about the foundational concepts of pedagogy and leadership" (Heikka and Waniganayka 2011: 501).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical leadership in action: two case studies in English schools

Male¹,

Palaiologou²

2016

International Journal of Leadership in Education

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This paper explores the construct of pedagogical leadership in action in two case study schools in England. Both schools investigated had headteachers who were recognised as excellent practitioners who had led their schools from a failing position to being judged as 'outstanding' and had successfully sustained and extended this status. Their behaviours thus corresponded to the ideals of pedagogical leadership which had been developed in previous research by the authors. This approach is an extension of ideas pertaining to learner-centred leadership where the key focus is on the personalisation of education for the benefit of the learner. Pedagogical leaders take this further, however, and ensure they are equally responsibile to the local community and the larger education system when determining appropriate action to support learning in their schools. The research reported here is based on interviews conducted with members of the school community (including students) to establish to how these pedagogical leaders determine effective action. The examination of data identifies six categories of leadership activity which contribute to the continued growth of these schools: establishing a success culture, managing external expectations, selection and induction of staff, managing a robust supportive environment, sustaining effective internal relationships and headteacher leadership behaviour.

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“…(C) Andrews (2009) suggests that effecting change, whether prompted by external forces or internal professional drive, is more likely to be sustained by leading from the middle than by charismatic 'up front' leadership. It involves enabling and supporting others so that the team will be able to 'maintain and support its own integrity' in the unpredictable and changing environment of ECEC (Andrews 2009, 47).…”

Section: An Emerging Model Of Leadershipmentioning

confidence: 97%