Team leadership in upper secondary education1

Møller, Jorunn; Eggen, Astrid Birgitte

doi:10.1080/13634230500197132

Cited by 30 publications

(19 citation statements)

References 11 publications

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“…A feature of the article is that it extends the literature describing 'leadership' and 'leadership practices' in unique ways, since the existing body of work often neglects to offer insights from those who have had leadership 'dispersed' or 'distributed' to them (notwithstanding the work of some, such as Cranston et al 2004, Møller andEggen 2005). Understanding how these teachers 'relate across' in the ways we have described here has strong implications for those in education who support the work of middle leaders, such as principals.…”

Section: Discussionmentioning

confidence: 96%

“…In one way, what we are proposing could be described as 'instructional leadership', but this is a field that has its history in the particular role of the principal (Murphy 1990). In our view, the concept of middle leadership or leading is rarely the focus of in-depth investigation (Cranston et al 2004, Møller andEggen 2005) but is a vital link which connects the work of teachers across all domains and personnel in schools. From this, the leading practices of middle leaders should be viewed as critical in the complex world of school life -its development, sustainability and efficacy (Margolis 2012).…”

Section: Characterising Leading Practicesmentioning

confidence: 98%

“…While there have been some studies that focused on the group we have termed middle leaders (for example, Day et al 2000, Cranston et al, 2004, Møller and Eggen 2005, Cranston and Ehrich 2009, in general they seem to have received limited attention from researchers and educational leadership theorists, and yet they are critical agents in school development and student learning (Cranston et al 2004, Margolis 2012, Walters 2012. It is middle leaders who have some positional (and/ or acknowledged) responsibility to bring about change in their schools, 1 yet maintain close connections to the classroom as sites where student learning occurs.…”

Section: Introductionmentioning

confidence: 97%

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Leading practice development: voices from the middle

Grootenboer

Edwards‐Groves

Rönnerman

2014

Professional Development in Education

107

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Leadership has long been acknowledged as a significant dimension in effective school functioning and, indeed, school leaders can play a substantial role in professional development of staff. Here we have centred on the practices of leading as opposed to the qualities or characteristics of leaders, and this is emphasised by our use of the term 'leading' rather than 'leadership'. In this article we explicitly focus on the leading practices of practitioners we describe as middle leaders, those with an acknowledged position of leadership but also a significant teaching role. Here we present data from a cross-national study of middle leaders in Australian primary schools and Swedish pre-schools that investigates the leading practices of middle leaders in educational contexts. The article draws on interviews with 22 teachers who have been given the responsibility for leading the practice development of their colleagues; these interviews give voice to this distinctive group of school leaders. In particular, the article draws on the theory of practice architectures to examine the social nature of the language, activities and relationships of leading 'in the middle', and the particular conditions or practice architectures that enable or constrain the development of middle leading practices in education. From this analysis we conclude with a definition of middle leading that includes positional, philosophical and practice dimensions. This could then be used to inform the domains of higher education, policy development and school education globally where middle leading practices are well established.

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Section: Discussionmentioning

confidence: 96%

Section: Characterising Leading Practicesmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 97%

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Leading practice development: voices from the middle

Grootenboer

Edwards‐Groves

Rönnerman

2014

Professional Development in Education

107

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“…Second, when the social network in the school is highly interconnected with many strong ties, promoting shared understandings at the team level and ultimately at the school level resulting in a focus on common interests, change is more likely to be successfully accepted, understood, and implemented (Schechter, 2015). factors that team leaders can use to enhance internal team processes (Barnett and McCormick, 2012;Berry, 1997;Cameron and Green, 2015;Leithwood et al, 1997;Møller and Eggen, 2005):…”

Section: A Structural Couplingmentioning

confidence: 99%

There is no “T” in school improvement: the missing team perspective

Benoliel

Berkovich

2017

IJEM

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Purpose-The concept of teams tend to be marginalized in the scholarly discussion of school improvement. The present paper argues that teams play a crucial role in promoting an holistic integration of school operation necessary to support school change. Specifically, the paper outlines the dynamic of effective teams at times of school improvement. Design/methodology/approach-The article presents the concept of teams, elaborates on their central function as a 'coupling mechanism', and describes the reciprocal relations between teams and school change. Findings-The article emphasizes the reciprocal effects of teams and change, suggesting that teams can serve as key change agents in school restructuring processes, specifically when balancing between 'coping' and 'pushing' forces. Based on the model, effective team leadership and effective school leadership at times of school change are introduced. Practical implications are discussed for school leaders. Originality/value-The integration of the concept of teams into the school improvement discourse might assist school leaders to develop processes and procedures that will enable both school teams and schools to react more effectively in times of change and restructuring.

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“…In Urick and Bower's study of principals and teachers from 20 countries, the school leaders' definition of instructional leadership focused on "(1) setting goals and vision for the organization, (2) promoting and leading professional development of teachers, and (3) supervising instruction" (p. 2). In their study of principals in Norway, Sweden, and Finland, Salos, Nylund, and Stjernstrom [25] drew upon Moller and Eggen [27] work regarding how a narrative approach to understanding the instructional elements of school leadership might provide greater insight into how principals construct meaning about instructional leadership.…”

Section: Introductionmentioning

confidence: 99%

Learning Outside the Classroom: How Principals Define and Prepare to Be Instructional Leaders

Vogel

2018

Education Research International

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This qualitative study surveyed 50 practicing principals in a Rocky Mountain state to explore what elements of their responsibilities these educational leaders identified as part of their instructional leadership roles. The study also examined what experiences these principals identified as helpful in preparing them to assume the role of school instructional leader, specifically in the areas of teacher supervision and evaluation, the use of technology to support student learning, and the use of data to inform instructional practices. These areas have been identified through research as significant elements of instructional leadership. By identifying the specific actions that principals identify as their instructional leadership responsibilities, programs that prepare school leaders and state and district personnel who provide professional development for principals can develop learning experiences that could more effectively support principals’ success as instructional leaders.

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Team leadership in upper secondary education1

Cited by 30 publications

References 11 publications

Leading practice development: voices from the middle

Leading practice development: voices from the middle

There is no “T” in school improvement: the missing team perspective

Learning Outside the Classroom: How Principals Define and Prepare to Be Instructional Leaders

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