The New Strategic Direction and Development of the School

Davies, Brent; Ellison, Linda

doi:10.4324/9780203428184

Cited by 25 publications

(16 citation statements)

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“…These points are consistent with the research of Davies and Ellison (2003) indicating that working with evidence means the strategic leader collects and checks learning continually in order to make an appropriate decision about the directions toward school development as also suggested by Hargreaves (1999), Groundwater-Smith (2000), Quong and Allan Walker (2010).…”

Section: Discusssupporting

confidence: 86%

“…To wit, 1) clear future strategy designation, 2) creating future strategy with community, 3) creating future strategy based on graduate results, 4) initiating creativity, invention and new technology in organizations, and 5) supporting and developing personnel in organization toward continual career advancement. This is consistent with Davies & Ellison (2003) revealing that the future focus strategy is an attribute of the strategic leader who looks forward to the future and assists school management policy to cope effectively with the changing environment as also stated in the work of Slaughter (2004), Thompson (2005), Rohrbeck (2010), Quong and Walker (2010), Kahklong (2014).…”

Section: Discusssupporting

confidence: 80%

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Development of Program to Enhance Strategic Leadership of Secondary School Administrators

Chatchawaphun

Julsuwan²,

Srisa-ard³

2016

IES

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This research aimed to 1) study principles, attributes and skills needed for secondary school administrators, 2) investigate current situations, desirable conditions and needs for strategic secondary school administrators, 3) develop a strategic secondary school administrator enhancement program, and 4) explore the efficiency level of the strategic secondary school administrator enhancement program by using the developmental research process. Sampling and data collection were as follows: step one, collect data from the relevant literature, publications, online research and academic databases regarding leadership and strategic leadership. Moreover, in-depth interviews were conducted with 7 informants while the elements of strategic leadership were verified by 7 experts.Step 2, 369 directors, deputy directors and heads of the planning programs were consulted for studying current conditions of strategic leadership and needs in development of a strategic secondary school administrator enhancement program.Step 3 required 7 experts to evaluate and comment on the program.Step 4 required a group of 15 directors from 4 schools under the Office of Secondary Schools Services Area Zone 30 for efficiency assessment. Research instruments were an interview form, a questionnaire, and an evaluation form. Statistics used in data analysis and verification were percent, means, standard deviation, Modified Priority Needs Index (PNI modified ) and Independent t-test. The research results showed that the strategic leadership for secondary school administrators' enhancement program consisted of 3 modules as module 1 principles of strategic leadership, module 2 strategic leadership attributes and module 3 strategic leadership skills. The application of the program showed that the participants receiving the development for the secondary school administrators' enhancement program had higher strategic leadership after the development than before, and managed the school more efficiently.

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Section: Discusssupporting

confidence: 86%

Section: Discusssupporting

confidence: 80%

Development of Program to Enhance Strategic Leadership of Secondary School Administrators

Chatchawaphun

Julsuwan²,

Srisa-ard³

2016

IES

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“…Such recognition has led scholars, policy-makers and practitioners to recognize the importance of strategic thinking and leadership in schools, and as a consequence, a voluminous literature is currently building (see Quong et al, 1998;Davies & Ellison, 2003). While this awakening of interest in strategic leadership is both welcome and necessary, this article argues that there are concerns over the direction that it is taking.…”

Section: Introductionmentioning

confidence: 92%

A new approach to strategic leadership: learning‐centredness, connectivity and cultural context in school design

Dimmock

Walker

2004

School Leadership & Management

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A traditional preoccupation with the immediate and short term on the part of school leaders has recently given way to recognition of the need for, and importance of, strategic leadership. However, this article expresses a number of concerns about recent thinking on strategic leadership, in particular, the view that vision and school improvement planning are sufficient and will deliver school improvement, and that a focus on market-related criteria, such as student enrolment and finance, will suffice. Instead, we argue that strategic leadership is predicated on a capacity for whole-school design for improvement. Comprehensive and holistic school designs conform to detailed and articulated strategic intents. Leaders formulate their holistic school designs and exercise strategic leadership around a coherent set of values and the following key features: learning for all as the centrepiece of the design; connectivity and consistency between the elements of the school in order to achieve synergy; an iterative and backward-mapping process that secures alignment between shorter-term flexibility and responsiveness, and the longer-term design blueprint; and the reflection of, and responsiveness to, social-cultural context, increasingly important in contemporary multiethnic communities.

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“…It is possible to consider that strategic activity deals with broad aggregated data, and operational activity with the disaggregated detail of the shorter-term. Davies and Ellison (2003) use one to two years for the shorter-term action-planning, three to five years for the strategic medium-term and five to ten years for the futures-thinking longer term. Clearly, the interpretation used in this Ofsted report is at variance with these concepts as it focuses on shorter-term standards-raising agendas.…”

Section: What Is Strategy?mentioning

confidence: 99%

“…First, there needs to be a separate dimension or section to the planning documentation in the school that addresses not only the school improvement/school development issues but the broader strategic development issues and challenges over the medium to long term. Davies and Ellison (2003) specify that there should be a strategic intent statement as well as a strategic plan in a section of the overall school plan which is separate from the operation or action-planning element. Second, individuals in the school should be conversant with the strategic as well as the operational plan and it should not just be a document on the shelf in the head teacher's office.…”

Section: Articulation Processesmentioning

confidence: 99%

Developing the strategically focused school

Davies

2004

School Leadership & Management

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The New Strategic Direction and Development of the School

Cited by 25 publications

References 0 publications

Development of Program to Enhance Strategic Leadership of Secondary School Administrators

Development of Program to Enhance Strategic Leadership of Secondary School Administrators

A new approach to strategic leadership: learning‐centredness, connectivity and cultural context in school design

Developing the strategically focused school

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