Successful leadership: a review of the international literature examines research on effective school leadership. It finds that while instructional/pedagogical leadership has been shown to improve student outcomes, transformational leadership and a combination of the two approaches may be most effective. Successful school leaders set direction, create positive school culture, and support staff motivation and commitment to foster improvement. International research emphasizes the importance of leadership in supporting school improvement.
How leadership-influences-student-learningElniziana
Effective leadership plays a highly significant role in improving student learning according to this review of research. Leadership has been shown to have second only to classroom instruction in its impact on student learning. Leadership effects are often greatest in schools facing the most challenges. Successful leadership encompasses three core practices - setting directions by establishing a shared vision and goals, developing people by offering support and professional development, and redesigning the organization to better support teaching and learning. While these basics are important, additional context-specific factors are also needed for leadership to be truly successful in improving outcomes for students.
Objective:
Identify the skills and characteristics of an instructional leader;
Apply the concepts and news about instructional leadership;
Analyse the roles and function of the principal as instructional leader;
Reflect on how the teacher can become an instructional leader; and Make a career plan
Credit to PhySci 3
Module 1 principal leadership for school improvement ppt march 2015pippaprincipal
This document outlines the key points from a professional development session on principal leadership for school improvement. The session is divided into three parts with learning outcomes listed at the beginning of each part. The first part focuses on the challenges of 21st century leadership and identifying leadership actions to support student achievement. The second part discusses Viviane Robinson's research on the impact of leadership on student outcomes and the five dimensions of student-centered leadership. The third part focuses on instructional leadership, the barriers and enablers to demonstrating instructional leadership, and tools leaders can use for instructional leadership.
Zhang meng ecer2021-teacher-led teacher learning in cross-school professional...MENGZHANG156709
This document summarizes a research study on teacher-led professional learning communities (PLCs) called Master Teacher Studios (MTSs) in China. It provides background on MTSs and outlines the study's rationale, research questions, theoretical framework, methods, findings, and conclusions. The key points are:
- MTSs are cross-school PLCs in China led by master teachers to support teacher learning and development. Little research has examined their practices.
- The study aims to understand teacher leadership and collective learning in MTSs. It examines how MTSs developed and function, and the roles of teacher leaders.
- Findings indicate MTSs have progressed through developmental stages since 2001
This document summarizes a leadership preparation program developed by researchers at the University of Memphis in response to calls for reforming principal preparation. The program focused on three essential components: preparation through a rigorous selection process and multifaceted curriculum, developing core competencies, and cultivating effective leadership dispositions. The selection process assessed candidates' experience, skills, and potential through nominations, applications, essays, interviews, and simulations. The integrated curriculum was grounded in standards and developed leadership skills through coursework, mentoring, and assessments. Thirteen core competencies and dispositions proven essential for effective leadership were embedded throughout. The goal was to prepare principals qualified to enhance student achievement in modern schools.
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
Successful leadership: a review of the international literature examines research on effective school leadership. It finds that while instructional/pedagogical leadership has been shown to improve student outcomes, transformational leadership and a combination of the two approaches may be most effective. Successful school leaders set direction, create positive school culture, and support staff motivation and commitment to foster improvement. International research emphasizes the importance of leadership in supporting school improvement.
How leadership-influences-student-learningElniziana
Effective leadership plays a highly significant role in improving student learning according to this review of research. Leadership has been shown to have second only to classroom instruction in its impact on student learning. Leadership effects are often greatest in schools facing the most challenges. Successful leadership encompasses three core practices - setting directions by establishing a shared vision and goals, developing people by offering support and professional development, and redesigning the organization to better support teaching and learning. While these basics are important, additional context-specific factors are also needed for leadership to be truly successful in improving outcomes for students.
Objective:
Identify the skills and characteristics of an instructional leader;
Apply the concepts and news about instructional leadership;
Analyse the roles and function of the principal as instructional leader;
Reflect on how the teacher can become an instructional leader; and Make a career plan
Credit to PhySci 3
Module 1 principal leadership for school improvement ppt march 2015pippaprincipal
This document outlines the key points from a professional development session on principal leadership for school improvement. The session is divided into three parts with learning outcomes listed at the beginning of each part. The first part focuses on the challenges of 21st century leadership and identifying leadership actions to support student achievement. The second part discusses Viviane Robinson's research on the impact of leadership on student outcomes and the five dimensions of student-centered leadership. The third part focuses on instructional leadership, the barriers and enablers to demonstrating instructional leadership, and tools leaders can use for instructional leadership.
Zhang meng ecer2021-teacher-led teacher learning in cross-school professional...MENGZHANG156709
This document summarizes a research study on teacher-led professional learning communities (PLCs) called Master Teacher Studios (MTSs) in China. It provides background on MTSs and outlines the study's rationale, research questions, theoretical framework, methods, findings, and conclusions. The key points are:
- MTSs are cross-school PLCs in China led by master teachers to support teacher learning and development. Little research has examined their practices.
- The study aims to understand teacher leadership and collective learning in MTSs. It examines how MTSs developed and function, and the roles of teacher leaders.
- Findings indicate MTSs have progressed through developmental stages since 2001
This document summarizes a leadership preparation program developed by researchers at the University of Memphis in response to calls for reforming principal preparation. The program focused on three essential components: preparation through a rigorous selection process and multifaceted curriculum, developing core competencies, and cultivating effective leadership dispositions. The selection process assessed candidates' experience, skills, and potential through nominations, applications, essays, interviews, and simulations. The integrated curriculum was grounded in standards and developed leadership skills through coursework, mentoring, and assessments. Thirteen core competencies and dispositions proven essential for effective leadership were embedded throughout. The goal was to prepare principals qualified to enhance student achievement in modern schools.
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
Middle leadership and pedagogical leadership are central to school improvement in Scotland. Transformational leadership focuses on developing a shared vision and mobilizing others to achieve change, while pedagogical leadership emphasizes involvement in academic mission, feedback on teaching and learning, and professional development. Effective leadership requires a blended approach including elements of transformational and pedagogical styles, as well as career-long professional learning that is collaborative, research-based, and focused on school and pupil improvement. Culture is also a key driver, requiring resolute leadership, collaborative capacity-building, and precision in pedagogy rather than prescription.
Presentation to illustrate a discussion of the following article:
Leng, N. W. (2008). Transformational leadership and the integration of information and communications technology into teaching. The Asia-Pacific Education Researcher 17 (1), 1-14.
This document discusses teacher leadership and professional development. It defines teacher leadership as teachers who lead within and beyond the classroom to influence educational practice and promote student learning. Teacher leaders fulfill key roles like mentoring, instructional coaching, and leading professional development workshops. Professional development is considered a central tool for improving teacher skills and student outcomes. Effective teacher leaders monitor improvement efforts, define standards, mentor other teachers, lead workshops, and do action research to fulfill leadership roles and responsibilities.
This document discusses characteristics of exceptional school governance teams. It identifies 5 key standards for effective school boards: 1) providing responsible governance, 2) setting high expectations for student learning, 3) creating conditions for student and staff success, 4) holding the district accountable, and 5) engaging the community. Exceptional boards are strongly committed to high expectations, maintain a focus on clear achievement goals, establish accountability systems, provide support for professional development, and participate in team development and training.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The document discusses the New Zealand Aspiring Principals Programme (NAPP), which aims to develop innovative school leaders. The NAPP is a year-long blended learning program funded by the Ministry of Education. It emphasizes developing leaders who embrace innovation, cultural competence, and change management to accelerate student achievement. The program teaches participants to be self-aware, lead learning and change, focus on the future of schooling, and understand the principal role. It also encourages collaboration and risk-taking to improve student outcomes in New Zealand's education system.
This document discusses strategies for developing future school administrators. It defines school administrators as mainly principals and assistant principals. The development of school leaders is important because they are central to decision making and school management. Future school administrators need capabilities like promoting direction, alignment, and commitment. They must be able to lead instruction, track student progress, and develop mechanisms to handle challenges. Proper training programs should reflect the capabilities needed by responding to leadership contexts. This will prepare new leaders to foster shared leadership using a variety of tools to address learning difficulties and provide high-quality education.
This document discusses theoretical perspectives on managing disadvantaged schools, using remote indigenous schools as a case study. It begins by introducing the importance of education in Malaysia's development. School administrators play a key role in school success. The document then reviews literature on leadership styles and a conceptual framework for indigenous education. It describes the methodology of interviewing administrators at two indigenous schools. Findings show the administrators prioritize basic skills and have modest performance targets, seeing indigenous students need supportive and encouraging teaching methods tailored to their culture.
This document summarizes Barbara Bates' research on faculty development practices at high-performing colleges and universities. She conducted surveys and interviews with faculty development directors and administrators at 13 schools. Her findings showed that these schools' faculty development programs incorporated best practices like extensive assessment, collaboration, and faculty learning communities. She also found strong relationships between faculty development, faculty, and administration that supported teaching excellence. However, the research had limitations like potential bias and lack of direct measurement of outcomes.
Faculty Development at High Performing Colleges and Universitiesbarbbates1947
This document summarizes research into faculty development practices at high-performing colleges and universities. The researcher interviewed faculty development directors and administrators at 13 schools identified as high-performing based on student engagement outcomes. They found faculty development programs at these schools placed strong emphasis on assessment, collaboration between faculty across departments, and facilitating faculty learning communities. These practices aligned with models of effective faculty development while also assessing outcomes more frequently and extensively than other schools.
Leadership style of Head teachers at secondary level in West Bengal. Internat...Ramakanta Mohalik
1) The study examined the leadership styles of head teachers in secondary schools in West Bengal, India as perceived by teachers.
2) A survey was conducted with 9 head teachers and 22 assistant teachers from 9 secondary schools in Coochbehar district.
3) The findings showed that the majority of teachers agreed that their head teachers had a deep understanding of school functioning, shared visions with teachers, acted as a guide for all staff, provided resources for school development, and worked according to school rules.
School as organization by Mr. Jefferson LeronaIreneGumiran
The document discusses school as an organization and educators as managers using participatory management. It defines school as an organization as how schools arrange resources like time, space, and personnel to maximize student learning. It discusses the need for school organization to ensure smooth functioning and optimal resource use. Principles of school organization include adapting to individual differences and changes in society. The document also discusses educators as managers and various roles teachers and principals play in management. It defines participatory management as including relevant stakeholders in decision making and lists benefits like increased job satisfaction, commitment, and performance.
The document analyzes the elementary school principal development program in Yogyakarta, Indonesia. It found that the program involves regulations, standards, grants, and professional development. Success depends on supervisor and principal performance, financial support, and meeting standards. However, limitations include complex administration, bureaucracy, compliance demands, lack of monitoring, and relationship issues.
This document discusses instructional leadership and its importance in improving learner achievement. It defines instructional leadership as actions a principal takes to promote student learning, such as setting goals and supervising teachers. The roles of instructional leaders are to improve teaching and learning by setting vision, providing resources, and leading professional development. Research shows instructional leadership has significant effects on student outcomes and involves defining mission, understanding best practices, and ensuring supportive environments. Principals and teacher leaders provide most school leadership but others can also take on instructional roles.
This document discusses leading professional learning and the challenges and possibilities of collaborative professional development models. It introduces a model of professional learning communities (PLCs) and explores some of the barriers to collaborative ways of working. Effective professional learning is distributed and collaborative, using data-informed inquiry to address concrete classroom challenges and improve student outcomes through a cycle of collective enquiry. Characteristics of high-functioning PLCs include distributed leadership, focus on learner needs, experimenting with instructional practices, and aligning professional learning with school improvement priorities.
The document discusses a school district's plan to implement change through professional learning communities and individual professional development plans in response to failing to make adequate yearly progress according to federal standards. The district will work with an outside consultant and use a framework involving shared vision, team learning, and personal mastery. Teachers will create individual plans aligned with school and district goals to document their learning and reflect on improvements to student outcomes. Barriers like lack of time and input are addressed through fostering collaboration and adapting the program based on feedback.
Leadership Style and Teachers Commitment in Public Primary Schools in Bomet C...Reuben Chirchir
This document discusses a study on the relationship between leadership style and teacher commitment in public primary schools in Bomet County, Kenya. The study found that:
1. Teachers perceived their head teachers as practicing transformational leadership styles like idealized influence and intellectual stimulation more than transactional styles.
2. Teacher commitment was found to be moderate overall, with normative commitment being higher than affective or continuance commitment.
3. There were positive correlations between transformational leadership and normative commitment, as well as between transactional leadership and affective commitment. However, the correlations were low, possibly due to other challenging factors in the work environment.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Middle leadership and pedagogical leadership are central to school improvement in Scotland. Transformational leadership focuses on developing a shared vision and mobilizing others to achieve change, while pedagogical leadership emphasizes involvement in academic mission, feedback on teaching and learning, and professional development. Effective leadership requires a blended approach including elements of transformational and pedagogical styles, as well as career-long professional learning that is collaborative, research-based, and focused on school and pupil improvement. Culture is also a key driver, requiring resolute leadership, collaborative capacity-building, and precision in pedagogy rather than prescription.
Presentation to illustrate a discussion of the following article:
Leng, N. W. (2008). Transformational leadership and the integration of information and communications technology into teaching. The Asia-Pacific Education Researcher 17 (1), 1-14.
This document discusses teacher leadership and professional development. It defines teacher leadership as teachers who lead within and beyond the classroom to influence educational practice and promote student learning. Teacher leaders fulfill key roles like mentoring, instructional coaching, and leading professional development workshops. Professional development is considered a central tool for improving teacher skills and student outcomes. Effective teacher leaders monitor improvement efforts, define standards, mentor other teachers, lead workshops, and do action research to fulfill leadership roles and responsibilities.
This document discusses characteristics of exceptional school governance teams. It identifies 5 key standards for effective school boards: 1) providing responsible governance, 2) setting high expectations for student learning, 3) creating conditions for student and staff success, 4) holding the district accountable, and 5) engaging the community. Exceptional boards are strongly committed to high expectations, maintain a focus on clear achievement goals, establish accountability systems, provide support for professional development, and participate in team development and training.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The document discusses the New Zealand Aspiring Principals Programme (NAPP), which aims to develop innovative school leaders. The NAPP is a year-long blended learning program funded by the Ministry of Education. It emphasizes developing leaders who embrace innovation, cultural competence, and change management to accelerate student achievement. The program teaches participants to be self-aware, lead learning and change, focus on the future of schooling, and understand the principal role. It also encourages collaboration and risk-taking to improve student outcomes in New Zealand's education system.
This document discusses strategies for developing future school administrators. It defines school administrators as mainly principals and assistant principals. The development of school leaders is important because they are central to decision making and school management. Future school administrators need capabilities like promoting direction, alignment, and commitment. They must be able to lead instruction, track student progress, and develop mechanisms to handle challenges. Proper training programs should reflect the capabilities needed by responding to leadership contexts. This will prepare new leaders to foster shared leadership using a variety of tools to address learning difficulties and provide high-quality education.
This document discusses theoretical perspectives on managing disadvantaged schools, using remote indigenous schools as a case study. It begins by introducing the importance of education in Malaysia's development. School administrators play a key role in school success. The document then reviews literature on leadership styles and a conceptual framework for indigenous education. It describes the methodology of interviewing administrators at two indigenous schools. Findings show the administrators prioritize basic skills and have modest performance targets, seeing indigenous students need supportive and encouraging teaching methods tailored to their culture.
This document summarizes Barbara Bates' research on faculty development practices at high-performing colleges and universities. She conducted surveys and interviews with faculty development directors and administrators at 13 schools. Her findings showed that these schools' faculty development programs incorporated best practices like extensive assessment, collaboration, and faculty learning communities. She also found strong relationships between faculty development, faculty, and administration that supported teaching excellence. However, the research had limitations like potential bias and lack of direct measurement of outcomes.
Faculty Development at High Performing Colleges and Universitiesbarbbates1947
This document summarizes research into faculty development practices at high-performing colleges and universities. The researcher interviewed faculty development directors and administrators at 13 schools identified as high-performing based on student engagement outcomes. They found faculty development programs at these schools placed strong emphasis on assessment, collaboration between faculty across departments, and facilitating faculty learning communities. These practices aligned with models of effective faculty development while also assessing outcomes more frequently and extensively than other schools.
Leadership style of Head teachers at secondary level in West Bengal. Internat...Ramakanta Mohalik
1) The study examined the leadership styles of head teachers in secondary schools in West Bengal, India as perceived by teachers.
2) A survey was conducted with 9 head teachers and 22 assistant teachers from 9 secondary schools in Coochbehar district.
3) The findings showed that the majority of teachers agreed that their head teachers had a deep understanding of school functioning, shared visions with teachers, acted as a guide for all staff, provided resources for school development, and worked according to school rules.
School as organization by Mr. Jefferson LeronaIreneGumiran
The document discusses school as an organization and educators as managers using participatory management. It defines school as an organization as how schools arrange resources like time, space, and personnel to maximize student learning. It discusses the need for school organization to ensure smooth functioning and optimal resource use. Principles of school organization include adapting to individual differences and changes in society. The document also discusses educators as managers and various roles teachers and principals play in management. It defines participatory management as including relevant stakeholders in decision making and lists benefits like increased job satisfaction, commitment, and performance.
The document analyzes the elementary school principal development program in Yogyakarta, Indonesia. It found that the program involves regulations, standards, grants, and professional development. Success depends on supervisor and principal performance, financial support, and meeting standards. However, limitations include complex administration, bureaucracy, compliance demands, lack of monitoring, and relationship issues.
This document discusses instructional leadership and its importance in improving learner achievement. It defines instructional leadership as actions a principal takes to promote student learning, such as setting goals and supervising teachers. The roles of instructional leaders are to improve teaching and learning by setting vision, providing resources, and leading professional development. Research shows instructional leadership has significant effects on student outcomes and involves defining mission, understanding best practices, and ensuring supportive environments. Principals and teacher leaders provide most school leadership but others can also take on instructional roles.
This document discusses leading professional learning and the challenges and possibilities of collaborative professional development models. It introduces a model of professional learning communities (PLCs) and explores some of the barriers to collaborative ways of working. Effective professional learning is distributed and collaborative, using data-informed inquiry to address concrete classroom challenges and improve student outcomes through a cycle of collective enquiry. Characteristics of high-functioning PLCs include distributed leadership, focus on learner needs, experimenting with instructional practices, and aligning professional learning with school improvement priorities.
The document discusses a school district's plan to implement change through professional learning communities and individual professional development plans in response to failing to make adequate yearly progress according to federal standards. The district will work with an outside consultant and use a framework involving shared vision, team learning, and personal mastery. Teachers will create individual plans aligned with school and district goals to document their learning and reflect on improvements to student outcomes. Barriers like lack of time and input are addressed through fostering collaboration and adapting the program based on feedback.
Leadership Style and Teachers Commitment in Public Primary Schools in Bomet C...Reuben Chirchir
This document discusses a study on the relationship between leadership style and teacher commitment in public primary schools in Bomet County, Kenya. The study found that:
1. Teachers perceived their head teachers as practicing transformational leadership styles like idealized influence and intellectual stimulation more than transactional styles.
2. Teacher commitment was found to be moderate overall, with normative commitment being higher than affective or continuance commitment.
3. There were positive correlations between transformational leadership and normative commitment, as well as between transactional leadership and affective commitment. However, the correlations were low, possibly due to other challenging factors in the work environment.
Similar to Strengthening Collaborative Leadership for Thai Primary School Administrators - Tolentino, Lhoraine C and Meriza Mirandilla.pptx (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
3. BACKGROUND OF
THAI SCHOOLS
• Though the government invests generously in public education,
the nation at large fails to measure up to global academic
standards. Many citizens attribute this phenomenon to
governmental bias and call for structural changes.
• The lack of success might be the result of poorly divided funds.
Instead of distributing it equally, the government funnels a large
proportion of money toward schools where students already
have a high likelihood to succeed and gives less to smaller and
more rural schools.
• As a result, schools in poor areas must stretch their resources
thin. Individual teachers often teach multiple grades and
subjects.
• Due to these inequalities, students in city schools demonstrate
higher rates of improvement than students at rural schools,
according to the PISA test.
• While funding inequality puts small, rural schools at a particular
disadvantage, the outdated curriculum does a disservice to all
Thai schools. The system has used the same curriculum since
2008, which itself is only a slightly edited version of curriculum
from 2001. (Madeline Forwerck, 2017)
4. BACKGROUND OF THE PAPER
Primary
Education
Community,
society and the
world
Leadership
5. PROBLEM
OF THE
STUDY
•The current situation of
primary school
administrators in Thailand
shows that most school
administrators lack
necessary leadership
characteristics.
6. OBJECTIVES
The objectives of this research were:
• 1) to investigate the elements and indicators of collaborative leadership
of primary school administrators
• 2) to explore the existing situation and required situation of
collaborative leadership of primary school administrators
• 3) to develop a program to enhance collaborative leadership of primary
school administrators, and
• 4) to investigate the effect of development for collaborative leadership
of primary school administrators, from the usage of developed program.
7. SCOPE OF THE STUDY
• 28,566 primary school administrators, and teachers, under jurisdiction of the
Office of Basic Education Commission.
• The samples were 758 primary school administrators, and teachers, selected
by using multi-stage random sampling technique;
• The cluster random sampling was used for classifying into groups for 4 regions:
17 Provinces in the North region,
20 provinces in the Northeastern region,
25 provinces in the central region, and
14 provinces in the Southern region.
8. RESEARCH
METHODOLOGY
• Research and Development (R&D) approach was employed for this study.
Mixed methods research techniques were used in collecting data through
quantitative and qualitative technique.
• The research was conducted in 4 stages as follows:
Stage 1
Review of related
literature,
documents and
researches
Stage 2
Study of the current
practice and the desired
conditions of
collaborative leadership,
as well as the needs
for a collaborative
leadership development
program
Stage 3
draft a training
program to
enhance
collaborative
leadership
Stage 4
trial application of
the revised
collaborative
leadership training
program
9. LITERATURE REVIEW
School Leader as Collaborative Leadership
COLLABORATIVE LEADERSHIP - Chrislip and Larson (1994)
suggested it is “a mutually beneficial relationship between two or
more parties who work toward common goals by sharing,
authority, responsibility, and accountability for achieving goals.
10. LITERATURE REVIEW
School Leader as Collaborative Leadership
• Stagich (2001) describes collaborative leadership as: “The
transformative leadership, which occurs through the facilitation
or participation in collaborative learning groups. The
collaborative ability to lead a group or organization through the
active participation in sharing knowledge and experience and the
high order social learning, thinking, and communicating process.”
11. • Collaborative leadership is much like a learning
organization, relying on guides and facilitators with
different areas of expertise (Ferdman, 2010).
Collaborative leadership helped members recognize the
strength in the power of the membership and its
interdependence.
LITERATURE REVIEW
School Leader as Collaborative Leadership
12. • To solve complex citizen problems, we needed to go
back and revisit new ways of working together. When
members opened up to each other they began to hold
the whole through dialogue, mystery and creative
problem solving (Kofman, Senge, Moth-Kanter, &
Handy, 1995).
LITERATURE REVIEW
School Leader as Collaborative Leadership
13. •Collaborative management is a concept that
describes the process of facilitating and operating
in a multi organizational milieu, in order to solve
problems that cannot be solved, or solved easily,
by organizations (McGuire, 2006).
LITERATURE REVIEW
School Leader as Collaborative Leadership
14. • The importance of leaders’ roles, studies have been minimal
concerning how school leaders obtain and encourage the
knowledge and skills for leading successful school improvement
and school-level factors that influence the success of the leader
(Spillane, 2009).
LITERATURE REVIEW
School Leader as Collaborative Leadership
15. • Leadership is not simply a function of what a school administers,
or indeed any each other or group of leaders, knows or does.
Rather, it is the activities involved in by leaders, in interaction
with others in participate contexts around specific tasks (Spillane
et al., 2004).
LITERATURE REVIEW
School Leader as Collaborative Leadership
16. • Collaborative partnerships among multi-sector and multidisciplinary
community stakeholders were needed to address the complex workforce
challenges of the 21st century (Koehn, 2010).
• Collaborative leadership in this research means the process of thought and
action of primary school administrators in effecting broad-based
cooperation, forming both person-to-person and network relationships
based on mutual trust, shared vision and commitment in order to mobilize
existing skills and values to achieve the common goals of their schools which
stakeholders share the feeling of common ownership (Rubin, 2002;
Chiangkul, 2010; Saratna, 2014).
LITERATURE REVIEW
School Leader as Collaborative Leadership
17. RESULTS AND DISCUSSION
•Stage 1. The research
yielded 7 elements and
65 indicators of
collaborative leadership
of primary school
administrators as shown
in Table 1.
18. RESULTS AND DISCUSSION
• Stage 2. The current situation of collaborative
leadership of primary school administrators,
under jurisdiction of the Office of Basic Education
Commission, in overall, was at “High” level. The
need for developing collaborative leadership of
primary school administrators, in overall, was at
“High” level, and each aspect, namely trust and
shared vision, attained “the Highest” level.
Commitment was at “Lowest” level.
• The techniques for development consisted of:
1) orientation, 2) self-study, 3) searching, 4)
grouping, 5) training, 6) actual practice.
21. RESULTS AND DISCUSSION
Leadership Enhancement Program
• Sarratna (2014) reports that five basic
factors constitute a good leadership-
development training program. These
factors include:
1) multiple leadership training
techniques,
2) holistic view of leadership,
3) link to on-the-job application,
4) respectable length of time and
5) a meaningful conclusion
22. RESULTS AND DISCUSSION
• These five factors are well-taken in themselves;
but there may be other factors to be taken into
consideration as well, especially the historical
and cultural circumstances.
Example: thambun (merit making) traditions as well as the longkhaek
(cooperative-mutual help) modes of mutual assistance in village communities
can be seen as major embodiments of collaborative principles.
• The point here is that traditional genius of local
and national context should not be overlooked in
designing a leadership enhancement program.
23. RESULTS AND DISCUSSION
• it was found that the elements
of trust and shared vision
were the most important.
(These findings correspond to
those of Arbsuwan (2013), who
found that the component shared
vision was the highest weighted;
the components of trust ranked
second, shared decision-making
ranked third, and the component
of commitment was the least
weighted.)
24. RESULTS AND DISCUSSION
• The findings also corresponded
to those of Yodsala (2014) who
found that visionary leadership
of school administrators was
rated high, both on the whole
and by aspects.
• Diehl (2005), Edmondson
(2006) found that examining
characteristics of collaborative
leadership were trust, risk
taking, commitment and
willingness to change.
25. RESULTS AND DISCUSSION
• Coleman (2011) who studied “The
significance of trust in school-based
collaborative leadership” found that
trust and integrity were important
components of collaborative
leadership.
• findings also corresponded with
Jameson, Jill and Ferrell (2006) who
studied “Building Trust and Shared
Knowledge in Communities of
Learning Practice” and found that
trust and collective learning was
important components of
collaborative leadership.
26. RESULTS AND DISCUSSION
• “Their conclusions
were similar; good
leadership in the
style of
collaboration is
essential for the
success of an
organization.”
27. RESULTS AND
DISCUSSION
• Techniques for development
consisted of: (1) orientation, (2)
self-study, (3) searching, (4)
grouping, (5) training, (6) actual
practice.
• These findings correspond to those
of Spark and Loucks-Horsley
(1989) and Severson (2004), who
found 7 models: (1) training model,
(2) study groups model, (3) search
model, (4) self-studying model, (5)
assessment model, (6) improvement
model, and, (7) mentoring model.
28. RESULTS AND
DISCUSSION
• The findings also
corresponded with Somprach
(2012) who found 7 steps
(ReSIPPAE):
(1) reconnaissance
(2) self-study
(3)intensive seminar/workshop
(4) internship/practice
(5) project approach
(6) practice
(7) evaluation
29. RESULTS AND
DISCUSSION
• They noticed that the
integration of the 8 learning
units was very important.
• This corresponded with the
findings of Harvard
Business School (cited in
Sarratna, 2014) which
emphasized the integration of
the 5 modules in the training
practice, which lasted 18
weeks.
30. RESULTS AND
DISCUSSION
•
Chareiangdate (2012) found that
the training program which was
developed and reviewed, consists
of four modules.
•
The findings also corresponded to
those of Phannuek (2011) who
studied “Research and
Development of Program for
Developing the Basic School
Administrators’ Competency”.
found that there were 4 parts of
program developing basic school
administrator's competency:
31. RESULTS AND
DISCUSSION
•
Part 1: the introduction,
•
Part 2: the details of program for
developing basic school
administrators’ competency,
•
Part 3: the instrument for
evaluating the efficiency of a
program developing basic school
administrators’ competency in field
work study, and
•
Part 4: the guidelines, conditions,
and indicators of success in
applying the program developing
basic school administrators’
competency.
32. RESULTS AND
DISCUSSION
•
after training or development,
was significantly (at the 0.01
level) higher than the level
before training.
•
The findings also corresponded
to those of Puangnil (2012)
found that the level of visionary
leadership after training or
development was significant (at
the 0.01 level).
33. RESULTS AND DISCUSSION
All this confirms the
efficacy of both the
concept of collaborative
leadership and the
enhancement program
developed in this
research.
34. CONCLUSION
This study has resulted in a program to enhance
collaborative leadership of primary school
administrators in Thailand.
The training program which was developed and
reviewed consists of four modules:
35. CONCLUSION
Module 1, Characteristics of trust and commitment;
Module 2, Paradigms of shared vision and collective decision making;
Module 3, Skills in transforming change, risk taking and conflict
management;
Module 4, Assessment and reflection on collaborative-leadership
influences in fulfilling duties.
36. The results of the study indicated the
benefits of the implementation of the developed program
to enhance collaborative leadership of primary school
administrators in Thailand:
1) On academic administration, the outcome
of the program was evaluated in terms of
the project to uplift the level of learning
achievement, the project on learning
reform, and the project on coaching
supervision.
37. 2) On personnel administration, the
outcome of the program was evaluated in
terms of the role of leaders, shared vision
and cooperation, organization commitment,
happy working atmosphere, reduction of
conflicts, and empowerment of personnel.
With regard to collective decision making,
the focus was on exemplary model,
building of trust and faith.
38. 3) On budget administration, the
focus was on risk-taking
management by creating an
internal control system and
making an annual official work-
performance confirmation report.
39. 4) On general administration
the program outcome was
evaluated in terms of the
project on strong student care
system, and the “white”
(narcotics-free) school policy.
40. 5) On building a network of
cooperation, there has been real
sharing and exchanges of
information, knowledge and
insights in the four basic tasks
among these 30 schools and other
schools as well.
41. RECOMMENDATIONS
The Office of Basic Education Commission and its educational-service
areas should make use of the program which was developed here in
terms of its usefulness as a guideline in their leadership-development
strategies. The 30 primary-school administrators who participated in the
program to enhance collaborative leadership should act to multiply the
effects of their learning, by working in collaboration with other
concerned organizations. Similar research should be undertaken with
different target groups or different levels of education.
Primary school education, in Thailand and elsewhere, lays the foundation for a community, a society, a nation and even the world. A good and just society needs a good foundation created by a good primary education, which is possible only when it is administered by good leadership. Leadership is key success factor in bringing an organization to successful fulfillment of its goals. For leadership is a process of convincing others to follow the leader to act and achieve the goal envisioned by the leader.
purpose of collaborative leadership is to create a shared vision and joint strategies to concerns that go beyond the purview of any particular party.
Leadership enhancement/development program refers to carefully and systematically designed plans for activities to increase leadership capacities of individuals and/or groups that would subsequently help in achieving the goals of organization.
Saratha (2014) reports that five basic factors constitute a good leadership-development training program.
These factors include:
1) multiple leadership training techniques –
Mentoring and Coaching Initiatives. Coaching and mentoring are crucial components of an effective leadership pipeline.
Leadership Development Programs.
Real-World, Real-Time Experiences.
Regular Feedback.
Cross-Departmental Learning.
2) holistic view of leadership
holistic leadership is defined as a values-based approach to producing optimal outcomes through the collaborative development of all participants in the process, at all levels of functional performance. (K.Candis Best, 2011)
3) link to on-the-job application,
4) respectable length of time
5) a meaningful conclusion
Trust is good for morale and motivation. Trust builds teamwork and collaboration. Trust increases loyalty and the willingness to stay with a company. Trust decreases stress levels and hostility in the work environment.Team members and colleagues become more involved when a leader uses a shared approach. Creating a shared vision inspires ownership, commitment, and alignment.According to Senge, a shared vision is essential to building a successful learning organization. Peter Senge is the author of The Fifth Discipline: The Art and Practice of the Learning Organization, published in 1990. His work and book has popularized the concept of a learning organization. He is a senior lecturer at MIT's Sloan School of Management.
Upon reflection, the end results included participatory style of work, the sense of mutual trust, cooperation of all parties concerned and the responsibility on the part of teachers.
Upon reflection, the end results included collaborative working style, teamwork and the birth of good working-relationships culture in the schools.
Upon reflection, the end results were the actual success of the above-mentioned projects. Many of the participating schools received outstanding awards at provincial and national levels. More support was given to these schools, especially the small-sized ones.
For example, joint program activities on sports, scouts, academic camps and teachers in-service training. All this with the appreciative support of the Educational Service Area Office. (Benchmarking)
Collaboration is not “contrived” but formed as a part of a culture of trust and cooperation which encourage “risk taking and innovation.
Leaders as an agent of change. Leaders need collaboration for deep partnership, to promote school improvement and shared leadership knowledge and practices.