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Integrated schools The general state of cross- community
relationships Relative stability of policy environment Declining enrolments (total numbers)
leading to more competition Increasing diversity of families and
students being served The tremendous amount of adjustments
in resource allocation necessary (Odden & Archibald, 2001)
Dr. Tim London: [email protected]
1. What are distributed and collaborative leadership?
2. Teacher training3. Selection of teachers and leaders4. Gaps between training organizations5. That we might be kidding ourselves by not
giving enough weight to culture and social norms in education
6. A special bonus worry to be shared later
Dr. Tim London: [email protected]
Multiple definitions of both concepts (Firestone et. al, 1996; Ogawa et. al; Leithwood & Jantzi, 2000; Spillane, Halverson, & Diamond, 2000, 2001)• These are not necessarily related concepts• They require different skills and structures
Members of schools must understand and be able to use more than one model
When, where, who, how, how much Enormous challenge in building sufficient
facility to monitor and adapt to local needs
Dr. Tim London: [email protected]
Building leadership training into teacher preparation programs (Smylie et. al., 2002; Follett, 1926)• General leadership concepts• Collaborative models (intra- and inter-school collaboration)• Distributed models
Training in data analysis, research methods, and use of research
Making it clear that there is a marked change in conceptions about what schools can and should do
How do we fit all of these extra components into existing training structures?• Do we replace courses or expand programs?
Dr. Tim London: [email protected]
Chances for supervised practical experience Teachers-in-training have time in schools
• Do we need to change the way these are supervised?• Do we need to change the structure to provide more
time or access to differing areas• Time in schools should not just be based on pedagogy,
but also leadership activities (Smylie et. al., 2002) Increased support mechanisms attached to
assuming new roles (leaders and teachers) We know a great deal about how to help
adults learn• Zenger, Ulrich, & Smallwood, 2000; London & Smither,
1999; Bransford, Brown & Cocking, 2000; Broad & Newstrom, 1992
Dr. Tim London: [email protected]
Baseline eligibility criteria is the same for teachers and leaders! Teaching is different than leading (Hill, 2007)
Who selects and how are they trained? Effective selection depends on attracting
candidates with ideal characteristics for that particular school/situation• Then, who is the best of the best? Based on...?
Perception of hiring process is just as important as actual process
Dr. Tim London: [email protected]
Currently, the structures are very complex• Efficiency?• Redundancy?• Gaps in training?
Are there ways to bring RTU, Universities, ESA, Boards of Governors, school leaders, etc. together?• Improvement of supervision, tapping into multiple
areas of expertise, training tailored to specific contexts, improved efficiency and effectiveness
Dr. Tim London: [email protected]
Assessing formal structures and measuring summative outcomes is not a full picture of the reality in schools
Larger data sets reduce the delicacy and sensitivity of results
Changing large-scale policy does not automatically uproot and change practice
Dr. Tim London: [email protected]
Organizational learning and social/cultural norms: • Leithwood, Leonard, & Sharratt (1998); Trice &
Beyer (1993); Cook & Yannow (1993); Blau & Scott (1962); Schein (1985); Murphy et. al.; Martin (2002); Marks & Louis (1999); Scribner, Hager, & Warne (2002)
Analysis of how organizations function:• Selznick (1948); Etzioni (1965); Hersey,
Blanchard, & Natemeyer (1979); Randall, Copper, Speakman, & Rosenfield (1998)
Dr. Tim London: [email protected]
My real fear is that• we will talk ourselves into complacency;
• we will equate talk and research with change;
• we will remain academics or practitioners; and
• we will all be back here next year, or the year after, talking about these same issues for the same reasons.
Dr. Tim London: [email protected]
