26 SES 12 A, The Art of the Deal? Coping with the Idea of More Power and Responsibility at the School Level
The organization model of schools envisioned in the context of new governance reacts upon the speed, complexity and visibility of changes in a school environment. Thus, the realization that schools need to become more fluid, innovative and accommodative in order to survive seems to be an inevitable task. In light of the above, the main purpose of this presentation is to explore “situational governance” and “situational leadership” with regards to whether these two terms are antagonistic or complementary in an effort to reposition the ongoing discussion of whether a new kind of “leadership cocktail mix” is needed. In fact, school leaders around the world are increasingly being asked to do more with less and do it better (student outcomes) by aligning the inner- and outer worlds of schools. We are suggesting that they can do this in a more effective and successful way through two main aspects of the Pashiardis-Brauckmann Holistic Leadership Framework: the Entrepreneurial and the Pedagogical leadership styles. Thus, we argue that school leaders of the 21st century need to embark into more Entrepreneurial leadership, which means: Involving the parents and other external actors in the school’s everyday activities; acquiring more resources for the school´s smooth operation; building strategic coalitions with external agents; and engaging in a market approach to leadership. At the same time school leaders need to employ more of a Pedagogical leadership style, which means: Defining and enabling the achievement of the pedagogical objectives; setting high expectations for Self, Staff, Students (3Ss); monitoring and evaluating students and teachers; stimulating pedagogical innovation and risk taking; and participating into everyday pedagogical dialogues. These two leadership styles will help them become an Edupreneurial Leader, which is the new leadership cocktail mix. This means that these new leaders should be scanning their environment strategically; providing a good diagnosis about the readiness and ability to act of their personnel; being flexible enough to utilize a variety of leadership styles as well as their hybrids; and influencing both the outside as well as the inside environment. They take these actions purposefully in order to stimulate the school development process by creating a community of shared responsibility between internal and external stakeholders of the school, thus realizing the educational landscape within their region/community.
Altrichter, H. (2015): Governance in Education: Conceptualization, Methodology, and Research Strategies for Analyzing Contemporary Transformations of Teacher Education. In: Kuhlee, D., van Buer, J., Winch, C. (Eds.). Governance in der Lehrerausbildung: Analysen aus England und Deutschland Governance in Initial Teacher Education: Perspectives on England and Germany. Springer VS. 9-30. Brauckmann, S. & Pashiardis, P. (2011). A validation study of the leadership styles of a holistic leadership theoretical framework. International Journal of Educational Management 25(2): 11-32. Elmore, R. F. (2004). School Reform from the Inside Out. Policy, Practice, and Performance. Harvard Education Press. Gronn, P. & Ribbins, P. (2003). Evolving Formations: The Making of Secondary School Principals on Selected Small Islands. In P. Pashiardis & P. Ribbins (Ed.). International Studies in Educational Administration. Special Issue on the Making of Secondary School Principals on Selected Small Islands, 31(2), 76-94. Schwarz, A. & Brauckmann, S. (2015). Between facts and perceptions: The area close to school as a context factor in school leadership. SCHUMPETER DISCUSSION PAPERS 2015-003. Simon, Herbert A. (1959). Theories of decision making in economics and behavioral science. American Economic Review, 49, 253-283.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
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Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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