01 SES 01 A, The Professional Learning and Development of Leaders: International perspectives on learning to lead - Part 1
Symposium to be continued in 01 SES 02 A
Educational leadership requires members’ participation or collaboration for achieving school goals (Hallinger & Heck, 2010; Jäppinen, Leclerc, & Tubin, 2015; Vangrieken, Dochy, Raes, & Kyndt, 2015). Therefore, first, the situation requires educational leadership training in their early careers. Second, all organizational members need to have leadership. Thus, the University of Jyväskylä developed training programmes for educational leadership in accordance with the demand. This presentation provides the structure of the educational leadership programme and how the background values existing behind integrates with the contents of the programme. The biggest question of the principal training is what participants learn about educational leadership. The programme has a strong emphasis on collaborative and enquiry-based learning since this programme takes into account participative leadership approach. In participative or collaborative leadership environment, each member exerts their own leadership, and the members form a shared, systematic, and synergetic process in order to enhance school effectiveness and, ultimately, in supporting student learning (Jäppinen et al., 2015). Since collaborative leadership requires self-directed learning and vigorous participation in educational decision-making process, the participants construct their knowledge and skills in discussion with other participants (Duncombe & Armour, 2004). According to Yukl (2013), there are three ways to acquire leadership competencies: formal training; developmental activities; and self-help activities. With the three concepts as lens, we overlook the training programme. First, theory with literature and research is provided as a formal training. During 14 contact sessions, the participants learn theoretical knowledge, logical thinking, and communication skills. Most of the sessions adopt flipped classroom where the participants are provided with instructional materials online and learn them before the sessions. As a formal training, the participants learn existing the knowledge and the skills. Second, the programme applies a tutor group approach where each experienced tutor, who are graduates from the programme, organizes a group with 5 or 6 participants. With the help of the tutors, the participants can share and develop their opinion in each group. Third, the participants have leadership practicum days in which they shadow one principal in school, and they can practically contemplate the job of an educational leader. With the experience of each practicum, the participants discuss how they think about educational leadership in each tutor group. Tutoring group and leadership practicum days works as developmental activities. However, since this programme emphasises collaborative learning, the participants help others’ learning in their group rather than self-help activities.
Duncombe, R., & Armour, K. (2004). Collaborative Professional Learning: from theory to practice. Journal of In-Service Education, 30(1), 141–166. http://doi.org/10.1080/13674580400200230 Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: understanding the impact on school capacity and student learning, 30(2), 95–110. http://doi.org/10.1080/13632431003663214 Jäppinen, A., Leclerc, M., & Tubin, D. (2015). Collaborativeness as the core of professional learning communities beyond culture and context: evidence from Canada, Finland, and Israel. School Effectiveness and School Improvement, 27(3), 315–332. Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. http://doi.org/10.1016/j.edurev.2015.04.002 Yukl, G. (2013). Leadership in organizations. Pearson Education.
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
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
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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