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
In Lithuania, as in other Eastern European countries, since the Singing Revolution in 1989, educational change was extremely rapid and contradictory meandering down between two different models of educational change – professional and production. These models were conceptualised by Dean Fink (Fink, 2016:13-21). Rapid change of directions puts school system into the risk of uncertainty and inconsistency of reforms. Production model is based on trust in forms, functions and procedures. This neo-liberal model is spread all over by GERM – global education reform movement (Sahlberg, 2006). Professional model is promoting trust in professionals and the enhancement of professional capital (Fullan& Hargreaves, 2012). Professional capital of the country is the community of its teachers working collaboratively in a trusting environment for the main mission - deep and meaningful learning of all students. Professional capital is the fundament of enhanced educational performance and sustained educational improvement as it unites individual and collective responsibility at the system level. Professional capital consists of three interrelated components: human capital (the quality of the individual), social capital (the quality of interactions within a group), and decisional capital (the capacity to make good decisions) (Fullan& Hargreaves, 2012). This paper presents results of the study carried out as a part of the national project “Time for Leaders” which aims to make a systematic impact by enhancing professional capital of educational practitioners in Lithuania. The project is promoting leadership for learning (Swaffield & MacBeath, 2009) by implementation of collaborative leadership development practices at municipal and school level. The aim of the study is to reveal representation of human, social and decisional capital of teachers in their teaching practice, collaborative school improvement and professional learning initiatives. The first stage of the study was conducted in 2017 by the survey of 2800 teachers and 260 school leaders from 15 municipalities. School leaders with their teachers are analysing results of the survey aiming to deepen their understanding of how and to what extent their school is developing and disseminating professional capital, how to strengthen human, social and decisional capital. The paper aims to reveal how the reflection of evidence from the study is helping school leaders in their own professional learning (Timperley, 2011) and improvement of students’ learning at school and municipal level.
Fink, D. (Ed.) (2016). Trust and Verify. The Real Keys to School Improvement. London: UCL Institute of Education Press, University College; Hargreaves, A., Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. New York: Teachers College Press. Pranckūnienė, E., Ruškus, J. (2016). The Lithuania Case: Faster than history but slower than a lifetime. In Fink, D. (Ed.) (2016). Trust and Verify. The Real Keys to School Improvement. UCL Institute of Education Press, University College, London. Sahlberg, P. (2006). Education reform for raising economic competitiveness. In: Journal of Educational Change, 7(4), p. 259-287 Sergiovanni, T.,J. (1998). Leadership as Pedagogy, Capital Development and School Effectiveness. In: International Journal of Leadership in Education, 1:1, 37-46, DOI:10.1080/1360312980010104 Swaffield,S., MacBeath,J. (2009). Researching Leadership for Learning across International and Methodological Boundaries. In: Annual Meeting of American Educational Research Association, 13-17 Timperley, H.S. (2011). Realizing the Power of Professional Learning. McGraw Hill: Open University Press. Valuckienė, J., Balčiūnas, S., Katiliūtė, E., Simonaitienė, B., Stanikūnienė, B. (2015). Lyderystė mokymuisi: teorija ir praktika mokyklos kaitai (Leadership for Learning: Theory and Practice for School Improvement). Šiauliai:Titnagas.
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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