By Leoni Degenhardt
The function of academic leaders, specifically university leaders, has replaced significantly as international locations try to rework their schooling structures to organize kids to operate in latest international of quick technological and social swap, financial globalisation and elevated migration and mobility. Dancing on a transferring Carpet: Reinventing conventional education for the twenty first century argues that, to be able to achieve Read more...
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Extra resources for Dancing on a shifting carpet : reinventing traditional schooling for the 21st century
Example text
Suffice to mention here that the principal plays a key role in shaping the culture of the school and in keeping people aligned with and faithful to its overarching moral purposes. One of the greatest challenges in a reinvention process is the pressure on the principal, who has to juggle several, often conflicting, roles. The principal is expected to manage the school well, which normally means generating a sense of predictability and bureaucratic certainty on a day-to-day basis. Yet, he/she is also expected to exercise leadership.
From this platform of shared and agreed values, there can be a confidence, which provides both focus and boundaries for change within the school. Further, the very process of a school community discerning its shared values together builds capacity for change and for collaborative work on reinvention. All school communities have values, whether tacit or articulated. The process of identifying and naming these values is not only possible but necessary (Kessler, 2000). In fact, a strong values base provides the reassurance of some certainty when there is no prototype for the future, and a safety net when it feels ‘like being between trapezes and there’s nothing to hang onto’, as a staff member in the case study school in this book described the experience of reinvention.
He posited that ‘It is much more powerful when teachers and administrators begin working in new ways only to discover that school structures are ill-fitted to the new orientations and must be altered’ (Fullan, 1998a, p. 68). Thus, while the two interact, ‘changing school structures … are less the means by which school cultures change, and more the results of changes in the school culture’ (Sergiovanni, 1996, p. 2, italics in original). Changing structures then becomes a necessary scaffold to support cultural changes in order to avoid repeating the mistakes of the past (Isaacson & Bamburg, 1992).
