Enabling Teachers to Become Pedagogical Leaders: Case Studies of Two IDEAS Schools in Singapore and Australia

Autor/inn/en	Chew, Joy Oon Ai; Andrews, Dorothy
Titel	Enabling Teachers to Become Pedagogical Leaders: Case Studies of Two IDEAS Schools in Singapore and Australia
Quelle	In: Educational Research for Policy and Practice, 9 (2010) 1, S.59-74 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-010-9079-0
Schlagwörter	Improvement Programs; Educational Change; Foreign Countries; Case Studies; Teacher Leadership; Instructional Leadership; Principals; Administrator Role; Instructional Innovation; Educational Improvement; Organizational Development; Alignment (Education); Teacher Role; International Education; Comparative Education; School Culture; Program Effectiveness; Professional Development; Australia; Singapore + Suchen Sie Ihr Suchwort? Effizienzsteigerung; Bildungsreform; Ausland; Case study; Fallstudie; Case Study; Lehrerfunktionsstelle; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Educational Innovation; Bildungsinnovation; Teaching improvement; Unterrichtsentwicklung; Organisationsentwicklung; Lehrerrolle; Internationale Erziehung; Vergleichende Erziehungswissenschaft; Schulkultur; Schulleben; Australien; Singapur
Abstract	This research paper is about the role of the principal in enabling teacher leadership for pedagogical innovations and school improvement studied in two Innovative Designs for Enhancing Achievements in Schools (IDEAS) schools in Singapore and Australia over a 3-year period from 2005 to 2007. The research reported is based on the developing relationship between principals and teacher leaders as they collaboratively engage in a process of whole school improvement. Both case study schools used the IDEAS school improvement program which originates from the Leadership Research Institute, University of Southern Queensland. The cases trace the facilitation of the IDEAS process in each school and highlights the centrality of teacher leadership in bringing about change in school-wide pedagogy and a process of school re-culturing. It underlines the fact that principals need to support the enabling of leadership among teachers by giving them the space, time and responsibility to make decisions about curriculum work and ensuring that these are aligned with new organizational structures and processes. The paper discusses how the schools were different and yet similar in many ways between the two countries, Singapore and Australia, with regard to the nature of the enabling processes for organizational revitalization and school capacity building. It draws out some implications for school leadership and school improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10