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Friday, November 18 • 12:20pm - 1:30pm
Leading Schools in Complex Settings

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Participants:

Leadership for Learning—A Multifaceted Task in a Complex Setting. Katarina Norberg, Helene Karin Ärlestig (Umeå University, Sweden)

The case study describes one principal’s leadership in terms of implementing change in
a context influenced by a sociocultural history, and what occurs when the conflicting interests are challenged. The school’s culture and history have an impact on school improvement efforts and the principal’s individual skills and motivation. To create changes in the classroom, a systemic change is essential, despite conflicting interests and resistance.

School Principals as Mediating Agents in the Complex Context of Education Reforms. Haim Shaked, Chen Schechter (Bar-Ilan University)

School principals may be seen as mediating agents, standing between the extra- and intra-school worlds. This study explores how principals mediate between the demands
of a national reform policy and teachers’ attitudes and needs. In this qualitative study, 59 Israeli school principals were interviewed. Findings indicated that principals used two complementary mediation strategies: (a) mobilizing the teachers towards the reform and (b) mobilizing the reform towards the teachers. Practical implications and further research are discussed.

School Leaders’ Changing Work in Complex Settings During the 10-Year Education Reform. Annie Yan-Ni Cheng, Hong Kong Institute of Education; Elson Szeto, Education University of Hong Kong

This study examines changing nature of school leaders’ work during education reform in complex settings. We adopted a case study of investigating how two Hong Kong principals’ work was changed in responding to the 10-year education reform and demographic changes. Multiple qualitative data were collected. The results show that the principals’ scope of work had been changing and expanding to identify new opportunities for school development. Implications for school improvement and effectiveness are discussed.

Thinking About Complex Contexts in Ways That Might Make a Difference. Karen R. Seashore, University of Minnesota

Larger and more complex districts often do not function effectively to support principals and teachers in improvement. This paper focuses on the importance of context and leader behaviors as factors that affect the ability of schools and districts to become more effective. In particular, does leadership that matters vary (a) between schools depending on the types of students who attend, (b) by the size and location of the district, and (c) between more and less complex school organizations?



Friday November 18, 2016 12:20pm - 1:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Duluth B

Attendees (11)