{"title":"Contributors","authors":"","doi":"10.16922/wje.20.2.1","DOIUrl":"https://doi.org/10.16922/wje.20.2.1","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122553689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: The Future for School Leadership in Wales","authors":"D. Egan, A. Keane","doi":"10.16922/wje.20.2.2","DOIUrl":"https://doi.org/10.16922/wje.20.2.2","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123207851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The contribution that school leadership can make to school and teacher quality - and thereby to pupil learning - is widely recognised. Pressures on school leaders have increased in recent years, as a result of increased accountability and higher expectations from policy as well as wider societal, economic and technological changes. In response, a number of school systems have established national leadership colleges with a remit to improve the supply and quality of leadership. This article analyses how such national colleges are established and operate in the context of wider system governance, with a focus on examples in England, Scotland and Singapore. It is informed by a review of literature and interviews with current and former Chief Executives (CEOs) of the three colleges. Critics argue that these national colleges represent a form of ‘institutionalised governance’ (Gunter and Forrester, 2009), a mechanism for enacting hierarchical policy reforms through the creation of a willing cadre of officially approved front-line leaders. Alternatively, viewed through the lens of complexity theory (Burns and Koster, 2016), these colleges can be seen as a means to align policy and practice and to enhance system and professional learning. This article finds evidence to support both lines of argument, but also highlights differences between the three colleges, for example in their relationship with policy and in their operating models. For example, while Singapore’s settled policy environment means that the Director can focus on working productively with policy makers, the two UK CEOs must navigate more volatile policy landscapes, requiring them to engage more actively with both policy and practice at the same time. Balancing these demands can be difficult, and whilst there is some evidence that the colleges can support system alignment and improvement, they are subject to political demands and changes which can compromise their role and potential impact.
{"title":"Balancing the needs of policy and practice, while remaining authentic: an analysis of leadership and governance in three national school leadership colleges","authors":"T. Greany","doi":"10.16922/wje.20.2.5","DOIUrl":"https://doi.org/10.16922/wje.20.2.5","url":null,"abstract":"The contribution that school leadership can make to school and teacher quality - and thereby to pupil learning - is widely recognised. Pressures on school leaders have increased in recent years, as a result of increased accountability and higher expectations from policy as well as wider societal, economic and technological changes. In response, a number of school systems have established national leadership colleges with a remit to improve the supply and quality of leadership. This article analyses how such national colleges are established and operate in the context of wider system governance, with a focus on examples in England, Scotland and Singapore. It is informed by a review of literature and interviews with current and former Chief Executives (CEOs) of the three colleges. Critics argue that these national colleges represent a form of ‘institutionalised governance’ (Gunter and Forrester, 2009), a mechanism for enacting hierarchical policy reforms through the creation of a willing cadre of officially approved front-line leaders. Alternatively, viewed through the lens of complexity theory (Burns and Koster, 2016), these colleges can be seen as a means to align policy and practice and to enhance system and professional learning. This article finds evidence to support both lines of argument, but also highlights differences between the three colleges, for example in their relationship with policy and in their operating models. For example, while Singapore’s settled policy environment means that the Director can focus on working productively with policy makers, the two UK CEOs must navigate more volatile policy landscapes, requiring them to engage more actively with both policy and practice at the same time. Balancing these demands can be difficult, and whilst there is some evidence that the colleges can support system alignment and improvement, they are subject to political demands and changes which can compromise their role and potential impact.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130534836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Davies, E. Milton, Mark Connolly, Rhian Barrance
This article explores issues of headteacher recruitment, retention and professional development in Wales, within the context of the wider educational policy reforms which, since 2011, have introduced greater external accountability into schools. The paper argues that these reforms have resulted in changes to headteachers' professional roles and identities and that some aspects have militated against headteachers' cultivation and exercising of their 'professional capital' (Hargreaves and Fullan, 2012). The data is derived from thirty semi-structured interviews conducted with headteachers, deputy and assistant heads throughout Wales. Participants' accounts articulate concerns that greater accountability within the Welsh system is acting as a disincentive to headteacher recruitment, and that head-teachers often lack independent sources of support, advice and mentoring, which they can access without the burden of additional scrutiny and accountability. The article concludes by offering a series of observations and recommendations to inform recent renewed efforts to create a new support infrastructure and framework for the development of educational leadership in Wales.
本文探讨了威尔士在更广泛的教育政策改革背景下的校长招聘、保留和专业发展问题，自2011年以来，威尔士的教育政策改革引入了更大的外部问责制。本文认为，这些改革导致了校长专业角色和身份的变化，某些方面阻碍了校长培养和行使其“专业资本”(Hargreaves and Fullan, 2012)。这些数据来自对威尔士各地的校长、副校长和助理校长进行的30次半结构化访谈。参与者的陈述表达了他们的担忧，即威尔士体系内更大的问责制正在阻碍校长招聘，而且校长往往缺乏独立的支持、建议和指导来源，他们可以在没有额外审查和问责的负担的情况下获得这些资源。文章最后提供了一系列的观察和建议，以告知最近为威尔士教育领导发展创造新的支持基础设施和框架的新努力。
{"title":"Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities","authors":"A. Davies, E. Milton, Mark Connolly, Rhian Barrance","doi":"10.16922/WJE.20.2.11","DOIUrl":"https://doi.org/10.16922/WJE.20.2.11","url":null,"abstract":"This article explores issues of headteacher recruitment, retention and professional development in Wales, within the context of the wider educational policy reforms which, since 2011, have introduced greater external accountability into schools. The paper argues that these reforms have resulted in changes to headteachers' professional roles and identities and that some aspects have militated against headteachers' cultivation and exercising of their 'professional capital' (Hargreaves and Fullan, 2012). The data is derived from thirty semi-structured interviews conducted with headteachers, deputy and assistant heads throughout Wales. Participants' accounts articulate concerns that greater accountability within the Welsh system is acting as a disincentive to headteacher recruitment, and that head-teachers often lack independent sources of support, advice and mentoring, which they can access without the burden of additional scrutiny and accountability. The article concludes by offering a series of observations and recommendations to inform recent renewed efforts to create a new support infrastructure and framework for the development of educational leadership in Wales.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128199962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How Do Trainees and Alumni of the Teach First Cymru Leadership Development Programme Understand their Contribution to Educational Equity in Wales?","authors":"Hannah Burch","doi":"10.16922/wje.20.2.9","DOIUrl":"https://doi.org/10.16922/wje.20.2.9","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128630268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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