Forbairt 2015 . . . the overall performance of a school almost never exceeds the quality of its leadership and management. For every 100 schools that have good leadership and management, 93 will have good standards of student achievement. For every 100 schools that do not have good leadership and management, only one will have good standards of achievement. A large number of quantitative studies in North America . . . show that school leadership influences performance more than any other variable except socio-economic background and the quality of teaching. A major study of improving schools found that “there are statistically significant empirical and qualitatively robust associations between and their strategic actions and heads’ educational values, qualities, improvement in school conditions leading to improvements in student and Clark (2010) outcomes.” Barber, Whelan John West-Burnham The conceptual frame for education 19th Century Educational Imaginary 21st Century Educational Imaginary Students are prepared for a fixed and destinations are Students’ identities situation in life/ career progression. fluid multiple career pathways. – Schools ignore social and economic Schools are active in family and factors community engagement Intelligence is fixed. Intelligence is multi-dimensional and can
Forbairt 2015 . . . the overall performance of a school almost never exceeds the quality of its leadership and management. For every 100 schools that have good leadership and management, 93 will have good standards of student achievement. For every 100 schools that do not have good leadership and management, only one will have good standards of achievement. A large number of quantitative studies in North America . . . show that school leadership influences performance more than any other variable except socio-economic background and the quality of teaching. A major study of improving schools found that “there are statistically significant empirical and qualitatively robust associations between heads’ educational values, qualities, and their strategic actions and improvement in school conditions leading to improvements in student outcomes.” Barber, Whelan and Clark (2010) John West-Burnham The conceptual frame for education 19th Century Educational Imaginary 21st Century Educational Imaginary Students are prepared for a fixed situation in life/ career progression. Students’ identities and destinations are fluid – multiple career pathways. Schools ignore social and economic factors Schools are active in family and community engagement Intelligence is fixed. Intelligence is multi-dimensional and can