1345 hits till Sept. 2019.
School leadership in Latin America 2000-2016
Joseph Flessa, Daniela Bramwell, Magdalena Fernandez and José Weinstein (2017), School Leadership in Latin America 2000-2016, Educational Management Administration & Leadership, Special print, 1–25.
A thorough, critical review of the state of the art in Latin America searching for explanations of the diversity of school leadership (development) in the region. Written by insiders, leading in the field. It ends with a very relevant warning: "The future of the study of school leadership and its effects on student achievement is not simply more statistical analyses and large international studies. The way forward . . . is to advance through a study of the unique characteristics of the context of each educational system, its history, culture, and local needs."
Accountability Policies and Teachers
Verger, A., & Parcerisa, L. (2017). A Difficult Relationship: Accountability Policies and Teachers. International Evidence and Key Premises For Future Research.
In M. Akiba & G. LeTendre (eds.). International Handbook of Teacher Quality and Policy (pp.241-254). New York: Routledge.
"The most influential international organizations in the education policy field have fueled ... high expectations with proposed accountability solutions." (p. 241)
"…..evidence on the effects of accountability policies on learning outcomes, but also on other important aspects of education such as teachers’ autonomy, schools’ organization, and pedagogical options, is still inconclusive and shows different (and even contradictory) effects in different places." (p. 242)
"Through our review, we have detected that most research on the theme is biased toward a school effectiveness approach that usually pays insufficient attention to how the socio-economic context strategically mediates the way accountability policies operate at the school level.’" (p. 251)
Excellent overview on accountability issues.
Teaching and Learning Toolkit
For school leaders it is helpful in their instructional leadership to know which evidence is available on paths to innovate. Innovation of teaching and learning in the classroom and in the school. That is what this toolkit presents. For each 'toolkit strand' costs, evidence strength and impact are mentioned. The toolkit originated in England (Education Endowment Foundation) and is now used in Australia and Scotland too. The toolkit is also in the process of being translated into Spanish and Portuguese for schools in Latin America. It shows the success of the toolkit.
But I mainly agree with Biesta who (among others) has reservations: "The toolkit is extremely misleading and utterly unhelpful". See also the reply.
Andy Hargreaves, Michael T. Connor. Collaborative Professionalism, WISE 2017
The starting point: 'Collaboration is the new chorus line for innovation and improvement' (p. 1)
From the concluding chapter: "Making it happen" (p. xi)
"We recommend that educators:
• Stop investing too much in data teams at the expense of broader collaborative inquiry;
• Stop importing unmodifed alien designs from other countries and cultures;
• Keep evolving the complexity of collaborative professionalism beyond conversation or meetings to deeper forms of dialogue, feedback and inquiry;
• Turn students into change-makers with their teachers." (a selection).
I wholeheartedly agree with these recommendations.
This publication is one of a remarkable set of 12. 'The WISE Research Reports, produced in collaboration with recognized experts from around the world, address pressing global education issues and reflect the priorities of the Qatar National Research Strategy.'
Education in Chile, School Leadership
Education in Chile, OECD, 30 nov 2017, page 162 - 174 on School leadership.
Chapter 3 "Strengthening the quality of teaching and school leadership" is below
expectations. It is already now seriously outdated on school leadership. The "Marco para la buena dirección y el liderazgo escolar" (2015) is mentioned but no details are presented. The paragraph presents a very small selection of international evidence that partly already is used in writing the new "Marco". It does not include information about the new regional level of services to public education. Nor does it contain information about CEDLE or "Lideres Educativos", two consortia of (inter)national universities that are working since the end of 2015 towards offering better support to principals in leading their schools and necessary innovations.