Leaders Leading and Learning (Part 2)

• Published in: Management in education 2006-07, Vol.20 (3), p.15-19
• Main Authors: Hannay, Lynne M., Manning, Michael, Earl, Sandra, Blair, Don
• Format: Article
• Language: English
• Subjects: Canada; Change Strategies; Educational Administration; Educational Change; Educational Improvement; Effective Schools Research; Experiential Learning; Foreign Countries; Improvement Programs; Instructional Leadership; Leadership Effectiveness; School Districts
• ISSN: 0892-0206; 1741-9883
• DOI: 10.1177/08920206060200030401

This two part article discusses the actions that senior administrators can take to orchestrate system change. It focuses on data collected from one Ontario, Canada school district, Thames Valley District School Board (Thames Valley). The article builds upon previous research on large-scale reform, including such key issues as student-centered learning (e.g., Elmore & Burney, 1999), data driven change (Earl & Katz, 2003), accountability (e.g., Chrispeels, Castillo, & Brown, 2000), professional development (e.g., Lofton, Ellett, Hill, & Chauvin, 1999), collaborative team work (e.g., Hannay & Ross, 1997, 1999, 2002), and knowledge creation (e.g., Hannay, 2003). However, the focus is on how the senior administrators of school districts can promote improved outcomes. This second of the two-part article looks at other efforts that the senior administrators made to lead by example, build cohesion and encourage both improved student outcome and reflective thinking on practice. It also shows that senior administrators were successful at Thames Valley because they were willing to re-shape their own practices and embed themselves in a commitment to change. [For Part 1, see EJ805864.] (Contains 1 table.)