One size does not fit all: Differentiating Leadership to Support Teachers in School Reform
2012 (English)Conference paper, Presentation (Refereed)
Within the prevailing discourse of measurement, this paper explores how leaders can engage teachers in a discussion of the moral and ethical imperatives of education. This discussion can aid both the teachers and leaders come to a more holistic understanding of their role as educators during an era of high-stakes accountability. We suggest that building a culture of honest dialogue regarding the values of education could facilitate the implementation a counter-normative reform that focuses on building students’ social and civic skills.The empirical data consist of observations and interviews with teachers and principal in an U.S. elementary school. The findings demonstrate that implementation of an initiative cannot be understood through a single aspect of teachers’ working life. The conclusion is that counter-normative school-driven reform has to be undergirded by a culture of honesty regarding the ethical and moral acts involved in the reform.We suggest that school leaders can facilitate this culture by providing the space and time for these considerations to surface. Teachers need local incentives along with an enabling school organization if the building of students’ social and civic skills will be worthwhile in an already pressured teaching practice. This can only come through the relationships and culture of a school that establishes respect for divergent beliefs and practices and allows for an ongoing dialogue about these differing practices and values.
Place, publisher, year, edition, pages
IdentifiersURN: urn:nbn:se:ltu:diva-38899Local ID: d73ec2e0-8da8-4ebf-8c90-99b56f081135OAI: oai:DiVA.org:ltu-38899DiVA: diva2:1012401
Annual Values and Leadership Cconference : 01/10/2012 - 02/10/2012
Godkänd; 2012; 20121211 (ulrber)2016-10-032016-10-032016-12-23Bibliographically approved