Multi-level Leadership Development Using Co-constructed Spaces With Schools: A Ten-Year Journey

Simple item page
aut.relation.endpage599
aut.relation.issue6
aut.relation.journalEducation Sciences
aut.relation.startpage599
aut.relation.volume14
dc.contributor.authorYoungs, Howard
dc.contributor.authorOgram, Maggie
dc.date.accessioned2024-06-27T02:16:50Z
dc.date.available2024-06-27T02:16:50Z
dc.date.issued2024-06-03
dc.description.abstractLeadership in both theory and practice usually emphasizes a person and a position. There has been a shift from emphasizing the senior level of organizational roles, to include the middle level and other sources of leadership. Nomenclature has emerged over time to reflect this, for example, collective, distributed, shared, and collaborative leadership. Another understanding of leadership needs to be added, one that does not first emphasize a person or position, instead incorporating process and practices, weaving through all levels and sources of leadership. This additional understanding has implications for how leadership development is constructed and facilitated. Over the last ten years, the authors have journeyed with groups of schools, using an emerging co-constructed approach to leadership development. The journey is relayed across three seasons. The first is the grounding of collaborative practices through inquiry, informed by a two-phase research project. The second focuses on adaptation and resilience during the COVID-19 pandemic, whereas the third delves deeper into what sits behind prevalent practices that may enable and hinder student achievement. Our narrative over time shows that leadership development can be shaped through a continual cycle of review, reflection, and co-construction, leading to conditions for transformation across multiple levels and sources of leadership.
dc.identifier.citationEducation Sciences, ISSN: 2227-7102 (Print); 2227-7102 (Online), MDPI AG, 14(6), 599-599. doi: 10.3390/educsci14060599
dc.identifier.doi10.3390/educsci14060599
dc.identifier.issn2227-7102
dc.identifier.issn2227-7102
dc.identifier.urihttp://hdl.handle.net/10292/17711
dc.languageen
dc.publisherMDPI AG
dc.relation.urihttps://www.mdpi.com/2227-7102/14/6/599
dc.rights© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
dc.rights.accessrightsOpenAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subject3901 Curriculum and Pedagogy
dc.subject3902 Education Policy, Sociology and Philosophy
dc.subject39 Education
dc.subject3904 Specialist Studies In Education
dc.subjectInfectious Diseases
dc.subject1301 Education Systems
dc.subject1302 Curriculum and Pedagogy
dc.subject1303 Specialist Studies in Education
dc.subject3901 Curriculum and pedagogy
dc.subject3902 Education policy, sociology and philosophy
dc.subject3904 Specialist studies in education
dc.titleMulti-level Leadership Development Using Co-constructed Spaces With Schools: A Ten-Year Journey
dc.typeJournal Article
pubs.elements-id558466
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
education-14-00599-v2.pdf
Size:
1.36 MB
Format:
Adobe Portable Document Format
Description:
Journal article
Download
Collections
School of Education - Te Kura Mātauranga