• Commitment to culture and context

• Focus on sustainability

• Creating trust & ownership through 'letting go' of control- setting others free

• Educational

• Learning to develop leadership in personal capacity

Reference

Conway, J.M., Andrews, D., van Jaarsveld, L. and Bauman, C. (2017) ‘Cross-cultural stories of practice from school leaders’, in Miller, P. (ed.) Cultures of educational leadership. Intercultural Studies in Education. London: Palgrave Macmillan, pp. 221-243.

• Value in teamwork

• Overcoming challenges: shortages of funds and resources, lack of parent participation

• Being aware of self and others

• Being mindful of continuous developing needs

Reference

Conway, J.M., Andrews, D., van Jaarsveld, L. and Bauman, C. (2017) ‘Cross-cultural stories of practice from school leaders’, in Miller, P. (ed.) Cultures of educational leadership. Intercultural Studies in Education. London: Palgrave Macmillan, pp. 221-243.

• Positive attitudes essential

• Building trust relationships

• Collaborative decision-making

• Hearing voices equitably through dialogue

• Formalise capacity-building

• Participative decision-making

Reference

Conway, J.M., Andrews, D., van Jaarsveld, L. and Bauman, C. (2017) ‘Cross-cultural stories of practice from school leaders’, in Miller, P. (ed.) Cultures of educational leadership. Intercultural Studies in Education. London: Palgrave Macmillan, pp. 221-243.

Regarding the study of policy statements at regional and national level provides researchers insights into aspects of policy dictates that can undermine leadership confidence in enacting successful student learning improvements. National policies may be easier for some regions to enact than others. Evidence suggests that there is a vast divide in poorer areas of countries. However, in developed countries, market forces that increase social divisions in student learning, lead to schools feeling isolated within their own communities, finding themselves unable to compete on the league tables. Regional differences, in underdeveloped countries play a significant role in creating barriers to improvement. For instance, geographical locations make access to training opportunities an obstacle for achieving improved teaching practice. Choosing to look at school and regional levels when planning improvements is appropriate as schools in impoverished areas need to underpin any actions towards improved learning outcomes with creating collaborative partnerships that can consider contextual and unique challenges of each school in an equitable a non-judgemental but rather supportive way. Trusting relationships need to be cultivated, in such circumstances, for meaningful collaborations to emerge.

Collaboration – The ideal solution?

For effective collaboration between schools in impoverished areas, a sense of respect, trust and mutual, professional relationships must be established. Unless a flexible approach that respects that each school is a ‘unique space with its own unique challenges’ is embraced, the collaborative partnerships may not work effectively in facilitating improved student learning outcomes.

Reference

Middlewood, D., Abbott, I., Netshandama, V.O. and Whitehead, P. (2017) ‘Policy leadership, school improvement and staff development in England, Tanzania and South Africa: Schools working together’, in Miller, P. (ed.) Cultures of educational leadership. Intercultural Studies in Education. London: Palgrave Macmillan, pp. 149-168.

Having a coherent schoolwide assessment policy is a fundamental aspect in establishing a culture of learning and assessment that drives and facilitates student learning and teacher growth, through clear analysis of data that leads to improvements and adjustments in teaching practices and student learning. The negative impact of rigourous , frequent standardised testing on students is significant. Consequently, all assessments, from regular classroom assessements or tasks to more formal tests, must be grounded by meaningful, accessible and personalised tasks that provide students the opportunity to demonstrate their skills as well as clearly map their progress towards improvement by navigating students towards the actions they can take towards further growth. Successful leaders need to challenge and change policies that undermine student improvement as well as creating opportunities for teacher professional development in designing rich and appropriate assessments for learning.

Reference

Cumming, J.J., Maxwell, G.S. and Wyatt-Smith, C.M. (2016) ‘School leadership in assessment in an environment of external accountability: Developing an assessment for learning culture’, in Johnson, G. and Dempster, N. (eds) Leadership in diverse learning contexts. Studies in Educational Leadership, vol. 22. Cham: Springer, pp.221-237.

A whole-systems approach to tech integration will benefit both students and teachers in preparing students for a changing future as well as equipping teachers, through targeted professional development, to support students in a vibrant and engaging way. Involving all stakeholders, in successful tech integration, relevant to context, by adopting a shared leadership approach will enable building systems capacity that will support the development of a culture of empowered learning. Access to technology will provide broader access of resources to students and develop digital competencies that are vital for a changing future as well as developing self-management and an exploratory mindset in students.

What specific challenges might arise when implementing technologies to enhance the learning experience? 

Ensuring a supportive technology infrastructure such as internet connectivity and sustained technology support, together with allocating funds for systems upgrades, is the foundation upon which successful technology integration can be achieved. A further challenge that must be anticipated and address is the potential reluctance of teachers to embrace the use of technology pedagogy. Teachers need to be supported in transitioning from being the knowledge provider to partner alongside learners in the learning process. Zhao and Frank (2003), cited in Schrum and Levin (2016), argue that if teachers are negative about the implementation of technology into practice, there is little possibility of them using it. This could result in an increasing digital divide among teachers.

How do you think school leaders can overcome those challenges? 

Teachers must be fully supported through a comprehensive professional development program that helps teachers to understand the value of using technology for improved learning outcomes. Supporting teachers to align technology with specific learning outcomes is crucial to successful implementation. Using technology to underpin independent project-based learning, where students are afforded the opportunity to develop competencies such as self-management, critical and analytical thinking to solve real-world problems, will outweigh potential challenges associated with tech integration as student learning experiences become increasingly enriched, engaging and dynamic.

Do you think educational policy has a role to play in addressing the integration of technology in education? If so, how? If not, why? 

It can be argued that educational policy should play a role in promoting the integration of technology into all schools in an accessible, developmental and equitable way. Policy that is focused on equitable access to devices, for all students, should be underpinned by financial policies, subsidies and collaboration with technology providers to facilitate equitable access with a view to social justice. Policy statements should support the use of technology to ensure that every student is equipped with digital skills to address the challenges of a rapidly changing future world.

Reference

Scrum, L. and Levine, B.B. (2016) ‘Educational technologies and twenty-first century leadership for learning’, International Journal of Leadership in Education, 19(1), pp. 17–39.