Developing the Leaders We Want to Follow: lessons from an International Leadership Development programme
Journal Title: International Journal of Contemporary Management - Year 2011, Vol 10, Issue 2
Abstract
Leadership of schools is seen increasingly by both researchers and policy-makers as an essential element for school improvement and as a vital way to address issues of social justice in schools and ultimately in society. The quality of classroom teaching is rightly the focus for effective education but without its sound leadership it is unlikely to be effective very long. It is argued in this article that transformational and transformative (rather transactional) leadership are both founded on and develop the important yet slippery principle of inclusion. If inclusive leadership is so important to improving the lives of all the adults and children who work in schools, then we need to discover ways in which potential and actual leaders can learn these approaches. A transformational learning Frame-work explained in this article has underpinned the planning, preparation, facilitation and evaluation of an Erasmus Intensive Programme (IP) Leading and Managing Inclusive Education in Europe. that has run for three years (from 2008-2010) and has involved some 200 + school leaders and 50 academic and support staff from 5 European Universities. A number of important lessons have been learned and these are explored in this article.
Authors and Affiliations
Robin Precey, María Rodríguez Entrena
Keywords
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