LEADER IN THE SCHOOL NOWADAYS: THEORY AND EXPERIENCE
DOI:
https://doi.org/10.17770/sie2013vol1.540Keywords:
leader, leadership, development, culture, school management, competenceAbstract
It is the 21century when everything is subjected to continuous and rapid changes. The human being should be able to adapt to changes in labor market, in the technological world and in globalized life. To operate successfully in free market conditions, the whole economy in Latvia, including all schools, has had to implement constant change. Economic transition demanded from Latvia school heads and teachers radical change in thinking and behavior. The main issue of article is leadership talent identification, development, succession and retention in contextually different primary and secondary schools in Latvia. Quality schools require quality leaders. It is vital that their morale, professional commitment, and sense of professional value and personal worth is maintained, and their creativity and enthusiasms is promoted. Paper will explore leadership talent identification, development, succession and retention in schools. The crucial question is how to achieve heads and teachers commitment to leadership in schools.Downloads
References
Brundrett, M., Rhodes, C.P. & Gkolia, C. (2006). Planning for leadership succession: creating a talent pool in primary schools, Education 3-13, 34(3): 259-68.
Conger, J.A. & Fulmer, R.M. (2003). Developing your leadership pipeline, Harvard Business Review. Online at: http://search.epnet.com/direct.asp?an= 11587559&db=buh (accessed 28 February 2005).
Hadfield, M., Kellow, M. & Day, C. (2002). Schools as learning communities: building capacity through network learning, Education 3-13, 2: 19-22.
Harris, A. (2003). Teacher leadership as distributed leadership: heresy, fantasy or possibility? School Leadership and Management, 23(3): 313-24.
Harris, A. (2004). Distributed leadership and school improvement: leading or misleading? Educational Management Administration & Leadership, 32(1): 11-24.
Hirsch,W. (2000). Succession planning demystified, Report No. 372. Brighton: Institute for Employment Studies.
Jackson, D. (2003). Networked learning communities, Learning and Skills Research, 6(2): 49-50.
Koķe, T. (2003). Nepārtraukta izglītība: galvenie uzdevumi un to īstenošana. Nepārtrauktās izglītības sociāli pedagoģiskie aspekti. Rīga, Izglītības soļi.
Maslo, I., Tiļļa, I. (2005). Kompetence kā audzināsanas ideāls un analītiska kategorija. Skolotājs, Nr. 3, 4-9.lpp.
Miles, M.B. & Huberman, A.M. (1994). Qualitative Data Analysis. London: Sage.
Paterson, A.S.F. & Coleman, A. (2003). New visions for early headship pilot programme - Cohort one: Internal enquiry final report. Nottingham: NCSL.
Rhodes, C.P. & Brundrett, M. (2005). Leadership succession in schools: a cause for concern, Management in Education, 19(5): 15-18.
Rhodes, C.P, Stokes, M. & Hampton, G. (2004). Teacher professional development in schools and colleges: A practical guide to mentoring, coaching and peer-networking. London: Routledge Falmer.
Rothwell, W.J. (2005). Effective succession planning: Ensuring leadership continuity and building talent from within, 3rd edn. New York: American Management Association.
Shaw, M. (2006). New signs of crisis in leadership recruitment, Times Educational Supplement, 13 January, p. 2.
Southworth, G. (2004). Primary school leadership in context: Leading small, medium and large sized schools. London: Routledge Falmer.
Žogla, I. (2001). Didaktikas teorētiskie pamati, Rīga, Raka, 289lpp.
Walker, A. & Dimmock, C. (2005). Developing leadership in contex', in M. Coles & G. Southworth (eds), Developing leadership.
