Appendix 1: Value 1 Introduction These articles were chosen because they align with the first Te Ariki value, Professional discretion. An outline of each article is provided below, followed by a summary at the end, which looks to weave the content of each article together to form a cohesive story. Reference Coleman, A. (2011). Towards a blended model of leadership for school-based collaborations. Educational Management Administration & Leadership, 39(3), 296-316. doi:10.1177/1741143210393999
Abstract Interest in collaborative working has grown enormously in the last 20 years, driven by the view that partnership working may improve efficiency and add value in outcomes. As a result, collaborative working is an unavoidable feature of the 21st-century school and a consistent part of government policy for the provision of services to children. However, remarkably little research has been undertaken into the nature of leadership required to maximize the potential of such partnership based working within this context. This article outlines the findings from original research, supported by the National College for Leadership of Schools and Children’s Services, into the nature of effective collaborative leadership in schools. It finds that the demands of such leadership are markedly different from those associated with traditional models, which view the school in isolation. In response to this, it outlines a multi-dimensional model for leadership, which draws on elements of a range of existing leadership models, including authentic, relational, distributed, political and constitutive leadership. This article concludes by stating that it is only through the utilization of a blended form of leadership (Collinson and Collinson, 2006) that school leaders are able to effectively realize the potential collaborative advantage associated with partnerships working. In doing so, it highlights the significance of day-to-day leadership activity, stating that effective collaborative leadership is rooted in a focus on the mundane rather than a preoccupation with the extraordinary aspects of this role.
Comments English context Two broad collaborative themes – “outward facing”, which includes school-to-school contact, and “inward facing”, which includes distributed leadership Explores how collaboration can involve both a style of, and focus on, leadership Purports that sense-making, empowerment, conflict resolution, as well as commitment and effectiveness are important. Qualitative study (2 phase process). 1st phase - structured and unstructured interviews with 49 school leaders; 2nd phase - six case studies, which involved interviews with 32 participants (e.g., headteachers, governors, other school professionals)
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