Leadership and Management Development in Education (Education ...

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THE CURRICULUM FOR LEADERSHIP DEVELOPMENT: CONTENT AND PROCESS49or mentored accomplishments, substantiated by samples of student work,and fully realised only through reflective writing, deliberation, and seriousconversation. (p. 295)Peterson and Kelley (2001) express reservations about teacher portfolios. Two ofthese are pertinent for leadership development:1. They are difficult to use for judgements because of a lack of uniformity.2. Teachers may not be objective when portfolios are used for summative purposes,particularly those related to career development.Portfolios are a central element of the South African ACE: School Leadershipprogramme. One of the core modules focuses on developing participants’ portfoliosand they are expected to produce ‘a portfolio of practice evidence’ as partof the assessment process. This approach was also used in the separate ACE programmeoperated, in the Gauteng province, by the Matthew Goniwe School ofLeadership and Governance (MGSLG) in partnership with the University ofJohannesburg. The mid-term evaluation of MGSLG (Bush et al. 2006d: 27) illustratesthe point that portfolios are likely to vary considerably in quality andrelevance. The researchers note that one of the 10 portfolios subject to scrutinyis ‘an outstanding example of what should be expected of a student whensubmitting a portfolio’. They conclude that:This sample suggests that the bulk of the portfolios do not meet the standardrequired for an assessment tool, in terms of content or evidence ofacademic achievement. Only fifty percent of the sample linked their projectsto the course content and some constituted a collection of documentswithout any real evidence to substantiate progress with the project. (Ibid.)Despite this mixed evidence, portfolios have the potential to make an importantcontribution to candidates’ learning, partly because programme assessmentcan be linked firmly to their schools, the context where leadership ispractised.Conclusion: content or process?High-quality leadership is widely acknowledged to be one of the most importantrequirements for successful schools and school improvement (Bush andJackson 2002; Harris 2003). However, there is ongoing debate about what formsof leadership development are most likely to produce effective leadership (Bushand Glover 2004; Bush et al. 2007b). The content of headship programmes
50LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONvaries according to the national context but there is a ‘core’ curriculum comprisingfive main themes:• Instructional leadership• Law• Finance• Managing people• Administration.In the twenty-first century, however, the emphasis has shifted from content toprocess. There is more attention to the facilitation of learning throughapproaches such as student-centred learning, action learning sets and openlearning. The skills required of tutors are those of facilitation, coaching andmentoring. All these methods adopt a mix of support and challenge, and locationalong this continuum may be a more valid means of discriminatingbetween approaches than relying on the label allocated to the activity.There is extensive material on the use of different techniques in leadershipdevelopment. What is less clear is how to combine these approaches toprovide a holistic learning experience to meet the needs of leaders at differentcareer stages, and in different contexts. Much of the research suggests thatleadership development should go beyond leader development, throughprogrammes and other interventions, to a wider focus on the school as anorganisation. It is concerned with the ways in which attitudes are fostered,action empowered, and the learning organisation stimulated (Frost andDurrant 2002).Bush et al. (2007b) identify four dimensions that should underpin the designof leadership development programmes:The learning environmentThe most successful learning experiences occur when there is a bridge betweenthe work situation and the learning situation and where participants have theopportunity to reflect on their own practice, and then to share their responsewith others. Learning may be enhanced within the work situation, and throughreflection, away from the normal context, but there are gains from opportunitiesto assess the contexts within which other participants work.Learning stylesThe most successful adult learning appears to grow from the identification ofpersonalised learning needs. In the construction of programmes, much is to begained from offering flexibility in content and approach. There should be
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ContentsNotes on the authorSeries E
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Series Editor’s ForewordThis seri
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PrefaceThe significance of effectiv
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