Leading the Leaders for the Future

Informationen zum Autor Dr Mike Bosher was formerly the Deputy Headteacher at St John's School. He was the joint editor of the book 'Nurturing Independent Thinkers' published in 2005. Since retirement from Deputy Headship in 2007, he is involved in Initial Teacher Training as a part time member of the Education Department at Bath University. Klappentext This book will address the leadership challenge of creating an environment for the development needs of 21st century students. These students need to be globally aware, flexible in approach, and to develop transferable, multi-skills across a wide spectrum of employment opportunities. They also need to be numerate, have highly defined social and communication skills and have an Information and Communication Technology skill base embedded within all that they do. In order to create the appropriate learning environment, every organisation must address as a first priority the way it is led. Schools must second guess needs for the future and put robust structures in place to facilitate those needs. This book will show how such a culture change is possible, note the barriers encountered and the successes achieved, both within schools and other organisations. Schools are one member of a group partnership with parents, employers, society and the students themselves - all of whom are charged with making this change happen. For this reason, the book looks at a number of business organisations to see what leadership lessons can be learned by both sides in this process of transformation. "The greatest certainty of the times we live in are the uncertainties that face us all. Education systems however, often appear as mechanisms for control of our children and teachers, rather than as ways of developing confident, independent thinkers that can engage socially, intellectually and morally for the benefit of us all and future societies. The authors of this book give hope that new visions of education are possible. They define a new professionalism for school stakeholders- one that is inclusive, challenging and depends equally upon building intellectual rigour and emotional strength for all its members. Above all, building sustainable educational cultures depends upon visionary and strong leadership. This book is a carefully transcribed account of the multiple facets of that leadership with detailed examples illustrating change management in an innovative dynamic school. Anyone with a passion for making a difference to the lives of our children in the future must read this book." Dr Trevor Davies - Director of ICSET (International Centre for Studies in Education and Training) Institute of Education, University of Reading, February 2009 Inhaltsverzeichnis Introduction Overview: the rapidly changing world of the current century has left key organisations unprepared to meet the challenges ahead. Preparation of people to be able to respond to changing and challenging environments is inadequate and requires a new mind set starting at the earliest stages of education. Why has leadership had to change to meet the demands of the C21? What is different? The change from the old style military command and control mode to: Transformational leadership Delegated leadership Transactional leadership Distributed leadership How different does it need to be? Transition from the idea of management to one of leadership Compare the needs of the past with the identified needs for the future How do other countries think about these issues? Chapter 1 Innovation and radical thinking in practice The context of an institution: A brief outline of the St John's School model: Structure of the current leadership framework Leadership philosophy with associated supporting literature The 'management' of leadership - e...

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This book will address the leadership challenge of creating an environment for the development needs of 21st century students. These students need to be globally aware, flexible in approach, and to develop transferable, multi-skills across a wide spectrum of employment opportunities. They also need to be numerate, have highly defined social and communication skills and have an Information and Communication Technology skill base embedded within all that they do. In order to create the appropriate learning environment, every organisation must address as a first priority the way it is led. Schools must second guess needs for the future and put robust structures in place to facilitate those needs. This book will show how such a culture change is possible, note the barriers encountered and the successes achieved, both within schools and other organisations. Schools are one member of a group partnership with parents, employers, society and the students themselves - all of whom are charged with making this change happen. For this reason, the book looks at a number of business organisations to see what leadership lessons can be learned by both sides in this process of transformation.

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Introduction Overview: the rapidly changing world of the current century has left key organisations unprepared to meet the challenges ahead. Preparation of people to be able to respond to changing and challenging environments is inadequate and requires a new mind set starting at the earliest stages of education.

Why has leadership had to change to meet the demands of the C21?

What is different?

The change from the old style military command and control mode to:

Transformational leadership

Delegated leadership

Transactional leadership

Distributed leadership

How different does it need to be?

Transition from the idea of management to one of leadership

Compare the needs of the past with the identified needs for the future

How do other countries think about these issues?

Chapter 1 Innovation and radical thinking in practice

The context of an institution: A brief outline of the St John's School model:

Structure of the current leadership framework

Leadership philosophy with associated supporting literature

The 'management' of leadership

• explore the tautology of this

• leadership in other organisations - how do they undertake leadership/management issues?

Chapter 2 Bringing about change in a national culture of dependency

So how does an institution go about changing its leadership structure?

Getting the right culture

Getting the culture right

Moving to a value driven collegiate model the path and the process

Getting the right staff

Professionals in an institution

Professional autonomy

Chapter 3 Managing change

Using one school as an exemplar, what was the old structure prior and how did it change?

What were the influences that cause change to take place?

What was the change process?

What did it change to?

What were the effects of that change?

What were the barriers to that change?

How did the leadership team overcome them?

Chapter 4 A new paradigm

Collegiality and radical collegiality: what is it and what does it mean for leadership?

How do you get there?

Intellectual networking

Institutions working in Federations or other similar groupings sharing like minded values

Chapter 5 'Management' of leadership

The subliminal management process

Chapter 6 Getting the big wheel to turn

Creating critical mass and momentum: How to achieve this

What are the nuts and bolts of implementation?

Chapter 7 Impact on the local and international scale

What impact can we expect on the work force / client?

What impact can we expect on the leaders/ managers?

What impact can we expect on the organisation?

What impact can we expect on performance?

Chapter 8 The future

If the holistic development of people from childhood through to the competitive and competent organisation of the workplace is to be considered essential to the future of organisations in …