1. In Wales, application and selection is undertaken by both the Wales NPQH Centre and the LEAs w... more 1. In Wales, application and selection is undertaken by both the Wales NPQH Centre and the LEAs whereas in England it is undertaken by nine regional providers with no direct LEA involvement. This is an indication of the role of LEAs in Wales which remains more ...
A Review of the Literature Key Issues in School Effectiveness The Characteristics of Effective Sc... more A Review of the Literature Key Issues in School Effectiveness The Characteristics of Effective Schools Schools in Challenging Circumstances Organisational Culture Contextual Influences on Effectiveness A Way of Understanding Schools as Institutions Theories - Purposes and Problems System Psychodynamics Aspects of the System Psychodynamics The Research The Education System in Wales The Central Issue The Kind of Study We Undertook The Schools We Studies The Data Collection and Analysis The Case Study Schools - The Nature of Disadvantage The Central Characteristic A Productive Culture A Strong Culture A Highly Inclusive Culture Continuing Professional Development Changes/Initiatives Extra-Curricular Activities Leadership The Headteacher The Development of Leadership Density and Depth The Leadership Work of the Governing Bodies The Mindset The Mindset The Teaching Team The Teachers Teamwork Additional Classroom Support The Pupils and Their Parents Pupil Engagement and Commitment Parental Engagement and Commitment Very Efficient and Effective Organisation Structure, Management and Systems The Management of Pupil Performance Data The Sizes of the Schools The Mutual Support, Validation and Valuing Of The Community The Schools and Their Local Communities The Schools and the Wider Community The Schools and the Education System What Makes These Schools Very Effective? An Interpretive Review of the Findings The Characteristics of the Case Study Schools In Comparison With the Characteristics of Effective Schools Why Were These Schools Very Effective? Concluding Comments The Primary Task - Interpreting the Outcomes Group Mentalities Espoused Theories and In Use Theories Leadership Boundaries Defensive Behaviours Containment and the Transformation of Anxiety and Emotion into Creativity Working with Passion Collaboration Concluding Comments Reflections on the Research and the Outcomes New Research Issues Messages for All Schools Very Effective Schools Are What All Children Deserve
Educational Management Administration & Leadership, 2019
In England, schools are able to take on academy status, which is intended by the central governme... more In England, schools are able to take on academy status, which is intended by the central government to give them greater autonomy (DfE, 2018). Groups of academies can form multi-academy trusts (MATs), which typically grow in size with additional schools becoming academies and joining. One mechanism for MAT growth is sponsorship, which occurs when an underperforming school is required to become an academy and to join a MAT to facilitate its improvement. It was to explore the emerging patterns of MATs and their operation, especially in relation to sponsorship, that the research we report here was carried out. The research was conducted in two phases. In the first phase, we sought to establish the emerging patterns of MATs that sponsor underperforming schools. In the second phase, we interviewed MAT chief executive officers (CEOs) to further explore emerging patterns of MATs, the factors affecting the growth of MATs and the nature of sponsorship. Our analysis shows the development of a...
This paper develops an organisational boundary analytical framework for the study of educational ... more This paper develops an organisational boundary analytical framework for the study of educational organisations. It analyses the organisational boundary literature, critiques analyses of organisational boundaries and examines two different theories of organisational practice, systems psychodynamics and activity theory, to develop a comprehensive framework.< br/> The framework comprises four elements: the animator element which distinguishes the rationale that defines the system and its motive; the process element; the ...
The daily work of organising in schools both configures and is configured by the nature of school... more The daily work of organising in schools both configures and is configured by the nature of schools as complex organisations. However, the organisational complexity of schools is often omitted in normative and analytical accounts of schools as organisations. In this paper, we seek to redress that omission and to bring organisational complexity to the fore in theorising about educational organisations and organising. Using a meta-ethnographic approach, we analyse the literature on organisational complexity and loose coupling. We develop and explain the elements of a perspective on schools as complex, evolving, loosely linked systems (CELLS). Using this perspective, we consider significant aspects of schools from this perspective with the intention of establishing its validity and relevance to organisation theory in education.
The rationale for this article is to give complexity the central place it warrants in school lead... more The rationale for this article is to give complexity the central place it warrants in school leadership, management and organisational practice and research. We analyse the relevant literature, particularly that relating to complex human systems and their loose coupling nature. The analysis reveals the dimensions of complex human systems and consequences that emanate from those dimensions, which include system evolution. We use the dimensions, together with notions of interactional capability, opportunities for interaction, the legitimacy of interactions and the extent to which the institutional primary task conditions interactions, to create an organisational/institutional perspective on schools as complex, evolving, loosely linking systems (CELLS). Five main systems of a school as a whole-school system are identified: the teaching staff system; the ancillary staff system; the student system; the parent system; and significant other systems in the wider system. In the article, we i...
Set against the current interest in participation in the NPQH, this article looks at the factors ... more Set against the current interest in participation in the NPQH, this article looks at the factors which may influence the decision of deputy headteachers not to seek headship.
Recent policy developments are changing the work of local education authorities (LEAs) in Wales r... more Recent policy developments are changing the work of local education authorities (LEAs) in Wales requiring them to play a broader role in the community and a significant role in raising educational achievement. LEAs are obligated to set out their improvement targets in institutional plans and are called to account by external inspection, which focuses on the management of performance at all levels and stresses the need to establish appropriate management structures. The systems and processes for the performance management of LEA staff are therefore of interest and were the focus of the study reported here. The findings described in the article give insights into the management and organization of LEAs in Wales; performance management practice; the problematic nature of target setting; and the issues of recruitment, succession planning and the capacity of those who work in LEAs to fulfil their roles with authority. A model of performance management of staff in LEAs is presented.
PurposeThe purpose of this paper is to develop the notion of collaborative practice from theoreti... more PurposeThe purpose of this paper is to develop the notion of collaborative practice from theoretical and empirical bases.Design/methodology/approachThe research analysed the concepts of collaboration, reflective practice and the primary task. It also examined the ways of working of 18 primary schools in Wales where the level of student attainment in national test scores was high, despite the pupils experiencing considerable social and economic disadvantage.FindingsFrom the conceptual analysis, we contend that established models of joint working accord insufficient significance to the work task and that reflective practice is essentially a social process, which requires a task focus to be successful. In the schools we studied, there was a particular way of working which we have called “collaborative practice”. It contributed substantively to their success. Collaborative practice is highly developed and inclusive joint working on a clearly defined main task, or primary task, in a refl...
Recent policy developments are changing the work of local education authorities (LEAs) in Wales r... more Recent policy developments are changing the work of local education authorities (LEAs) in Wales requiring them to play a broader role in the community and a significant role in raising educational achievement. LEAs are obligated to set out their improvement targets in institutional plans and are called to account by external inspection, which focuses on the management of performance at all levels and stresses the need to establish appropriate management structures. The systems and processes for the performance management of LEA staff are therefore of interest and were the focus of the study reported here. The findings described in the article give insights into the management and organization of LEAs in Wales; performance management practice; the problematic nature of target setting; and the issues of recruitment, succession planning and the capacity of those who work in LEAs to fulfil their roles with authority. A model of performance management of staff in LEAs is presented. K E Y...
1. In Wales, application and selection is undertaken by both the Wales NPQH Centre and the LEAs w... more 1. In Wales, application and selection is undertaken by both the Wales NPQH Centre and the LEAs whereas in England it is undertaken by nine regional providers with no direct LEA involvement. This is an indication of the role of LEAs in Wales which remains more ...
A Review of the Literature Key Issues in School Effectiveness The Characteristics of Effective Sc... more A Review of the Literature Key Issues in School Effectiveness The Characteristics of Effective Schools Schools in Challenging Circumstances Organisational Culture Contextual Influences on Effectiveness A Way of Understanding Schools as Institutions Theories - Purposes and Problems System Psychodynamics Aspects of the System Psychodynamics The Research The Education System in Wales The Central Issue The Kind of Study We Undertook The Schools We Studies The Data Collection and Analysis The Case Study Schools - The Nature of Disadvantage The Central Characteristic A Productive Culture A Strong Culture A Highly Inclusive Culture Continuing Professional Development Changes/Initiatives Extra-Curricular Activities Leadership The Headteacher The Development of Leadership Density and Depth The Leadership Work of the Governing Bodies The Mindset The Mindset The Teaching Team The Teachers Teamwork Additional Classroom Support The Pupils and Their Parents Pupil Engagement and Commitment Parental Engagement and Commitment Very Efficient and Effective Organisation Structure, Management and Systems The Management of Pupil Performance Data The Sizes of the Schools The Mutual Support, Validation and Valuing Of The Community The Schools and Their Local Communities The Schools and the Wider Community The Schools and the Education System What Makes These Schools Very Effective? An Interpretive Review of the Findings The Characteristics of the Case Study Schools In Comparison With the Characteristics of Effective Schools Why Were These Schools Very Effective? Concluding Comments The Primary Task - Interpreting the Outcomes Group Mentalities Espoused Theories and In Use Theories Leadership Boundaries Defensive Behaviours Containment and the Transformation of Anxiety and Emotion into Creativity Working with Passion Collaboration Concluding Comments Reflections on the Research and the Outcomes New Research Issues Messages for All Schools Very Effective Schools Are What All Children Deserve
Educational Management Administration & Leadership, 2019
In England, schools are able to take on academy status, which is intended by the central governme... more In England, schools are able to take on academy status, which is intended by the central government to give them greater autonomy (DfE, 2018). Groups of academies can form multi-academy trusts (MATs), which typically grow in size with additional schools becoming academies and joining. One mechanism for MAT growth is sponsorship, which occurs when an underperforming school is required to become an academy and to join a MAT to facilitate its improvement. It was to explore the emerging patterns of MATs and their operation, especially in relation to sponsorship, that the research we report here was carried out. The research was conducted in two phases. In the first phase, we sought to establish the emerging patterns of MATs that sponsor underperforming schools. In the second phase, we interviewed MAT chief executive officers (CEOs) to further explore emerging patterns of MATs, the factors affecting the growth of MATs and the nature of sponsorship. Our analysis shows the development of a...
This paper develops an organisational boundary analytical framework for the study of educational ... more This paper develops an organisational boundary analytical framework for the study of educational organisations. It analyses the organisational boundary literature, critiques analyses of organisational boundaries and examines two different theories of organisational practice, systems psychodynamics and activity theory, to develop a comprehensive framework.< br/> The framework comprises four elements: the animator element which distinguishes the rationale that defines the system and its motive; the process element; the ...
The daily work of organising in schools both configures and is configured by the nature of school... more The daily work of organising in schools both configures and is configured by the nature of schools as complex organisations. However, the organisational complexity of schools is often omitted in normative and analytical accounts of schools as organisations. In this paper, we seek to redress that omission and to bring organisational complexity to the fore in theorising about educational organisations and organising. Using a meta-ethnographic approach, we analyse the literature on organisational complexity and loose coupling. We develop and explain the elements of a perspective on schools as complex, evolving, loosely linked systems (CELLS). Using this perspective, we consider significant aspects of schools from this perspective with the intention of establishing its validity and relevance to organisation theory in education.
The rationale for this article is to give complexity the central place it warrants in school lead... more The rationale for this article is to give complexity the central place it warrants in school leadership, management and organisational practice and research. We analyse the relevant literature, particularly that relating to complex human systems and their loose coupling nature. The analysis reveals the dimensions of complex human systems and consequences that emanate from those dimensions, which include system evolution. We use the dimensions, together with notions of interactional capability, opportunities for interaction, the legitimacy of interactions and the extent to which the institutional primary task conditions interactions, to create an organisational/institutional perspective on schools as complex, evolving, loosely linking systems (CELLS). Five main systems of a school as a whole-school system are identified: the teaching staff system; the ancillary staff system; the student system; the parent system; and significant other systems in the wider system. In the article, we i...
Set against the current interest in participation in the NPQH, this article looks at the factors ... more Set against the current interest in participation in the NPQH, this article looks at the factors which may influence the decision of deputy headteachers not to seek headship.
Recent policy developments are changing the work of local education authorities (LEAs) in Wales r... more Recent policy developments are changing the work of local education authorities (LEAs) in Wales requiring them to play a broader role in the community and a significant role in raising educational achievement. LEAs are obligated to set out their improvement targets in institutional plans and are called to account by external inspection, which focuses on the management of performance at all levels and stresses the need to establish appropriate management structures. The systems and processes for the performance management of LEA staff are therefore of interest and were the focus of the study reported here. The findings described in the article give insights into the management and organization of LEAs in Wales; performance management practice; the problematic nature of target setting; and the issues of recruitment, succession planning and the capacity of those who work in LEAs to fulfil their roles with authority. A model of performance management of staff in LEAs is presented.
PurposeThe purpose of this paper is to develop the notion of collaborative practice from theoreti... more PurposeThe purpose of this paper is to develop the notion of collaborative practice from theoretical and empirical bases.Design/methodology/approachThe research analysed the concepts of collaboration, reflective practice and the primary task. It also examined the ways of working of 18 primary schools in Wales where the level of student attainment in national test scores was high, despite the pupils experiencing considerable social and economic disadvantage.FindingsFrom the conceptual analysis, we contend that established models of joint working accord insufficient significance to the work task and that reflective practice is essentially a social process, which requires a task focus to be successful. In the schools we studied, there was a particular way of working which we have called “collaborative practice”. It contributed substantively to their success. Collaborative practice is highly developed and inclusive joint working on a clearly defined main task, or primary task, in a refl...
Recent policy developments are changing the work of local education authorities (LEAs) in Wales r... more Recent policy developments are changing the work of local education authorities (LEAs) in Wales requiring them to play a broader role in the community and a significant role in raising educational achievement. LEAs are obligated to set out their improvement targets in institutional plans and are called to account by external inspection, which focuses on the management of performance at all levels and stresses the need to establish appropriate management structures. The systems and processes for the performance management of LEA staff are therefore of interest and were the focus of the study reported here. The findings described in the article give insights into the management and organization of LEAs in Wales; performance management practice; the problematic nature of target setting; and the issues of recruitment, succession planning and the capacity of those who work in LEAs to fulfil their roles with authority. A model of performance management of staff in LEAs is presented. K E Y...
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