Coherence and Collaboration in School development and System Improvement
Policy planning in education is an important and complicated undertaking that demands systematic work and extensive co-operation between actors to ensure successful implementation. In this matter, many consider coherence and collaboration to be the basis for successful educational development effort...
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Menntavísindasvið Háskóla Íslands
2020
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fticelandunivojs:oai:ojs.pkp.sfu.ca:article/3146 2023-08-20T04:07:32+02:00 Coherence and Collaboration in School development and System Improvement Samvirkni og samvinna í þróunar- og umbótastarfi Þórsdóttir, Helga Sigríður Sigurðardóttir, Anna Kristín 2020-04-16 application/pdf https://ojs.hi.is/index.php/netla/article/view/3146 isl ice Menntavísindasvið Háskóla Íslands https://ojs.hi.is/index.php/netla/article/view/3146/1861 https://ojs.hi.is/index.php/netla/article/view/3146 Copyright (c) 2020 Netla Netla - english edition; 2020: Netla - Ársrit Netla; 2020: Netla - Ársrit 1670-0244 school development coherence systemic improvement distributed leadership professional learning community skólaþróun samvirkni heiltæk nálgun til umbóta dreifð forysta faglegt lærdómssamfélag info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2020 fticelandunivojs 2023-08-01T12:29:24Z Policy planning in education is an important and complicated undertaking that demands systematic work and extensive co-operation between actors to ensure successful implementation. In this matter, many consider coherence and collaboration to be the basis for successful educational development efforts that lead to increased achievement in student learning (Hopkins, Stringfield, Harris, Stoll, &Mackay, 2014; Robinson, 2018). The aim of the research discussed in this paper is to gain understanding and knowledge of how this coherence appears in policy work in three municipalities in Iceland and in one school in each of the municipalities. The focus is on how local government policy and methods of implementation might support or hinder sustainable school improvements and how they might appear in school practices on a daily basis.The discussion is based on educational leadership theories that encourage a systemic approach to reform, encompassing all levels of the system and different areas, such as curriculum, teaching methods, leadership, and families. This systematic approach is meant to support the coherence of all entities that influence teaching and learning (Fullan & Quinn, 2016) and enhance teacher leadership and the professional skills of those working towards the same purposes. Coherence is achieved through collaboration and communication between actors at different levels rather than through checklists or strict surveillance (Robinson et al., 2017).Data was collected by interviewing school district leaders in the three municipalities, one school principal from each municipality, and one development team from each school in the respective municipalities. The developmental teams consisted of four to six teachers, leaders, and department heads in the school. Other data included the documents addressing the policies of districts and schools. The data was analysed by seeking information on the following themes: (1) the making of the policies; e.g., where did it originate from and who participated; (2) the ... Article in Journal/Newspaper Iceland University of Iceland: Peer Reviewed Journals Mackay ENVELOPE(168.517,168.517,-77.700,-77.700) |
institution |
Open Polar |
collection |
University of Iceland: Peer Reviewed Journals |
op_collection_id |
fticelandunivojs |
language |
Icelandic |
topic |
school development coherence systemic improvement distributed leadership professional learning community skólaþróun samvirkni heiltæk nálgun til umbóta dreifð forysta faglegt lærdómssamfélag |
spellingShingle |
school development coherence systemic improvement distributed leadership professional learning community skólaþróun samvirkni heiltæk nálgun til umbóta dreifð forysta faglegt lærdómssamfélag Þórsdóttir, Helga Sigríður Sigurðardóttir, Anna Kristín Coherence and Collaboration in School development and System Improvement |
topic_facet |
school development coherence systemic improvement distributed leadership professional learning community skólaþróun samvirkni heiltæk nálgun til umbóta dreifð forysta faglegt lærdómssamfélag |
description |
Policy planning in education is an important and complicated undertaking that demands systematic work and extensive co-operation between actors to ensure successful implementation. In this matter, many consider coherence and collaboration to be the basis for successful educational development efforts that lead to increased achievement in student learning (Hopkins, Stringfield, Harris, Stoll, &Mackay, 2014; Robinson, 2018). The aim of the research discussed in this paper is to gain understanding and knowledge of how this coherence appears in policy work in three municipalities in Iceland and in one school in each of the municipalities. The focus is on how local government policy and methods of implementation might support or hinder sustainable school improvements and how they might appear in school practices on a daily basis.The discussion is based on educational leadership theories that encourage a systemic approach to reform, encompassing all levels of the system and different areas, such as curriculum, teaching methods, leadership, and families. This systematic approach is meant to support the coherence of all entities that influence teaching and learning (Fullan & Quinn, 2016) and enhance teacher leadership and the professional skills of those working towards the same purposes. Coherence is achieved through collaboration and communication between actors at different levels rather than through checklists or strict surveillance (Robinson et al., 2017).Data was collected by interviewing school district leaders in the three municipalities, one school principal from each municipality, and one development team from each school in the respective municipalities. The developmental teams consisted of four to six teachers, leaders, and department heads in the school. Other data included the documents addressing the policies of districts and schools. The data was analysed by seeking information on the following themes: (1) the making of the policies; e.g., where did it originate from and who participated; (2) the ... |
format |
Article in Journal/Newspaper |
author |
Þórsdóttir, Helga Sigríður Sigurðardóttir, Anna Kristín |
author_facet |
Þórsdóttir, Helga Sigríður Sigurðardóttir, Anna Kristín |
author_sort |
Þórsdóttir, Helga Sigríður |
title |
Coherence and Collaboration in School development and System Improvement |
title_short |
Coherence and Collaboration in School development and System Improvement |
title_full |
Coherence and Collaboration in School development and System Improvement |
title_fullStr |
Coherence and Collaboration in School development and System Improvement |
title_full_unstemmed |
Coherence and Collaboration in School development and System Improvement |
title_sort |
coherence and collaboration in school development and system improvement |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2020 |
url |
https://ojs.hi.is/index.php/netla/article/view/3146 |
long_lat |
ENVELOPE(168.517,168.517,-77.700,-77.700) |
geographic |
Mackay |
geographic_facet |
Mackay |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Netla - english edition; 2020: Netla - Ársrit Netla; 2020: Netla - Ársrit 1670-0244 |
op_relation |
https://ojs.hi.is/index.php/netla/article/view/3146/1861 https://ojs.hi.is/index.php/netla/article/view/3146 |
op_rights |
Copyright (c) 2020 Netla |
_version_ |
1774719220494368768 |