Sustaining School Improvement Initiatives: Advice from Educational Leaders

Autor/inn/en	Koh, Gloria A.; Askell-Williams, Helen; Barr, Shyam
Titel	Sustaining School Improvement Initiatives: Advice from Educational Leaders
Quelle	In: School Effectiveness and School Improvement, 34 (2023) 3, S.298-330 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koh, Gloria A.) ORCID (Askell-Williams, Helen) ORCID (Barr, Shyam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2023.2190130
Schlagwörter	Educational Improvement; School Effectiveness; Sustainability; Educational Objectives; Professional Continuing Education; Leadership; Accountability; School Culture; Educational Planning; Program Evaluation; Educational Strategies; Capacity Building; Communities of Practice; Information Dissemination; Time Management + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Schuleffizienz; Nachhaltigkeit; Educational objective; Bildungsziel; Erziehungsziel; Berufsfeldbezogener Unterricht; Weiterbildung; Führung; Führungsposition; Verantwortung; Schulkultur; Schulleben; Bildungsplanung; Programme evaluation; Programmevaluation; Lehrstrategie; Community; Informationsverbreitung; Zeitmanagement
Abstract	There are reports about school improvement initiatives that have been successfully implemented and evaluated within relatively brief time scales. However, many initiatives do not survive over longer terms. Our purpose in this study was to identify successful strategies for achieving long-term school improvement. We interviewed 12 leaders at four educational sites. We adopted complex adaptive systems perspectives to analyse the interview transcripts, provide rich descriptions of contexts, illustrate examples of practices, and synthesise participants' accounts to highlight key areas for attention and action. Participants described purposeful programme selection with clear goals, strategic staff leadership and continuous professional education, accountable professional networks, data sharing and feedback, time and resource management, distributed multilevel leadership, and a supportive school culture. We recommend adopting a complex adaptive systems perspective to communicate and facilitate processes of change, including planning, enacting, and evaluating school improvement as a continuous long-term process rather than as an end product of any singular initiative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01