Transcript Innovative Case Study Strand Hunter Moorman Education and Training Policy Division Workshop of National Coordinators July 5, 2006

Innovative Case Study Strand
Hunter Moorman
Education and Training Policy Division
Workshop of National Coordinators
July 5, 2006
Overview of Innovative Case Study Strand
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An innovation in OECD/ETP work
PURPOSE:
Complement analytical strand with examples of
innovative practice and policy implications
FOCUS:
(1) Innovative distribution of leadership roles
(2) Preparation and development of school leaders
3-5 studies for each question
PRODUCT:
Provide policy makers with information on
innovations, their implementation, and policy
conditions and implementation
Guiding Questions
 Models
of school organization and
management that distribute leadership
roles in innovative ways
 Promising
practices for preparation and
development of school leaders
Models of Distributed Leadership
Effective principals act not only as managers but as
leaders of schools as learning organizations or
leaders within the larger system. With teachers
in their school, or other leaders in larger system,
they interact to constitute a productive, cohesive
learning community. So
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Not necessarily formal or positional, but
distributed across range of individuals in a school
or system; and
Shaped by governance and management structure,
school/system size and complexity, levels of
student performance
Models of Distributed Leadership: Focus
Areas
 System
Improvement
 Partnerships/Collaborations
 School-level
Learning Communities
Promising Practices for Preparation and Development
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NEED is great:
--Principals need daunting range of knowledge and
skills to be effective (core technology;
“leadership”; management; entrepreneurship)
--And also in “practice of improvement”—
combination of theory of action, social capital
development, and strategic alignment needed to
lead learning community
BUT mixed picture of availability and quality of
training and professional development, with:
--Much room for improvement and
--Need for policy incentives and conditions to
support it
Preparation and Professional Development:
Focus Areas
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National or regional academies for preparation
and professional development
Alternative mechanisms for recruiting and
preparing leaders
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Collaborations of non-traditional partners
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School or local-level professional development
Case Selection Criteria
 Core
criteria common to both
questions
 Specific
criteria for each question
Core Criteria
 Diversity
 Stakeholder
involvement
 Viability
 Results-orientation
and theory of action
 Initial results and promise
 Access
Distributed Leadership: Specific Criteria
Models of school organization and
management that distribute
leadership in innovative ways:
 Demonstrated
 Systemic
models
orientation
Preparation and Development: Specific Criteria
Promising programs and practices for
preparation and development of
school leaders:
 Innovative
 Learning
approaches
organizations
 System-wide
perspective
Methodology
Each case study documents approach, analyzes
content, and identifies policy conditions.
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DATA: available documents and literature reviews
METHODS: content analysis, interviews, focus
groups, questionnaires
TEAM: Up to 3 experts to plan and conduct study,
some overlap across sites
STUDY: planning, visit, report
INTERNATIONAL CONFERENCE
Funding of Case Studies
Funding from a mix of sources:
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Foundations and corporate philanthropy
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OECD contributions
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Voluntary contributions by countries
Timetable
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Models of Distributed Leadership:
July 2006: International workshop
August 2006-January 2007: Conduct case studies
July 2007: Final report
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Innovative Approaches to Preparation and
Development:
January – June 2007: Conduct case studies
September 2007:International workshop
December 2007: Final report
Thank you very much.
[email protected]
[email protected]
hunter,[email protected]
[email protected]