ABSTRACT

This paper argues that educational policies and changes in Wales over the last thirty years have somewhat neglected issues concerned with management and leadership, in comparison with other countries and within the UK. More recently, however, leadership development has been provided and the Welsh National Academy for Educational Leadership has recently produced an organisational framework. Based on analysis of the Welsh educational, social and economic context and a scoping of relevant literatures, we suggest six strategies for the development of educational management/leadership for Wales, which aim to address existing deficits and build a distinctive leadership and management approach in Wales:

• A focus upon using within-school variation (WSV) in schools in Wales as a means of identifying good practice (as Wales has high levels of WSV);

• A greater focus upon leadership strategies related to classroom pedagogy;

• Implementing contextually variable leadership/management strategies to address the substantial variability in multiple areas of Welsh society and social structure;

• Embracing more advanced ‘thought leadership’ which acknowledges the complexity of enacted leadership;

• Embracing more productive original thinking drawing from evidence from non-educational areas;

• Attending to the reliability of Wales’ educational system because system reliability puts a ceiling on system validity.

摘要

本文认为，与其他国家和英国内部相比，威尔士过去30年的教育政策和变革在一定程度上忽略了与管理和领导力有关的问题。但是，最近提供了领导力发展，威尔士国家教育领导力学院最近也建立了组织框架。在分析威尔士教育，社会和经济背景以及相关文献的基础上，我们提出了发展威尔士教育管理/领导力的六种策略，旨在解决威尔士现有的不足并建立独特的威尔士领导和管理方法：

• 重点关注在威尔士的学校中使用校内变异（WSV）作为确定良好做法的一种手段（因为威尔士的WSV水平很高）；

• 更加注重与课堂教学有关的领导策略；

• 实施因地制宜的领导/管理战略，以解决威尔士社会和社会结构多个领域的重大差异；

• 接受更高级的“思想领导力”，承认已制定的领导力的复杂性；

• 从非教育领域的证据中汲取更具生产力的原始思维；

• 参加威尔士教育系统的可靠性是因为系统可靠性为系统有效性设定了上限。