当前位置: X-MOL 学术Journal of Research in International Education › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Developing Leaders for International Baccalaureate World Schools
Journal of Research in International Education Pub Date : 2018-07-30 , DOI: 10.1177/1475240918790703
Gerard Calnin 1 , Mark Waterson 2 , Sue Richards 3 , Darlene Fisher 4
Affiliation  

A significant corpus of research now consistently confirms that school leadership is the second most important in-school variable to impact on student outcomes. Investing in leaders and aspiring leaders is therefore an imperative for schools and school systems. However, much of the educational leadership research emerges from national systems of education, with a largely Western set of norms and assumptions. To what extent, it can be asked, are the attributes and capabilities described in the literature applicable on a more universal or global scale? A paucity of research addresses this question and explores educational leadership in trans-national and multi-cultural settings. The International Baccalaureate (IB), with its 4500 schools in more than 135 countries, has responded to the challenge of developing leaders for its schools (known as IB World Schools). Regardless of the strength of research within particular national or cultural contexts, the IB’s complex and globally dispersed school network means that leaders cannot be expected to follow a single model or paradigm of leadership practice. The IB acknowledges that effective leadership takes into account the environment within which leaders work. At the heart of an IB school leader’s challenge is to develop strong capabilities in cultural and contextual awareness, as well as a deep understanding of the types of leadership practices that have the best chance of maximising student and organisational outcomes in different contexts. The IB has developed a distinctive leadership programme to support IB leaders and build their capabilities in these vital areas. This paper outlines the contexts, research and theorising that has led to the IB leadership professional development programme. It also presents the aims, guiding principles and key features, inclusive of the key capabilities and intelligences that are the core components of the learning and development experience. The question raised at the conclusion of this paper is: to what extent are these capabilities applicable for leaders not only in IB World Schools but in schools more widely?

中文翻译:

培养国际文凭世界学校的领导者

现在,一项重要的研究资料一致证实,学校领导力是影响学生成绩的第二个最重要的校内变量。因此,投资于领导者和有抱负的领导者是学校和学校系统的当务之急。然而,大部分教育领导力研究来自国家教育体系,主要是西方的一套规范和假设。可以问,文献中描述的属性和能力在多大程度上适用于更普遍或全球范围?很少有研究解决这个问题,并探索跨国和多元文化环境中的教育领导力。国际文凭 (IB) 在超过 135 个国家/地区拥有 4500 所学校,已应对为其学校(称为 IB 世界学校)培养领导者的挑战。无论在特定国家或文化背景下的研究强度如何,IB 复杂且遍布全球的学校网络意味着不能期望领导者遵循单一的领导实践模式或范式。IB 承认有效的领导会考虑领导者的工作环境。IB 学校领导面临的核心挑战是培养强大的文化和情境意识能力,以及深入了解最有可能在不同情境下最大化学生和组织成果的领导实践类型。IB 制定了独特的领导力计划,以支持 IB 领导者并培养他们在这些重要领域的能力。本文概述了导致 IB 领导力专业发展计划的背景、研究和理论。它还介绍了目标、指导原则和关键特征,包括作为学习和发展体验核心组成部分的关键能力和智能。本文结尾提出的问题是:这些能力在多大程度上不仅适用于 IB 世界学校的领导者,还适用于更广泛的学校?包括作为学习和发展经验核心组成部分的关键能力和智能。本文结尾提出的问题是:这些能力在多大程度上不仅适用于 IB 世界学校的领导者,还适用于更广泛的学校?包括作为学习和发展经验核心组成部分的关键能力和智能。本文结尾提出的问题是:这些能力在多大程度上不仅适用于 IB 世界学校的领导者,还适用于更广泛的学校?
更新日期:2018-07-30
down
wechat
bug